Classroom Teachers Research Articles

The LAB school project: a socio-ecological investigation into the intersection between literacy, the arts and wellbeing in a rural early years classroom setting

This study examined the piloting of a literacy, arts and wellbeing (LAB) project in a rural school in Queensland, Australia. The research involved a Year 1 class (n = 24) participating in co-designed lessons with their classroom teacher and two visiting researchers from a regional university. These lessons were developed with literacy learning outcomes, arts-based approaches and positive education components in mind. Lesson observations and artefacts were collected to understand the children’s participation and development of the learning objectives. In addition, teacher interviews and researcher reflections provided feedback about the approach’s effectiveness. Data were analysed using an arts-based social engagement model to improve health. Evidence from this case study showed that language and literacy learning outcomes and wellbeing were strongly developed through the LAB approaches. More research is needed to know if a whole school LAB approach would benefit children across other settings.

AUTISTIC SPECTRUM DISORDER

This article is part of the conclusion of the Postgraduate Course in Special Education from Favimo University. It focuses on discussing some educational proposals aimed at students with Autistic Spectrum Disorder (ASD), which are inserted in the regular school classrooms. It is the classroom teacher who will mediate the whole of the inclusive process, he is the one who promotes the child's initial contact with other children in the class and is responsible for including him in everyday activities. In this perspective, this theme reaffirms the need that everyone understands and accepts human diversity, and can contribute to the construction of a fairer and more egalitarian society. The article will be divided into three great moments. In the first one will be made a global contextualization of special education. Then the autistic spectrum disorder will be presented- Tea its main characteristics and needs. Finally, some pedagogical proposals that can be used in the classroom will be presented. It is concluded that a lot has changed since the beginning of history when we talk about people with ASD. Of schizophrenics there are numerous distinct characteristics even in the same disorder. Of communication difficulty to high skills. Autism is one of the syndromes as the largest variants of behavior, without modeled patterns.

Socio-cultural and Social Constructivist Theories and Its Application in EFL Classroom for Thai Pre-service Teachers: A Review for Further Research

Socio-cultural and social constructivist theories are crucial in learning and education. This article aims to inform readers about socio-cultural and social constructivist theories and to present their application in language classrooms. The body of knowledge in this article was synthesized from journal articles and books concentrating on the theories that are significant in preparing pre-service teachers in EFL classrooms. The article begins with an overview of socio-cultural theory involving mediation, activity theory, cooperative learning activities, and scaffolding. Then, the article explains the social constructivist theory and its application in EFL classrooms. The final part of the article sheds light on suggestions and future research.

Classroom Climate, Teacher Support and Self-Agency: Perceptions of Students with and without Disabilities

ABSTRACT This study investigated perceptions of classroom climate, the physical environment, and self-agency of students with and without disabilities. Participants were 868 high school students from four mixed-sex day schools and 1 same-sex boarding school in Western Kenya. Of the 868 participants, 431 had disabilities. Participants completed a questionnaire on classroom climate and self-agency. Overall, results showed that even though students perceived their classroom climate to be high in competition and difficulty, they were satisfied with their learning environments and regarded their teachers as being supportive. Friction was low and self-agency was moderate. ANOVA results revealed that there were no statistically significant differences between those with and without disabilities ( F 1 , 862 = 0.69 , p = 0.41 ). MANOVA results for disability status was statistically significant with respect to the classroom climate subscales ( F 6 , 857 = 2.22 , p = 0.04 ). Discriminant analysis structure coefficients identified friction, competition, and cohesion as the primary drivers of this significant result. Group means reveal students identified with a disability had a higher mean for friction, and lower means for cohesion and competition. Self-agency was positively correlated with satisfaction, cohesiveness, competition, and teacher support, and negatively correlated with friction and difficulty. These findings suggest that teacher support plays a significant role in student satisfaction, cohesion, and self-agency, regardless of disability.

