Classroom Strategies Research Articles

Teachers and school administrators' experiences with professional development feedback: The classroom strategies assessment system implementation.

To support teachers' evaluation and professional development valid assessments that measure teachers' classroom practices and capture teachers' strengths and areas in need of improvement are needed. The current study examined school administrators' and teachers' experiences of Professional Development (PD), with the use of the Classroom Strategies Assessment System (CSAS), a classroom observational assessment that measures universal classroom instructional and behavioral practices, and their perceptions of the usability of CSAS for supporting PD. The study also examined school administrators' ratings of elementary school teachers' use of evidence-based instructional and behavior management practices, as an illustrative example of how performance feedback was implemented. Three school administrators observed 31 elementary school teachers three times each using the CSAS Greek version. Following each observation, teachers received brief performance feedback based on CSAS scores from their school administrator. School administrators and teachers completed the System Usability Scale to assess the usability of the CSAS administration. Semi-structured interviews with 19 of the participating teachers were conducted to further explore teachers' professional development experiences. Overall, teacher interviews expressed their need for professional development in the areas of instructional and behavior management practices and perceived CSAS feedback helpful for instructional improvement. Findings also suggest some improvements in the frequency and quality of teacher instructional and behavior management practices as measured by the CSAS. Implications for practices and research are discussed.

Understanding mathematics preservice teachers’ beliefs about English learners using the Mathematics Education for English Learners Scale (MEELS)

ABSTRACT This article outlines the development and validation of the Mathematics Education of English Learners Scale (MEELS) to understand mathematics preservice teachers’ beliefs about teaching mathematics to English learners (ELs). Nine hundred and twenty-five PSTs from 17 states across the U.S. were divided randomly into two samples for the analysis. A Principal Component Analysis was conducted with one sample of 463 respondents, which suggested a four-factor model and a five-factor model. A Confirmatory Factor Analysis with the other sample of 462 respondents suggested that the four-factor model was a better fit. The 19 item four-factor model consisted of the following factors – Classroom Strategies, Native Language, Language in Math, and Comparison with non ELs. The factors show that preservice teachers’ beliefs about teaching ELs cluster around teaching moves in the mathematics classroom with ELs, the use of students’ native language in the class, the role of language in mathematics, and balancing the teaching and learning of both ELs and non ELs in the mathematics class. The MEELS can be used in teacher preparation to evaluate preservice teachers’ beliefs in the program. The factors of MEELS can highlight areas where preservice teachers need more focus.

Early Childhood Teachers’ Attitudes towards Teacher-directed Classroom Management Strategies in Inclusive Settings

This qualitative interpretative phenomenological study aimed to exploreearly childhood education (ECE) teachers’ attitudes (perceptions, feelings,and practices) towards classroom management strategies in inclusive earlychildhood education classroom settings in Lahore. Inclusive education ispresently an extensively debatable issue in the education field around theworld. Pakistan also lacks adequate provisions of inclusive education inschools, and there are insufficient awareness and training for teachers aboutinclusive education. However, proper awareness of inclusive educationamong teachers has the potential to improve the student’s positive outcomes.International theoretical literature suggests that ECE teachers often useteacher-directed strategies in inclusive classrooms to achieve positiveoutcomes for all students. This study used the phenomenological researchdesign, and semi-structured interviews were conducted with 12 ECEteachers who were working in inclusive ECE classroom settings in Lahore.The interpretative phenomenological analysis of interview data wasconducted using NVivo 12 software to analyze and generate themes. Thefindings highlight that most ECE teachers have positive attitudes towardsteacher-directed classroom management strategies that are consideredeffective in managing inclusive early childhood education classroomsettings. However, they feel that the implementation of these strategies ischallenging because of the presence of students with disabilities in theirclasses. This study provides a base for further research and, eventually,interventions.

