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Classroom Teachers Research Articles

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10760 Articles

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  • Classroom Observations
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협동어린이집에서 Steiner의 교사협의체(Kollegium) 적용 및 운영과 영유아 중심⋅놀이 중심 교육 실천에 관한 연구

Objectives The purpose of this study is to inquiry on how the R. Steiner’s idea of Kollegium system could be applied for and operated by the field of early childhood institutions which are mostly based on play-based curriculum. Methods This study conducted in-depth interviews for 16 weeks with 4 head teachers and 4 classroom teachers who worked in each different child-care cooperatives. Results The results of this study were summarized below. First, this study found that the Kollegium which is based on R. Steiner’s Waldorf school philosophy made possible to operate the early childhood centers by overcoming the difficulties among the teachers. Second, in order to operate daycare centers with Kollegium, the teachers are very important element to keeping with collegial colleagues and collaboration with the parents. Finally, the freedom and reasonability for teachers are critical elements to implement the play-based curriculum for young children and play-flushed educational surroundings. Conclusions Conclusively, it is expected that this study will be able to contribute the fields of early childhood education to implement authentic play-based early childhood education by emphasizing teachers’ subjectivity with empowering their ownership in the institutions.

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  • Journal IconKorean Association For Learner-Centered Curriculum And Instruction
  • Publication Date IconJul 15, 2025
  • Author Icon Ru Mi Choi
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Children's Right to Read Books from the Perspective of Teachers: A Case Study

The right to read refers to every child’s freedom to access a book of their interest, choice, and purpose at any time, as well as the freedom to read or not read the book they access. The aim of this study is to evaluate teachers' views, assessments, and suggestions regarding children's right to read. A case study design, one of the qualitative research methods, was employed in the study. Using the snowball sampling method, a total of 95 volunteer teachers (n = 80 classroom teachers; n = 15 Turkish language teachers) from 25 different provinces across seven geographical regions of Turkey participated in the research. Data were collected through the “Teacher Interview Form on the Right to Read,” developed by the researchers, and analyzed using descriptive and content analysis techniques. According to the results, teachers’ perceptions of the right to read were categorized under two main themes: “awareness of the right to read” and “suggestions regarding the right to read.” Awareness primarily involved framing the content of this right, the freedom not to read, the right to read any genre, and support for the child’s reading interests. Teachers emphasized the importance of motivation in exercising this right, the influence of families, and the necessity for children to determine their own reading time. Barriers to exercising this right were identified as technological, economic, familial, and educational factors. Teachers suggested that legal regulations and specific measures within the education process could help children fully exercise their right to read. Based on the findings, it is recommended that a societal consensus be established recognizing reading as a fundamental human right. To achieve this, teachers, families, school administrators, experts, and librarians should be informed about the right to read, and encouraging initiatives should be implemented to help children and young people exercise this right.

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  • Journal IconSınırsız Eğitim ve Araştırma Dergisi
  • Publication Date IconJul 15, 2025
  • Author Icon Fatma Kırmızı + 10
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School leaders’ approaches to supporting differentiated instruction

ABSTRACT Background Differentiated instruction is a teaching pedagogy which aims to address learner diversity in mainstream classrooms. However, the research base exploring its implementation is scarce. Even more limited is research to date on the pivotal role of school leaders in their application and practice at a whole-school level. Purpose Set in the state of Queensland, Australia, this small-scale, qualitative study undertook individual, semi-structured interviews with school leaders to investigate how they realised, developed, and operationalised a whole-school approach for differentiating instruction. Method A total of nine school leaders from one Catholic boy’s school took part in semi-structured individual interviews between March and June 2023. Through thematic, inductive analysis, three major themes were identified: 1) need for, and understanding of, differentiated instruction; 2) implementation of differentiated instruction in the school; and 3) the role of the leadership team. Findings The school leaders interviewed had a deep level of understanding of differentiated instruction. They encouraged classroom teachers to vary their teaching strategies to capture the needs of every student. School leaders developed and implemented an innovative pedagogical approach to differentiated instruction which was used by teachers to enhance teaching and learning experiences for every student. Conclusion Even though these findings are focused on one school, they offer a starting point for further study into an important but under-explored area of research. They highlight the importance of school leaders enhancing professional learning opportunities for teachers so that they can build capacity to differentiate instruction and support learner variation in today’s mainstream classrooms.