Analisis Upaya Guru dalam Meningkatkan Kemampuan Literasi dan Numerasi Peserta Didik di SD Negeri Gemah

Literacy and numeracy education in Indonesia requires substantial attention from primary education through to higher education to support global economic progress. Although the 2013 Curriculum is designed to enhance literacy culture, Indonesia still faces significant challenges, including low literacy rates and a lack of understanding of the issue in various regions. This study seeks to investigate and examine the role of teachers in enhancing literacy and numeracy skills at SD Negeri Gemah, focusing on the teaching strategies employed and the challenges encountered. Employing a qualitative approach and case study design, this research includes detailed interviews, participant observations, and document analysis, involving six classroom teachers as participants. The study's findings reveal that educators at Gemah State Elementary School employ a range of literacy and numeracy teaching strategies, including shared reading, group discussions, digital media, and both Problem-Based Learning (PBL) and Project-Based Learning (PJBL) methods to improve numeracy skills.. The main challenges faced include the transition from kindergarten to elementary school, difficulties in reading and arithmetic, lack of student interest, and differences in students' abilities. Proposed solutions include collaboration with teachers of other subjects, the use of diverse learning media, parental support, and providing additional learning opportunities outside of classroom hours. The study concludes that diverse teaching approaches and comprehensive support are essential in improving students' literacy and numeracy skills. By implementing an integrated solution, it is hoped that SD Negeri Gemah can overcome existing challenges and better prepare students for higher education.

The Effects of an Evidence-Based Instructional Program on Science Teaching to Students with Special Needs in Inclusive Classrooms

Abstract: The current study aimed to investigate the impact of an evidence-based instructional program consisting of: Explicit Instruction (EI) along with Numbered Heads Together (NHT) in comparison to the traditional, hand raising (HR) technique on fourth-grade students with and without special needs’ daily science quiz scores. Additionally, the researchers sought to explore the impact of the interventional program on the cumulative, pre and post-test performances of participants. Using mixed methods—single-subject, alternating treatment (comparing the interventional program [EI & NHT] to HR), and quasi-experimental designs—data were collected. Data were analyzed using a measure of central tendency (mean scores) of daily science quiz scores, and t-tests to derive results from the pre and post-test cumulative scores. The findings revealed all students in the experimental group, including those with special needs, improved their mean scores on daily science quizzes, along with cumulative, post-test performances. This improvement was achieved after the delivery of the interventional program. Social validity interview with the classroom teacher demonstrated that the instructional program provided a motivational, engaging learning atmosphere for all students including those with special needs. Recommendations for future research and practices were provided.

Effect of a Class-wide Positive Behavioral Support Professional Development Program on Classroom Management Skills and Teacher Efficacy

Effect of a Class-wide Positive Behavioral Support Professional Development Program on Classroom Management Skills and Teacher Efficacy

Assessing the mother tongue-based multilingual education policy in the Philippine mathematics education

The Philippine Department of Education developed and has been implementing the Mother Tongue-Based Multilingual Education (MTB-MLE) policy in response to encouraging findings from earlier research studies on using the mother tongue in early education. The purpose of this study is to evaluate how the MTB-MLE Policy is being implemented in terms of classroom instruction, teacher and school readiness, and student proficiency in their mother tongue, Kapampangan, and mathematics in the first five years of implementation in the Sasmuan District of Pampanga, Philippines, using an explanatory sequential mixed-methods research design. Teachers rated the implementation of the MTB-MLE policy positively but experienced some difficulties. Data analysis from interviews with teachers, school heads, district supervisors, and class observations revealed some issues, concerns, coping strategies, and best practices. The results of the two achievement exams students took were satisfactory, providing evidence of the value of using their native tongues in the classroom amidst challenges. Implications of the results were drawn for further improvement in the practice of the MTB-MLE policy in Mathematics Education.

Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration

The present study investigates the development of learner autonomy and technology-enhanced language learning (TELL) practices in English classrooms at Shaikh Ayaz University Shikarpur (SAUS) highlighting both self-regulated learning strategies/behaviors. Learner autonomy is a key concept in contemporary language teaching, as it requires our learners to be responsible for their learning. However, in Pakistan teacher centered and traditional approaches are generally dominant that hinder students to become an efficient controller of their own learning. Taking SAUS as a case study, this research seeks to investigate how SRL strategies that are supported by digital tools can foster learner-autonomy in an elite academic institution of Pakistan. In particular, this study looks at the impact of digital platforms and mobile applications on online learning. Study design involves gathering data through classroom observations, student and teacher interviews, surveys. The research highlights the major challenges and opportunities for promoting learner autonomy in university, suggesting that these strategies could be applied to similar processes of change at other institutions around Pakistan. The results reveal that the role of technology is quite supportive in SRL but without institutional support, teacher training and student motivation, self-directed learning may not highly function within ELT context.