IMPLEMENTATION OF LEARNER-CENTRED CURRICULUM IN THE COLLEGES OF EDUCATION IN GHANA: AN ASSESSMENT OF CHEMISTRY TUTORS’ CLASSROOM PRACTICES

This study examined the implementation of the new 4-year Bachelor of Education (B.Ed) Chemistry Curriculum in the Colleges of Education (CoEs) in Ghana and to determine whether the strategies used by the approaches used by the implementers were in line with those prescribed in the curriculum document. The theoretical framework for the study was based on Rogan and Grayson (2003) framework for curriculum implementation. The study was conducted in five Mathematics and Science CoEs in the Northern Zone in Ghana. Fourteen (14) Chemistry tutors comprising 10 males and 4 females who were directly involved in the implementation of the new curriculum were purposively selected for the study. The study used a descriptive survey design with a mixed methods approach. The quantitative data were collected through a survey questionnaire while a classroom observation checklist and semi-structured interview guide were used to collect the qualitative data. The qualitative data were analysed using descriptive statistics such as mean, and standard deviation. On the other hand, the observational data were analysed by coding and interpreting tutors’ classroom strategies. Moreover, the interviews were tape-recorded, later transcribed and categorised into themes. The study found that the tutors’ classroom strategies and assessment methods were not in conformity with those prescribed in the new curriculum. The study recommended the intensification of the continuous professional development (CPD) activities for tutors and also suggested that the external components of assessing students should include the learner-centred approaches as prescribed in the curriculum.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0065/a.php" alt="Hit counter" /></p>

‘What makes you the boss?’ Understanding student perceptions of social status in sport education

ABSTRACT Student’s social status within the context of physical education group work can influence engagement and behaviour during group tasks (Cohen [1994]. Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001). According to Bourdieu ([1985]. The forms of capital. In J. G. Richard (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258)), this phenomenon is due to the group creating a doxa, or hierarchy, of social capital brought forth by each group member. Research shows social status can influence the experiences of students within group tasks, indicating the potential for unequal participation and interactions during group work (Brock et al. [2009]. The influence of student status on student interactions and experiences during a sport education unit. Physical Education and Sport Pedagogy, 14(4), 355–375. https://doi.org/10.1080/17408980802400494; Cohen & Lotan [2014]. Designing group work: Strategies for the heterogeneous classroom (3rd ed.). Teachers College Press). In the sport education model, students experience affiliation with their teammates to build their sense of belonging and investment (García López & Kirk [2022]. Empowering children from socially vulnerable backgrounds through the use of roles in sport education. Sport, Education and Society, 27(6), 676–688. https://doi.org/10.1080/13573322.2021.1897563; MacPhail et al. [2004]. Sport education: Promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23(2), 106–122. https://doi.org/10.1123/jtpe.23.2.106). Therefore, the purpose of this study was to explore students’ perceptions of status, roles, and team dynamics while participating in a sport education unit. Participants were eight fifth grade students representing two teams participating in a 20-lesson sport education floor hockey unit. Data collection included individual semi-structured interviews based on critical incidents as stimulated recall from GoPro recorded lessons. Results indicated students perceived their status to be based on their skill ability, used a more passive approach to group discussions to avoid conflict, and expressed frustrations with lack of contributions by teammates. Through transcendental phenomenology, this article reveals the perceptions of students’ experiences related to their group identities and socialisation as they participate in physical education group work.

Students’ Discipline Problems and Classroom Management Strategies to Cope with the Problems: Teachers’ Perspective

The main purpose of this study was to get an insight into the perceptionsof teachers about student discipline problems and classroom managementstrategies adopted by them. Data were collected from 86 secondary schoolteachers, teaching in various Federal Government Institutions ofIslamabad, through the administration of the researchers-madequestionnaire. Additionally, semi-structured interviews from 6participants were also conducted to get in depth views of the teachers aboutthe discipline issues of students and their management strategies in thecontext of classroom and school. The focus of the study was oncharacteristics of students creating problems in the classroom, the mostfrequently occurring and major causes of discipline problems, andclassroom management strategies used by teachers to improve discipline.Teachers' opposed the practices of traditional punitive strategies inclassrooms; they suggested the use of soft disciplinary skills in case ofstudents' unwanted behaviour.

THE INTEGRATION OF CULTURAL ELEMENTS IN THE ENGLISH LANGUAGE CLASSROOMS: A CASE STUDY OF SELECTED ORANG ASLI SCHOOLS IN PAHANG, MALAYSIA

Background and Purpose: This study examined the challenges faced by the Orang Asli students from the Jah Hut tribe and their reactions towards the integration of their cultural elements in learning the English language at two Orang Asli schools in Temerloh, Pahang, Malaysia. It also sought to investigate students’ and teachers’ motivation in learning and teaching the subject.
 