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  • Journal IconEducational Research
  • Publication Date IconJul 12, 2025
  • Author Icon Kathryn Gibbs
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Pressure management: Factors influencing the turnover intentions of school middle leaders in Scotland

This research examines what influences middle leaders’ intention to leave or remain in teaching, through analysis of data from 273 Principal Teachers (PTs) in Scottish schools who participated in the national Teacher Workload Research project, 2024. By integrating turnover theories with educational leadership research, the study identifies key drivers of turnover intentions among this critical yet understudied occupational group. Findings reveal that intentions to leave consistently align with four interrelated challenges – workload, student conduct, parental expectations and learner needs – regardless of geographical location, sector or individual characteristics, indicating systemic issues requiring policy attention. The analysis demonstrates that contextual conditions undermine policy aspirations for middle leaders to function as change agents and leaders of learning, instead positioning them primarily as operational support for senior management. PTs effectively serve as institutional dampeners, absorbing job shocks that may reduce turnover intentions among classroom teachers while triggering their own. Their role as key nodal actors places them in constant reactive mode, adversely affecting professional identity and occupational wellbeing. The findings suggest that aspirations for instructional leadership must critically consider how changed working conditions impact professional capacity.

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  • Journal IconEducational Management Administration & Leadership
  • Publication Date IconJul 10, 2025
  • Author Icon Moira Hulme + 3
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Outdoor-Based Snakes and Ladder Game: Stimulation of Hyperactive Children

This study explores the use of outdoor-based Snakes and Ladders as an alternative medium for stimulating and shaping the behavior of hyperactive children. Employing a qualitative descriptive approach, the research was conducted with the following subject criteria: (1) children enrolled at ABA II Quranic School Palopo; (2) aged 5–6 years; (3) residing with their parents; and (4) consistently exhibiting symptoms of hyperactivity. Supporting informants included classroom teachers and parents. Data collection techniques utilized source triangulation—comparing data from observations, interviews, and documentation—and member checking, wherein findings were confirmed with participants. The data analysis procedure involved four stages: (1) data collection, (2) data reduction, (3) data display, and (4) conclusion drawing and verification. The findings indicate that the outdoor-based Snakes and Ladders game is an effective behavioral stimulation tool for hyperactive children. The game offers opportunities for physical movement, incorporates structured rules, and fosters an enjoyable learning environment, thereby meeting the developmental needs of children with high activity levels and emerging self-regulation skills. Participation in the game facilitated the development of behavioral competencies, including turn-taking, rule compliance, and impulse control. Additionally, the game supported enhancing social skills such as cooperation, communication, and empathy. The outdoor setting further contributed to these outcomes by providing open space, fresh air, and a relaxed yet engaging atmosphere. The novelty of this research lies in its adaptation of a traditional game into a developmentally appropriate tool for physical and behavioral stimulation that is both flexible and easily implemented.

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  • Journal IconAl-Hayat: Journal of Islamic Education
  • Publication Date IconJul 10, 2025
  • Author Icon Wahyuni Ulpi + 4
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Teachers’ Self-Efficacy, Stigmatization for Attention Deficit Hyperactivity Disorder and Attitudes Towards Unwanted Class Behaviors