유아교사의 놀이신념과 유아 놀이성의 관계에서 교사 놀이지원역량의 매개효과

The purpose of this study was to examine the mediating effect of early childhood teacher’s play support competency on the relationship between teachers' play beliefs and children's playfulness. To this end, a questionnaire was administered to 246 classroom teachers of 3-5 year olds in daycare centers and kindergartens in B, U, and K cities. To analyze the final 246 collected data, descriptive statistics, one-way analysis of variance, pearson correlation coefficient analysis, and mediation effect analysis were conducted using SPSS 25.0. The results of the analysis are as follows. First, there were differences in their play support competency depending on the type of organization they work for and their final education level. Teachers' play support competency was significantly higher in workplace daycare centers than in public kindergartens, and teachers who graduated from graduate school were significantly higher than teachers with less than a college degree. Second, early childhood teachers' play beliefs, play support competency, and children's playfulness were positively related. Third, teachers' play support competency were found to have a partial mediating effect on the relationship between teachers' play beliefs and children's playfulness. Based on these results, the relationship between teachers' play beliefs, play support competency and children's playfulness was discussed. And implications for preservice and in-service teacher education were presented.

Development and Evaluation of Peace-Oriented Education Activity for Preschool Children within the Scope of Sustainable Development

The aim of this research is to develop contemporary peace education that can be implemented in the pre-school period to ensure global citizenship. In this study, action research design, one of the qualitative research methods, was used. The study group of this research consisted of five-year-old children who attend a public kindergarten and their parents, classroom teacher, and researcher. The data were collected by means of the peace value attitude questionnaire prepared for parents and classroom teachers, the technology-supported child interview form, the teacher diary form, and the researcher diary form. Research was carried out in three stages: needs analysis, implementation, and evaluation. Educational activities covering peace education were developed, and they were administered to the children for 12 weeks. Within the framework of the results obtained, it was determined that the five-year-old children who made up the study group consciously gained the value of peace, were sensitive to the multicultural structure, and strengthened their communication with their peers. In light of these results, we should develop integrated programs in preschool education, place the value of peace at the center, and provide peace education widely in the preschool period by all stakeholders for global citizenship.

Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts

Evaluating science learning through written assessments for Multilingual Learners (MLs) can offer a critical source of information for educators aiming to adopt culturally and linguistically sustaining practices. However, without careful planning and design, written assessments for MLs can yield unreliable data. This conceptual article addresses this challenge by first examining the complexities of the written language of science and its impact on student learning. It then explores current literature and presents the Multidimensional Assessment Performance Analysis (MAPA) framework, a multimodal model for analyzing writing answers in multilingual educational contexts. MAPA integrates Systemic Functional Linguistics (SFL) to evaluate language use and Topic Models to allocate students based on their cognitive reasoning and thinking patterns. The article concludes with recommendations for classroom teachers and researchers to enhance assessment practices in science education for MLs.

Saudi EFL Students’ Perception of the Quality of Teacher-Student Relationships and the Factors that Impact Their Self-Efficacy Beliefs

This study aimed to explore the perceptions of English as Foreign Language (EFL) students in the Preparatory Year Program (PYP) at a Saudi university about emotional quality of teacher-student relationships and the factors that impact their self-efficacy beliefs in EFL classrooms. To accomplish this, an explanatory sequential mixed methods approach was implemented. Starting with a quantitative approach a questionnaire was distributed to 340 EFL students followed by a qualitative approach in terms of 8 semi-structured interviews were conducted to explore the students’ perceptions. The quantitative data were analyzed statistically using SPSS and the transcribed interviews were coded manually after which a thematic analysis was used to extract the emerging themes. The results demonstrated that students have a positive relationship with their teachers in EFL classrooms and they view their English language teachers as reassuring, reliable, and trustworthy. Students also believe that their relationship with their teachers influences both their academic and personal growth. Finally, the outcomes of this study also showed that students believe that relationship with their significant others, teachers- peers- family members, and outcome expectancy impact their self-efficacy greatly in EFL classrooms. This research provides insight into the emotional quality of teacher-student relationships and students’ self-efficacy in EFL classes, and the findings provide insights that can inform teaching strategies, curriculum development, organizations, and learner support systems.