 Methodology: This critical qualitative inquiry employed a case study approach employing semi-structured interviews and non-participant classroom observations. A total of 14 participants were selected through purposive sampling technique, which consisted of ten Orang Asli students, three Orang Asli teachers, and one Malay teacher from two Orang Asli’s schools in Temerloh district.
 
 Findings: The findings indicated that integrating the Orang Asli’s own culture into the English lessons had captivated their interest immensely. The most motivating and stimulating lessons were centred around cultural celebrations, the use of the native language, cooking the Orang Asli delicacies, and parading and explaining their outfits and costumes. Teachers responded to the importance of Culturally Responsive Teaching strategies’ acceptance and use in the classrooms regardless of the composition of the students. Similarly, they felt that the knowledge of understanding the cultures of others is critical as it allows one to understand the struggles, and slowly develop a sense of appreciation towards differences.
 
 Contribution: The study highlights pertinent information regarding the issue of a ‘one size fits all curriculum’, especially in the teaching of the English language with the diversity of people in Malaysia. It also provides suggestions on classroom teaching strategies for multicultural classrooms. It also adds input to the existing literature on the integration of cultural elements in the teaching of the English language to the Orang Asli students.
 
 Keywords: Integration, culturally responsive teaching, Orang Asli, Jah Hut, ESL classrooms, cultural elements, indigenous pedagogy, English language curriculum.
 
 Cite as: Idrus, F., Hussin, M. E, & Gulca, M. (2023). The integration of cultural elements in the English language classrooms: A case study of the Orang Asli settlement in Pahang, Malaysia. Journal of Nusantara Studies, 8(1), 26-45. http://dx.doi.org/10.24200/jonus.vol8iss1pp26-45

THE IMPACT OF CODE-SWITCHING IN AFFECTIVE SUPPORT AND LEARNERS’ SUCCESS IN PAKISTANI ESL CLASSROOMS AT UNIVERSITY LEVEL

Background and Purpose: English is an official language of Pakistan and it is not only taught as a subject, but it is also used as a medium of instruction in Pakistan. However, students find English language learning a difficult experience. Their difficulties are compounded by monolingual English language teaching policies and their individual differences which are linked with their motivation, level of anxiety and confidence. This study aimed at finding out the relationship between code-switching and learners’ affective response and its impacts on attaining success in ESL classrooms.
 
 Methodology: Data for this mixed method study were collected through purposive sampling via questionnaires, interviews, and field notes from the students majoring in English at a private university in Pakistan. Quantitative data is analyzed throughSPSS whereas qualitatively the data is analyzed by using constant comparative technique.
 
 Findings: The findings unveil that code-switching is an effective teaching strategy in ESL classrooms to deal with the learning of vocabulary, comprehension of abstract concepts, the performance of a difficult task, participation in classroom discussions, and the clarity of concepts. Moreover, switching to L1 also gives them satisfaction, fosters attention span, creates enjoyment, and boosts confidence, resultantly their performance improves.
 
 Contribution: The study provides implications for stakeholders including teachers, teacher trainers and policy makers to introduce pedagogical code-switching in ESL classrooms to foster the motivation and self-confidence of the students. The study concludes that though code-switching carries benefits, however, it should be used strategically to improve learners’ performance.
 
 Keywords: Code-switching, affective-response, success, ESL classrooms.
 
 Cite as: Nawaz, N., Atta, A., & Naseem, N. (2023). The impact of code-switching in affective support and learners’ success in Pakistani ESL classrooms at university level. Journal of Nusantara Studies, 8(1), 95-116. http://dx.doi.org/10.24200/jonus.vol8iss1pp95-116

Quality of teaching and learning: the role of metacognitive teaching strategies in higher-performing classrooms in Vietnam

Quality of teaching and learning: the role of metacognitive teaching strategies in higher-performing classrooms in Vietnam

The Classroom Profile for Integrated Communication Supports: A Framework to Support Augmentative and Alternative Communication Coaching Services in the School Setting