ABSTRACT This descriptive and correlational study was conducted to determine the stigmatisation towards Attention Deficit Hyperactivity Disorder (ADHD), attitudes towards undesirable student behaviours in the classroom and self-efficacy levels of primary school teachers. The study sample consisted of 307 teachers working in a province in Turkey during the 2021–2022 academic year. Data were collected through an online survey method using teacher introduction form, ADHD Stigma Questionnaire (ASQ), Teacher Attitude Scale Towards Undesirable Intraclass Behaviours of Students (TASUIBS), and General Self-Efficacy Scale (GSE). There was a statistically significant and positive relationship between the mean ASQ score and the mean TASUIBS score at a very weak level. In structural equation modelling, the effect of TASUIBS on the ASQ was statistically significant (β = 0.163; p < 0.001). Furthermore, TASUIBS predicted 2.7% of the ASQ. The level of knowledge about ADHD and meeting the needs of ADHD students explained 6.2% of the change in the GSE. As a result of this study, it was determined that as teachers’ perception of stigmatisation increased, they showed negative attitudes towards unwanted behaviours in the classroom. Teachers’ knowledge about ADHD was determined to affect general self-efficacy. Experimental studies are recommended to transform attitudes into behaviours.

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  • Journal IconInternational Journal of Disability, Development and Education
  • Publication Date IconJul 9, 2025
  • Author Icon Filiz Özkan + 3
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Storytelling as a Pedagogical Tool in Arabic Language Teaching: Enhancing Speaking Skills

This study explores the effectiveness of storytelling as a pedagogical strategy for enhancing speaking proficiency (Mahārah Kalām) in Arabic language education. Recognizing the limitations of conventional, grammar-focused instruction, this research proposes storytelling as an alternative approach that fosters spontaneous language use, strengthens vocabulary retention, and improves learners’ syntactic awareness. Using a qualitative case study design, the research was conducted at Pondok Pesantren Darullughah Wadda’wah, involving 40 senior high school students aged 17–18. Data were collected through classroom observations, student reflections, and teacher interviews during a six-week instructional program integrating storytelling into Arabic speaking classes. The findings reveal that storytelling not only increases student motivation and confidence but also reinforces core language structures in a meaningful context. Storytelling activities provided an emotionally safe environment that promoted oral participation and collaborative interaction. This study highlights the pedagogical potential of traditional storytelling in Arabic instruction and encourages its integration into communicative language teaching frameworks for more effective speaking outcomes.

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  • Journal IconKalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
  • Publication Date IconJul 8, 2025
  • Author Icon Muhamad Solehudin
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Conversion Supervision Practices and Supportive Classroom Management of Public Elementary School Teachers

This study aimed to determine the significant relationship between conversion supervision practices and supportive classroom management among public elementary school teachers in Mati Northeast District, Division of City of Mati. A descriptive-correlational research design was employed, with a sample of 139 public elementary school teachers selected through universal sampling. Data were gathered through standardized questionnaires administered in the school setting. The data were analyzed using mean, Pearson product-moment correlation, and multiple linear regression analyses. The findings indicated that both conversion supervision practices—specifically in the domains of consideration, stimulation, motivation, and influence—and supportive classroom management—in terms of normative behavior, workplace behavior, values, and decision-making—were oftentimes manifested by the teachers. Correlation analysis revealed a significant positive relationship between conversion supervision practices and supportive classroom management. Furthermore, the various domains of conversion supervision practices significantly influenced the supportive classroom management of teachers. It is recommended that schools may implement capacity-building initiatives such as training programs and conferences organized by the Department of Education to enhance conversion supervision practices and foster effective classroom management. These efforts will support teacher competence, reinforce best educational practices, and promote improved learning environments for students.

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  • Journal IconAsian Journal of Current Research
  • Publication Date IconJul 8, 2025
  • Author Icon Leah O Israel + 1
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Transmitting ideological values: Classroom teacher strategies in Nahdlatul Ulama and Muhammadiyah elementary schools in Indonesia

