Effective Teaching Research Articles

Diagnostic Safety: Needs Assessment and Informed Curriculum at an Academic Children's Hospital.

Diagnostic excellence is central to healthcare quality and safety. Prior literature identified a lack of psychological safety and time as barriers to diagnostic reasoning education. We performed a needs assessment to inform the development of diagnostic safety education. To evaluate existing educational programming and identify opportunities for content delivery, surveys were emailed to 155 interprofessional educational leaders and 627 clinicians at our hospital. Educational leaders and learners were invited to participate in focus groups to further explore beliefs, perceptions, and recommendations about diagnostic reasoning. The study team analyzed data using directed content analysis to identify themes. Of the 57 education leaders who responded to our survey, only 2 (5%) reported having formal training on diagnostic reasoning in their respective departments. The learner survey had a response rate of 47% (293/627). Learners expressed discomfort discussing diagnostic uncertainty and preferred case-based discussions and bedside learning as avenues for learning about the topic. Focus groups, including 7 educators and 16 learners, identified the following as necessary precursors to effective teaching about diagnostic safety: (1) faculty development, (2) institutional culture change, and (3) improved reporting of missed diagnoses. Participants preferred mandatory sessions integrated into existing educational programs. Our needs assessment identified a broad interest in education regarding medical diagnosis and potential barriers to implementation. Respondents highlighted the need to develop communication skills regarding diagnostic errors and uncertainty across professions and care areas. Study findings informed a pilot diagnostic reasoning curriculum for faculty and trainees.

Promoting effective teaching and learning through a professional development program: A randomized controlled trial.

Promoting effective teaching and learning through a professional development program: A randomized controlled trial.

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.

Sustainable education for underserved U.S. communities: Empowering students through environmental literacy and green job pathways

This research paper explores the integration of environmental literacy and sustainability-focused education within underserved U.S. communities, aiming to empower students and promote pathways to green jobs. As these communities often face significant educational disparities and limited economic opportunities, the study highlights the importance of environmental literacy as a critical component of education that fosters essential skills such as critical thinking, problem-solving, and civic engagement. The paper discusses best practices for developing and implementing sustainability-focused curricula, effective teaching strategies, and the significance of local partnerships between educational institutions and industry stakeholders. Furthermore, it emphasizes the potential for green jobs to drive economic growth while aligning with national efforts toward environmental justice and sustainable development. The findings underscore the necessity of a multifaceted approach involving policymakers, educators, and community leaders to create equitable opportunities and foster a sustainable future for underserved communities.

Risk factors threatening children’s safety in the school environment

School safety encompasses risk reduction efforts to ensure that children act in an environment that is safe and promotes the well-being of the students to achieve their full potential. Therefore, a safe and secure environment is a prerequisite for effective teaching and learning. This scoping review aims to address a range of school safety risk factors and introduce the complexity of school safety. School is believed to be a safe learning and growing environment; however, various conditions can threaten children’s safety in a school setting and lead to injuries caused by accidents, risky or/ aggressive behavior, or environmental exposure. In addition to the physical, psychological, and behavioral characteristics of children that make them particularly vulnerable to accidents, there are several unpredictable risks associated with natural or man-made conditions or disasters that can also put children at extreme risk. A balance between safety, surveillance, and emergency preparedness measures may be beneficial to create a safety culture in schools that will enable student behavioral and intervention support.

Online teaching competencies and teacher effectiveness in higher education: the mediating effect of perceived career support

PurposeOnline teaching competencies are critical skills required for effective teaching and learning in higher education. However, evidence regarding the impact of online teaching competencies on teacher performance and career satisfaction is minimal in the literature. This study draws on the TPACK model to understand how online teaching competencies influence teacher performance and career satisfaction.Design/methodology/approachThe study adopts a quantitative approach and collected data from 243 faculty in both public and private universities in Ghana. Structural equation modelling was used to examine the relationships among the study constructs.FindingsThe results show that the various dimensions of TPACK have a significant positive effect on teacher performance and career satisfaction. Furthermore, the mediation results reveal that neither perceived career support nor teacher attributes mediate the relationship between online teaching competencies, teaching performance and career satisfaction.Practical implicationsThis paper provides a better understanding of how context knowledge, pedagogical knowledge, pedagogical context knowledge, technology pedagogical knowledge, career support and teacher attributes affect teacher performance.Originality/valueThis study draws on the TPACK (context knowledge, pedagogical knowledge, pedagogical context knowledge and technology pedagogical knowledge) model and incorporates perceived career support and teacher attributes as essential characteristics within an emerging economy country context.