Purpose: The purpose of this clinical focus article is to describe how a shift away from a reactive, practitioner-based model of Assistive Technology (AT) supports to a proactive, team-based coaching model improved outcomes for students with complex communication needs (CCNs). A framework known as the Classroom Profile of Integrated Communication Supports (C-PICS) can be used to guide speech-language pathologists and AT practitioners using a proactive approach to support the implementation of universal classroom strategies for communication. Method: The C-PICS framework was used in two classroom environments to structure AT coaching and support. A combination of observation and interview with staff was used to complete the C-PICS. The information gathered was used to guide AT coaching activities. Results: Preliminary data indicate that the C-PICS support a coaching implementation model for supporting students with CCN. When compared with the initial administration of the tool, two classrooms demonstrated increased availability and use of communication supports, increased student performance, and increased staff engagement across educational environments. In addition, the C-PICS provided a consistent means of data collection to measure these areas of improvement. Conclusions: Additional uses of the C-PICS are discussed. The authors provide directions for future implementation of the C-PICS as a tool to support inclusive service delivery.

“First Among Equals”: Unpacking Patterns of EFL Teachers’ Sustainable Feedback Strategies in Learner-Centered Language Learning Classrooms in the Chinese Context

This narrative case study investigated English as a Foreign Language (EFL) teachers’ sustainable strategies in giving feedback and the factors influencing feedback decision-making in learner-centered language learning classroom in the Chinese context. Data from transcripts of videotaped classroom interaction, audio-taped stimulated recalls, and semi-structured interviews were collected and analyzed to report the findings. Results indicated that there were six types of naturally occurring teacher feedback in the learner-centered language learning classroom, including negotiated feedback, content feedback, task feedback, informational feedback, affective feedback, and learning strategy feedback. Among them, informational feedback was most preferred, but learning strategy feedback was least used across the course. Furthermore, there were different patterns of distribution between different feedback types as well as between oral and written teacher feedback. More importantly, results revealed that the teacher’s feedback decision-making was influenced by four factors: teacher-related factors, learner-related factors, task-related factors, and learning context-related factors. The paper provides possible explanations for interpretations of EFL teacher feedback strategies from qualitative data and offers some implications for sustaining teacher feedback to promote students’ learning and development.

Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts

Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts

Evaluation of natural ventilation strategies in school classrooms in a humid subtropical climate

Resumo Salas de aula são ambientes de longa permanência, nas quais o conforto térmico é fundamental para o processo de ensino e aprendizagem. No contexto imposto pela Covid-19, são exigidas maiores taxas de ventilação natural, o que pode afetar o conforto térmico. Esta pesquisa objetivou investigar 16 estratégias de ventilação natural em salas de aula do ensino fundamental quanto à eficiência energética, ao conforto térmico e à qualidade de ventilação natural, para clima subtropical úmido, representado pela cidade de Santa Maria, RS, considerando recomendações do Governo Federal e simulações computacionais com o Ansys CFX e o EnergyPlus. Foram analisadas: horas ocupadas em conforto térmico, graus-hora de desconforto, velocidade do ar interno, taxas de renovação do ar e umidade do ar. Estratégias com ventilação cruzada e chaminé-solar ou unilateral norte-sul conectada à circulação aberta atingiram os critérios para renovação do ar, porém com percentagem de horas de desconforto por frio acima de 20%. Observa-se que a suficiência da ventilação natural provoca desconforto por frio excessivo. Este trabalho contribuiu para apontar estratégias de ventilação natural mais adequadas para salas de aula situadas em clima subtropical úmido, demonstrando que estas podem contribuir para a melhoria da qualidade da ventilação natural frente a soluções convencionais.

Building community: DIY punk strategies for the library classroom

Building community: DIY punk strategies for the library classroom

The effectiveness of the flipped classroom strategy to learning the skills of passing from above and blocking of volleyball for students

The effectiveness of the flipped classroom strategy to learning the skills of passing from above and blocking of volleyball for students

Knowledge Structuring and Construction in Problem Based Learning

Problem, being a driving force in Problem Based Learning is proved to be an effective classroom strategy to develop problem solving and cognitive capabilities. A curriculum focused with knowledge structuring and construction can help students develop the required 21st century skills. In this paper we propose a model and process to re-design and deliver the syllabus to effectively integrate the problem based learning with active learning strategies. With a methodical approach of beginning from the pre-requisites to using contextual cues to structure the knowledge, the process uses the problems in knowledge construction. The model proposes the possible ways to restructure the syllabus in support to the proposed method. The paper further presents a case study of applying the model on a computer science course, its design and deliberations. The paper presents the results and analysis along with scores and time required for revision as compared to classes where the proposed methodology was not followed. The assessment scores and feedback are presented to validate the model. The model promises to be an effective strategy to think like a problem solver and be a self-directed learner with analysis carried out using qualitative and quantitative methods. Keywords—Cognition; Knowledge Construction; Knowledge Structuring; Problem Based Learning