This research evaluates and analyzes (1) how classroom teachers formulate strategies to instill NU-Muhammadiyah ideological values in their respective elementary schools; (2) how these teachers implement strategies for instilling NU-Muhammadiyah values; and (3) how they evaluate the effectiveness of these strategies. Using a qualitative approach with a multi-case study design, this research studied 12 classroom teachers from NU- and Muhammadiyah-based elementary schools in Jember, Indonesia, selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and document study. Data analysis employed both single-case and cross-case analysis with spiral techniques, including data management, reading and coding, reduction, description, classification, interpretation, presentation, and conclusion. Data validity was verified through credibility, transferability, dependability, and confirmability tests. Results show that (1) teachers formulate ideological strategies based on three stages: external-internal analysis of ideological sources, establishment of vision-mission aligned with strategic policies, and incorporation of philosophical-ideological values including Tauhid, Maslahat, Dakwah, Nationalism, Humanism, Modernism, Musyawarah, and Tawakkal; (2) implementation strategies involve classroom-based approaches, including curriculum integration, pedagogical methods, and assessment techniques that reflect ideological values; (3) evaluation strategies involve systematic monitoring, clarification, performance measurement, and corrective actions to ensure alignment with ideological foundations.

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  • Journal IconForum for Education Studies
  • Publication Date IconJul 7, 2025
  • Author Icon Moh Ferdi Hasan
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Attitudes and Perceptions of Classroom Teachers Towards Values Education

The research aims to determine the attitudes of primary school teachers towards values education and teachers' opinions in the context of values education. It is thought that the current research is compatible with the 2023 teacher training program and will serve the 97th article of the 20th National Education Council Decisions. The research was conducted in accordance with mixed-methods research. The research study group consists of 142 primary school teachers working as permanent staff in the 2023-2024 academic year. The research was conducted in accordance with the mixed method research. The research study group consists of 142 classroom teachers working in primary schools in the 2023-2024 academic year. The group of teachers to whom the Classroom Teachers Values Education Self-Efficacy Scale will be applied was determined by a convenience sampling method. The study group, in which the qualitative data of the research were collected, was selected from the sample within the group in which the quantitative data were collected. The quantitative data of the study were analyzed using the SPSS 26.0 package program. The content analysis method was used in the study’s qualitative data analysis process. According to the normality test results, it was determined that age, gender, professional seniority, professional specialization, grade level, class size and marital status variables showed normal distribution. According to the classroom teachers, the factors that positively affect values education are family, teacher, and school in the immediate environment, while the factors that negatively affect the values education process are technology, economic inadequacies, and peers.

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  • Journal IconUluslararası Türk Eğitim Bilimleri Dergisi
  • Publication Date IconJul 6, 2025
  • Author Icon Fırat Yardımcıel
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Parental Preferences and Intentions in Choosing Inclusive Education Institutions for Children with Special Needs

ABSTRACT Parental involvement is crucial for high-quality, inclusive education. Using a mixed methods approach, this study surveyed 128 parents of children with special needs (ages 2–6) in Hohhot City, China, and interviewed 11 parents to investigate their intentions in selecting inclusive education institutions. The survey found most children enrolled in special education (58.6%), with fewer in general education (25%) and inclusive education (14.8%). Parents predominantly preferred public preschools (32%) and special education institutions of public interest with inclusive education qualifications (28.1%). A one-way Analysis of variance (ANOVA) revealed significant differences in parents’ preferences based on four factors: teachers’ professionalism (p = 0.005), qualification of institutions (p = 0.002), developmental competence (p = 0.002), and learning content (p = 0.036). Interviews with parents revealed key factors influencing parental intentions to select an educational institution include teacher professionalism, institutional qualifications for inclusive education, learning content, and developmental competence. However, barriers such as limited shadow teacher services, inadequate teacher attitudes and competencies, and high entry thresholds hindered their choices. Promoting collaboration between classroom and special education teachers and enhancing institutional support services could help align parental intentions with accessible and inclusive education options.

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  • Journal IconInternational Journal of Disability, Development and Education
  • Publication Date IconJul 4, 2025
  • Author Icon Zeyu Wang + 2
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The role of artificial intelligence in modernizing multi-tiered systems of support

ABSTRACT The Multi-Tiered System of Supports (MTSS) represents a comprehensive framework designed to address students’ diverse academic needs through evidence-based practices. At its core, MTSS employs a preventative approach that requires educators to utilize data-driven decision-making for program development, instructional refinement, targeted interventions, and comprehensive support mechanisms. The integration of Artificial Intelligence (AI) into MTSS practices offers significant potential to enhance both the precision and efficiency of these educational processes (Cardona et al. 2023). This article discusses current research literature and emerging practices on AI implementation within MTSS frameworks, examining how AI can facilitate differentiated instruction and inform educational decision-making. By illustrating concrete applications and addressing implementation challenges, we provide education stakeholders — including classroom teachers, school administrators, educational researchers, and policymakers — with practical knowledge and strategic insights necessary to effectively navigate this rapidly evolving technological landscape while maintaining focus on improving outcomes for all students.