Effective Vocabulary Teaching Techniques for EFL Teachers in Primary Classrooms

The aim of this study is to explore vocabulary teaching techniques applied by EFL teachers in primary schools in Depok, Indonesia. Using a qualitative case study approach, the study involved observations, semi-structured interviews, and document analysis as primary data collection methods. Three EFL female teachers from three primary schools in Depok participated in this research. The findings reveal that repetition drills and translation are the most commonly used strategies due to their effectiveness in vocabulary retention and comprehension. Visual aids and interactive activities like games also play a significant role, though their use is often limited by resource constraints, and large class sizes. The research suggests that combining traditional methods with innovative approaches can improve vocabulary teaching, but further support in terms of resources and professional development is necessary for teachers to maximize their effectiveness. The study recommends future research focusing on digital tools and technology-based interventions, assessing the impact of teacher training programs, and comparing urban and rural contexts. Additionally, exploring the long-term effects of these techniques on students’ language proficiency would provide valuable insights for enhancing English education in Indonesia.

Mitigating ethnic minority students’ Foreign language anxiety through Co-learning in Chinese as an additional language classrooms: A transpositioning perspective

Recent studies on ethnic minority students in Hong Kong have highlighted the difficulties they face when learning Chinese-as-an-Additional-Language (CAL). These linguistic challenges can cause anxiety and hinder their integration into Hong Kong society. Transpositioning is an emerging notion in the field of Applied Linguistics and involves individuals stepping out of their assigned roles and adopting different perspectives through translanguaging. It has been argued that engaging in transpositioning can potentially engage students’ learning and participation in classroom interaction. However, there is limited research on how multilingual classroom teachers can suspend their social roles to alleviate students' anxiety while learning a second language in classrooms. This paper seeks to fill this research gap by examining how a Chinese teacher creates a safe translanguaging space for co-learning, which allows him to move beyond his predefined social roles and alleviate ethnic minority students' anxiety in learning CAL. The study uses Multimodal Conversation Analysis to analyse classroom interaction data. The fine-grained classroom analysis is triangulated with the video-stimulated-recall-interviews with the teacher and students which are analysed using Interpretative Phenomenological Analysis. The paper argues for a Transpositioning-Translanguaging-Co-Learning approach to reduce students' anxiety related to CAL learning. By positioning both the teacher and students as equal contributors to knowledge, this can foster student engagement and active participation in classroom interactions.

Analysis of Effective Use of Interactive Video in International Chinese Education

With the passage of time, many colleges and universities around the world have set up online classes and integrated the course teaching assistance system into them. With the innovation of science and technology, the use of interactive video in offline teaching is becoming more and more common. By integrating it into the offline learning education system, students’ enthusiasm in class can be significantly improved, and it can also be widely used in international Chinese classes. Therefore, this paper takes international Chinese education as an example. By studying the overall situation of international Chinese classrooms, teachers discuss the operation mode of interactive video in offline teaching, and put forward relevant suggestions, hoping to help international Chinese classroom teachers improve teaching quality and consolidate students’ academic performance. By introducing new teaching concepts, teachers’ teaching methods can be greatly improved, and at the same time, students’ active participation can be promoted, making it easy and practical to conduct a robust assessment of students’ learning progress.

Critically Conscious Family Engagement: Positioning Families as Co-Teachers Amidst the COVID-19 Pandemic

ABSTRACT This research article highlights how two dual language kindergarten teachers in an urban Title I school incorporated family relationships and cultural practices to support children’s learning through online schooling during the COVID-19 pandemic. We report from ethnographic work conducted during the 2020–21 school year through virtual classroom observations and teacher interviews. We combined the lenses of equitable family engagement and critical consciousness to examine how the teachers regarded the role of families as schooling entered homes. Our findings show that the teachers perceived families’ expertise as equally influential as teachers’ knowledge of children’s learning, considering them “co-teachers.” Rooted in their beliefs about families’ central role in education, the teachers’ approach exemplifies what we term “critically conscious family engagement,” a novel conceptualization of family engagement that connects critical consciousness to teachers’ active and consistent relationship-building with parents, caregivers, and children. Our implications highlight strategies for educators to build and sustain such relations in any instructional modality.