PCK Profile of Mathematics Education Students in Practicing the Flipped Classroom Strategy

PCK Profile of Mathematics Education Students in Practicing the Flipped Classroom Strategy

Strategi Flipped Classroom dalam Meningkatkan Kreativitas Belajar Mahasiswa pada Materi Hadits Tarbawi di Era Digitalisasi

Low learning achievement, weak problem-solving skills and lack of motivation to compete in terms of goodness are problems of student learning creativity. The current era of digitalization is providing progress in the world of education. In tarbawi hadith material, students are expected to have competence in the form of being complete and expert in demonstrating the hadith of the prophet on educational theories and issues. The flipped classroom strategy is here to provide a solution to the above phenomenon. The aim of this study is to find out, describe, and analyze the flipped classroom strategy in increasing student learning creativity on tarbawi hadith material in the digitalization era. This study uses qualitative research with a descriptive approach. The data sources include students and lecturers. Data collection techniques using observation, interviews, and documentation. Data analysis techniques are in the form of critical analysis methods through several stages including; data reduction, data presentation, and drawing conclusions. The research results reveal that; 1) the flipped classroom strategy improves students' ability to think critically, confidently ask questions with weight, and be innovative in providing answers in learning discussions, classroom step which has reverse learning makes it easier for students to prepare for learning before entering a learning forum that is tailored to student's interests and learning styles, 3) the flipped classroom learning strategy through tarbawi hadith material is able to give enthusiasm to students and the spirit of doing good deeds in the digitalization era.

THE EFFECT OF USING FLIPPED CLASSROOM STRATEGY ON ACADEMIC ACHIEVEMENT IN ENGLISH AMONG SEVENTH-GRADE STUDENTS IN AL-BALQA GOVERNORATE

The current study aims to identify the effect of using the flipped classroom strategy on the academic achievement of students in the seventh grade in the English language subject compared to the traditional method. The experimental method was used for the research, and the study sample consisted of 50 students at Khaled Ibn Al-Walid Basic School in Al-Balqa Governorate, Jordan. The sample was split into two groups: an experimental group and a control group. The experimental group studied using the flipped class strategy, while the control group studied by the traditional method. Pre- and post-achievement tests were among the instruments the researchers used. The Statistical Package for Social Sciences was used to conduct the statistical analysis (version 22, SPSS, Inc.) The t-test for students was used to evaluate the parametric variables. Differences were deemed statistically significant at P 0.05; all stated P values were based on 2-sided tests and compared to a significance level of 5%. The research findings demonstrated a statistically significant positive impact of the teaching strategy for experimental group on student progress. Keywords: Strategy, Flipped Learning, Academic Achievement, Seventh Grade DOI： https://doi.org/10.35741/issn.0258-2724.58.1.1

Promoting equitable literacy expectations in CLIL

Abstract This study explores the impact of two Service-Learning (SL) projects on student teachers’ preparation and perceptions in relation to literacy teaching in English as a foreign language within CLIL programmes. The projects offered hands-on training in preparing and delivering lessons applying Rose and Martin’s (2012) Reading to Learn (R2L) approach to support children at two Madrid primary schools implementing CLIL with high proportions of at-risk pupils and socioculturally diverse student bodies. One hundred and thirteen undergraduate student teachers specialising in English as a Foreign Language at the Complutense University School of Education participated in the SL projects. The projects’ goals included developing the students’ civic engagement and disposition to gain understanding of the potential of a systematic, evidence-based approach to literacy pedagogy for guiding all pupils to acquire the reading and writing abilities needed for educational success. Data from questionnaires, focus group interviews, and reflective journals were collected and analysed. Student teachers faced the challenges of apprehending and effectively applying the R2L strategies in classrooms characterised by pupils’ widely ranging levels of preparation for reading and writing in English. Their reflections show evolution towards readiness and awareness of the possibilities of adopting proactive measures, such as systematic literacy instruction, in order to ensure the progress of pupils as they face the challenges of CLIL in the context of socioeconomic and educational inequity within classrooms and across schools.