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  • Journal IconTheory Into Practice
  • Publication Date IconJul 4, 2025
  • Author Icon Yusra Ahmed + 5
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Intersectional Representation Among Employees in U.S. School Districts

We use U.S. Equal Employment Opportunity Commission data to perform a social equity audit of the U.S. public school workforce by measuring levels of underrepresentation and overrepresentation in public school employment categories (classroom teachers, assistant principals, principals, and administrators) among intersectional demographic groups—Black, Hispanic, White, women, and men. We examine all U.S. public school districts between 2002 and 2014 (N = 4,252 districts) and find variation in bureaucratic representation across and within gender-race/ethnicity and by job category, relative to gender-racial/ethnic proportion in the district community. Overall, Black and Hispanic women and men are underrepresented in all leadership positions and as classroom teachers. We find schools and school district leaders are not proportionally representative when compared to the teachers they supervise. Furthermore, large numbers of school districts employ no Black or Hispanic women or men in leadership positions. Progress is needed to achieve representation by gender-race/ethnicity in the public education workforce.

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  • Journal IconJournal of Social Equity and Public Administration
  • Publication Date IconJul 1, 2025
  • Author Icon Melissa Taylor + 3
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Strategy for Developing Cultural Literacy Based on Local Wisdom in Optimizing Students' Poetry Writing Skills

This research is motivated by the low poetry writing skills of elementary school students, especially in relating local cultural elements in literary works. In the midst of the challenges of globalization that are increasingly eroding regional cultural values, learning based on local wisdom is an important approach to instill cultural values while improving student literacy. This study aims to describe the strategy for developing cultural literacy based on local wisdom implemented at SDN 14 Sadia Bima City and assess its effectiveness in optimizing students' poetry writing skills. This type of research is descriptive qualitative research. The data sources come from classroom teachers, students, and documentation of literacy activities. Data collection techniques are carried out through observation, interviews, and documentation. Meanwhile, the data analysis technique uses the Miles and Huberman interactive model, namely data reduction, data presentation and conclusion drawn. The results of the study show that the strategies implemented by the school include the use of Bima folklore as teaching materials, poetry writing activities based on local culture, writing workshops with local artists, poetry exhibitions in Harvest Works activities, and collaborative community-based learning. These strategies have been proven to improve the quality of students' poetry in terms of structure, imagination, diction and connection with local cultural values This approach also increases students' motivation, confidence and love for their local culture. This shows that cultural literacy strategies based on local wisdom are feasible to be applied as a model of learning poetry in elementary schools.

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  • Journal IconJISIP (Jurnal Ilmu Sosial dan Pendidikan)
  • Publication Date IconJul 1, 2025
  • Author Icon Fitri Ilfiani + 2
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Critical Literacy Approaches to Teaching Canonical Texts: Analyzing Race in To Kill a Mockingbird in Rural, Predominately White Classrooms

In the 21st century, U.S. legislation continues to push for teacher censorship and seemingly depoliticized curriculums that ignore systemic issues regarding race, gender, sexuality, and other social justice topics. With the understanding that texts can never be politically neutral, English language arts (ELA) teachers must adopt critical approaches to teach required, and often hegemonic texts, and help students cultivate criticality and critical race consciousness. In this study, we aim to explore strategies that can be used to promote critical readings of canonical texts and how the topic of racial oppression can be broached in rural, predominantly White secondary English classrooms. Our case study explores how one rural teacher in an all-White seventh-grade classroom uses critical approaches to teach Harper Lee’s novel To Kill a Mockingbird. We obtained our data through document analysis, semi-structured interviews, and non-participant observations that occurred three days a week for seven weeks in spring of 2024. Our data was then recorded, coded, and analyzed according to case study methods informed by grounded theory methodology. We observed two main pedagogical strategies (using a sociopolitical lens and exploring multiple perspectives) that the teacher used to promote critical literacies. We found that teaching To Kill a Mockingbird required contextual framing that included the introduction of sources such as court cases, accounts of resistance movements, and contemporary literature such as Brown Girl Dreaming (Woodson, 2014).