APLICAÇÃO DO MÉTODO DAS DISTÂNCIAS MÉDIAS DOS CANAIS RGB NA CLASSIFICAÇÃO DE AMOSTRAS COM MAIS DE UM TIPO DE GRÃO

O Brasil é o maior produtor e exportador de café do mundo, sendo a espécie arábica a mais produzida. A classificação desses grãos permite comercializar um produto de qualidade, identificando possíveis defeitos como a presença de grãos pretos, verdes ou ardidos, responsáveis por trazer prejuízos sensoriais à bebida e reduzir seu valor comercial. O uso de sistemas de visão computacional são alternativas para melhoria de processos dentro da indústria de alimentos, sendo o processo de classificação de alimentos uma das diversas possibilidades. O objetivo do trabalho foi desenvolver um programa de processamento digital de imagens aplicável ao processo de inspeção visual automática da qualidade de grãos de café arábica, quanto aos defeitos por cor. Para tal, foi realizada a aquisição de imagens adquiridos da Indústria & Comércio Café Ouro Verde LTDA, Garanhuns-PE, utilizando máquina fotográfica Nikon 5200 e aparelho celular iphone 7 e iluminador LED circular de 8 polegadas Ring Light, a fim de manter a constância de luz. O processamento de imagens foi realizado a partir da elaboração de um código a partir da plataforma Matlab®. Os grãos foram classificados de acordo com o valor da menor distância média entre os pixels dos canais RGB das imagens teste com as imagens padrão. O código utilizou o método das distâncias médias dos canais RGB (Red, Green, Blue), onde foram utilizadas quatro imagens padrão, referentes aos grãos sadios, pretos, verdes e ardidos e 60 imagens teste. O código conseguiu classificar os grãos com alto valor de acurácia. No entanto, entre os grãos ardidos a acurácia foi de 73,3%, devido à classificação de quatro imagens que foram identificadas como sendo grão verde. O método das distâncias médias dos canais RGB mostrou-se eficaz na classificação dos grãos de café arábica e pode ser utilizado para determinar se o café analisado se encontra dentro dos padrões preconizados pela legislação, ao fazer a análise grão a grão, necessitando apenas de uma boa iluminação e posição da câmera no momento de aquisição das imagens, de modo a evitar interferência por sombras.

Heterogeneous Treatment Effects in the Incredible Years Teacher Classroom Management Programme - A Latent Profile Approach.

Heterogeneous effects from interventions often remain hidden in between-group analyses, risking overgeneralized conclusions of treatment effects. In this exploratory study, we performed latent profile analysis to unveil differential treatment effects among children in The Incredible Years Teacher Classroom Management Programme (IY TCMP). This program has previously been shown to reduce behavioral problems in preschools and schools in total samples and subgroups. A total of 726 children (48.7% girls; Mage = 4.21 years; SDage = 0.86) from 92 childcare centers in Norway participated in either the intervention (n = 338) or the matched control condition (n = 388). First, by conducting latent profile analysis on baseline levels of child-teacher relationship (closeness, conflict), behavioral problems, and social competence, three distinct profiles were identified: High Risk (26.4%), Moderate Risk (42.8%), and Low Risk (30.7%) - each profile with unique characteristics. Second, we tested for within-profile, condition-by-time interactions following the intervention, showing distinct treatment responses for each profile. High-risk profiles profited most from the IY TCMP, with a substantial decrease in externalizing problems, more teacher closeness, and less teacher conflict. Moderate-risk profiles also gained better teacher-child relationships and improved social competence. The Low-Risk profiles showed no effects from the intervention. It is argued that latent profile analysis presents a feasible approach for examining within-sample heterogeneity in intervention research. It also reveals crucial information on treatment variability, as demonstrated in the Incredible Years Programme.

Streamlining Organization Tasks: A Grounded Theory on the Perspective and Coping Mechanism of School Administrators in Response to DepEd Order 002, s. 2024

In order to cope with organizational changes that simplify administrative work, educators and administrators must be resilient (Towler, 2021). Recently, public school teachers in the Philippines were relieved of administrative responsibilities, as ordered by the Department of Education (DepEd Order 002, s. 2024), and the responsibility is transferred to school administrators and non-teaching staff. According to the Department of Education (DepEd), administrative responsibilities include all tasks necessary to run schools efficiently while utilizing the fewest resources possible. These obligations include activities, services, and programs that are geared toward problem-solving; they have nothing to do with academics or the educational system. Through in-depth interviews and focus groups with school heads in the public institutions, the research utilized grounded theory to comprehensively explore the impact of shifting administrative responsibilities from classroom teachers to school heads and non-teaching personnel as well as their coping mechanism within educational institutions. This allowed the researcher to develop theories based on the data collected (Cooke, 2014). This study's generation of themes and theories led to the creation of a framework for efficient coping strategies with organizational activities that require flexibility and ongoing modifications. In order to strengthen an adaptive organization, the data collected from the respondents also contributed significantly to the conceptualization of the Modernized Educational Resiliency theory.