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  • Journal IconExcelsior: Leadership in Teaching and Learning
  • Publication Date IconJul 1, 2025
  • Author Icon Ashley Graegin + 1
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Robots for learning: an exploration of teacher roles, perceptions, and challenges in robot-mediated learning

With the increasing popularity of robots for learning, many educational organizations are using telepresence robots for the purpose of remote education. However, as robot-mediated learning is important for the learning experiences of remote and local interactants, it is also important to understand teacher roles and robot design features needed to facilitate these roles in robot-mediated learning experiences. In this paper, we present findings from analysis of a national, multi-case study, where we explore how (N = 60) K-12 teachers perceive their roles in teaching hybrid classrooms where a remote learner used a robot to attend a physical classroom with in-person classmates. This paper presents a qualitative study of the perceived roles for teachers in hybrid classrooms where a remote learner uses a telepresence robot to participate in learning activities. In 46 semi-structured interviews (n = 46) and 6 focus group interviews (n = 2; n = 3; n = 2; n = 3; n = 2; n = 2), coded with a computer assisted qualitative data analysis software (i.e., ATLAS.ti), we captured adapted roles enacted by teachers in robot-mediated learning experiences. First, we present empirical data on educator perceptions of teacher roles as they interact with mobile telepresence robots embodied by remote learners. Specifically, we explore perceptions and roles during in-class learning activities, in-school social activities, and learning preparation activities. Findings from our work will inform novel teacher-centered robot and HRI design that facilitates teaching hybrid classrooms. Findings will also inform future interdisciplinary studies on robot-mediated learning.

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  • Journal IconFrontiers in Robotics and AI
  • Publication Date IconJul 1, 2025
  • Author Icon Veronica Ahumada-Newhart + 1
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Effects of Differentiated Instruction on Students' Empowered Learning Skills

Education policymakers and teachers’ roles are vital in providing an environment that empowers learners. In a classroom, each learner has different learning profiles and in such an environment, a one-size-fits-all teaching method is ineffective. Given this context, this randomised controlled experimental study aimed at measuring the effect of differentiated instructional strategy as a pedagogy on students' empowered learning skills. This study developed and standardised an intervention module of 16 lesson plans on English grammar and poetry integrating essential components of empowered learning into differentiated instruction. Randomly selected 100 students of standard 9, boys and girls, from an English medium ICSE school in the urban district of Bangalore comprised the samples. The researcher implemented the intervention on differentiated instruction for 3 months. This research employed control and experimental groups&amp;nbsp;and pre-test and post-test designs. The quantitative data were collected through a measuring tool. Data analysis of the pre and post-test scores of the experiment group underscores a significant impact of differentiated instruction on the&amp;nbsp;empowered learning skills of students. This study significantly contributes to augmenting traditional teaching methods with differentiated instruction, particularly in the Indian context. The findings of this study help teachers in a mixed-ability classroom to consider individual differences, provide a wide range of choices for students and treat both gifted students and students with poor abilities equally. Besides, teacher training institutions and special educators can integrate differentiated instructional strategies in their curricula to help potential teachers develop the rubrics of differentiation and make individualised plans for each student as per the special needs of the students and empower them.

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  • Journal IconInternational Journal of Instruction
  • Publication Date IconJul 1, 2025
  • Author Icon Anto Titus
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Building Effective Rules and Routines: A Guide for Pre-Service Teachers in Classroom Management

Building an environment that is appropriate to learning requires effective classroom management. A crucial part of this process for pre-service teachers is comprehending and putting into practice defined guidelines and regular practices. Routines offer regularity, simplify everyday tasks, and reduce interruptions, while rules set rules for appropriate conduct and foster an environment of deference and order. These components work together to improve classroom efficiency, decrease behavioral problems, and encourage student participation. The article examines the value of routines and norms in classroom management, emphasizing useful tactics designed for aspiring educators. It highlights how crucial it is to create regulations in conjunction with kids in order to promote responsibility and compliance. It also emphasizes how routines must be flexible in order to accommodate different classroom dynamics while still being structured. The implementation of these ideas is demonstrated through real-world examples, guaranteeing that pre-service teachers may successfully modify them for use in a variety of educational settings. Pre-service teachers may construct a productive, well-run learning environment that benefits both instructors and students by being proficient in the creation and upkeep of rules and procedures.

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  • Journal IconIndonesian Journal of Integrated English Language Teaching
  • Publication Date IconJun 30, 2025
  • Author Icon Rizky Yolanda + 2
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The PRSIST Intervention to Improve Self‐Regulation in Preschoolers: An Adaptation to the Italian Context

ABSTRACTSelf‐regulation is the ability to control cognitive, behavioural and social–emotional processes in service of one's goals. In the preschool years, self‐regulation develops rapidly, and during this period, it is influenced by the plasticity of the underlying neurofunctional circuits. Since good early self‐regulation skills favour positive developmental trajectories, numerous interventions have been proposed to enhance early self‐regulation skills. The present study aimed to investigate the efficacy of one of these, the Preschool Situational Self‐Regulation Toolkit (PRSIST), adapted to the Italian context. Two hundred and twenty‐seven preschoolers were randomly assigned at the classroom level to an experimental group (EG, n = 117) and a control group (CG, n = 110). The EG was involved in the intervention for 6 months, delivered by the classroom teachers through: daily playful activities with self‐regulation challenge, participating in teacher training of beneficial adult practices and parent newsletters. The EG showed significant improvement compared to the CG in: cognitive self‐regulation; inhibition; cognitive flexibility; and prosocial behaviours. Children with low initial performance improved even more from the training. These results support the acceptability and efficacy of this intervention, which can be implemented by teachers within Italian preschool contexts to promote the self‐regulation skills of preschoolers.

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  • Journal IconInfant and Child Development
  • Publication Date IconJun 30, 2025
  • Author Icon Costanza Ruffini + 3
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School heads techniques in monitoring and evaluation of Teachers’ strategies in public elementary schools

This study examined the monitoring and evaluation techniques employed by school heads in public elementary schools in Tabaco City Division for the school year 2024-2025. It explored the level of usage of various evaluation methods, their impact on teachers, and potential enhancements. A validated researcher-made questionnaire and statistical measures were used for analysis. The study revealed that class observations and lesson plan reviews were universally utilized by school heads in Tabaco City Division, while student performance analysis, learning development application, and assignment alignment were slightly less frequent. Key indicators for these techniques scored consistently high, indicating strong adherence. Monitoring and evaluation fostered reflective practices, improved instructional quality, and strengthened collaboration among teachers. Additionally, data-driven insights supported accountability and professional development. To enhance these processes, the study proposed an improved monitoring and evaluation tool, aiming to further optimize classroom instruction and teacher effectiveness through structured, evidence-based strategies tailored to school needs. The study concluded that school heads employ various techniques to monitor and evaluate classroom teaching, ensuring instructional alignment and effectiveness. Usage levels of these techniques vary, but their impact on teachers is generally positive. To enhance monitoring practices, an improved tool is recommended. The study also suggests retaining current evaluation techniques, ensuring oversight by higher DepEd officials, integrating findings into technical assistance plans, and implementing the proposed tool system-wide. Future research could explore leadership’s role in instructional quality, effective monitoring strategies, and the impact of school leadership on teacher performance in public elementary schools.

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  • Journal IconInternational Journal of Science and Research Archive
  • Publication Date IconJun 30, 2025
  • Author Icon May Zepeda Belo
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