Climate change and its health effects - an optional subject for medical students

Abstract The Standing Committee of European Doctors urged to include training on the impact of climate change on health for health professionals. Currently, in the curriculum of most medical schools, the health-related impacts of climate change represent a peripheral part. The teaching of health effects of climate change should be made part of the training of health professionals and should be introduced in the curriculum of medical schools. ClimateMed is an Erasmus project that improves the curriculum and expands knowledge about the health effects of climate change at medical universities. The World Café method, based on round table discussions, was applied to assess the needs, summarize the proposals, and develop the necessary strategy. At the same time, a questionnaire was applied to those medical students from UMFST Targu Mureș who chose this subject as an optional subject. Students related the importance of understanding the diseases caused directly or indirectly by climate change, and reported what kind of topics should be included in a new course, in which semester/module and in what format it would be appropriate to teach it. The most frequently reported topics were: excessive heat and heat-related illnesses, extreme weather, vector-borne diseases, food safety, air pollution, and mental health. According to the goals of the project and students’ opinions, since 2023 medical students can choose Climate Change and Health Effects as an elective course. Based on the demand for medical universities to include in their curriculum knowledge related to the health effects of climate change, ClimateMed project can facilitate this integration and can promote the increase of teacher motivation and the development of methodological guidelines for university teachers. The project contributes to the preparation of some educational materials and the introduction of an optional subject in the training curriculum of the students of the Faculty of Medicine, UMFST Targu Mureș. Key messages • There must be made efforts to include training on the impact of climate change on health for health professionals, to introduce this subject in the curriculum of medical schools. • ClimateMed project can facilitate the integration of knowledge about the health effects of climate change into curriculum and can promote the practical use.

Problem-Based Learning: An Effective Teaching Method for Science Competence Development

Modern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.

Empowering Discovery Learning and Direct Instruction with Computer-Assisted to Enhance Mathematical Performance

In the current educational context, the low academic performance of students in mathematics indicates the need for the implementation of more effective teaching methods to support the understanding of complex concepts. The effectiveness of learning can be enhanced through computer-assisted instruction, particularly in discovery learning (DL-CA) and direct instruction (DI-CA) utilizing web-based media. This study employs a quantitative approach with statistical analysis to examine the significant impact of these teaching methods on students' mathematical performance. Discovery learning and direct instruction were applied to two groups studying numerical methods, focusing on the topic of nonlinear equation solutions using the bisection method, with each group consisting of 33 students. The statistical test results indicated that there was no significant difference in mathematical performance between the DL-CA and DI-CA groups; both methods showed comparable effectiveness. However, both methods had a significant effect on the N-Gain of the learning outcomes in both groups. The improvement in mathematical performance for the DL-CA group was better than that for the DI-CA group, with more students showing high improvement (11 students) compared to the DI-CA group (1 student). Additionally, in the low improvement category, the DL-CA group had fewer students (2 students) than the DI-CA group (8 students). This suggests that both discovery learning and direct instruction have almost equivalent reliability in achieving students' mathematical abilities, but DL-CA is more effective in enhancing performance compared to DI-CA.

Analisis Aspek-Aspek Keberhasilan Pembelajaran di Indonesia: Ditinjau dari Studi Observasi

The importance of this research lies in its contribution to the development of educational policy, the formulation of more effective teaching strategies, and the provision of direction to educational practitioners. By better understanding the factors that influence learning success, it is hoped that this research can become a valuable guide in improving the quality of education in Indonesia so that it meets global demands and prepares future generations optimally. Observational analysis research is a research approach in which researchers make direct observations of certain phenomena or events to gain a deeper understanding. In this context, "observational analysis" refers to the process of analyzing data obtained through direct observation. This method is usually used to explore in-depth information about behavior, interactions, or certain situations in the natural environment. Observational analysis research is often adopted in the fields of psychology, sociology, anthropology and education (Moleong, 2010). Based on the description of the research background related to the analysis of aspects of successful learning in Indonesia through observational studies, it can be concluded that education in Indonesia faces complex and diverse challenges. Several obstacles, such as regional disparities, varying teacher quality, access to technology, and the role of parents in education, provide a context that requires serious attention.

Education researchers as negotiators: Leveraging expertise across teachers and scientists to implement authentic data investigations in grade 7–12 classrooms

AbstractIncorporating authentic research skills and practices into K‐12 science, technology, engineering, and mathematics (STEM) instruction is a challenging yet crucial approach for introducing students to authentic science inquiry. While recommendations for emphasizing data literacy and quantitative reasoning in science classroom contexts are well‐established, implementation remains challenging. Over the span of 4 years (2019–2023), a multi‐institution team of teachers, education researchers, and forest scientists established a partnership with the overarching goal of integrating authentic forest research and data into middle and high school classrooms. The education researchers played a critical role in facilitating effective scientist and teacher interactions while addressing classroom implementation challenges. Importantly, the effectiveness and mutual benefits of the research partnership were greatly influenced by specific practices implemented by the education research team, and the assumption of different collaborative roles by all stakeholders involved. In this study, we examine these roles, relationships, and interactions of all stakeholders in the partnership, with “stakeholder” referring to participating teachers, education researchers, and collaborating forest scientists.

In Situ Training to Improve Early Childhood Teachers’ Effective Instruction Delivery

ABSTRACT Noncompletion of teacher instructions is one of the most pervasive difficulties displayed in early childhood educations settings. Fortunately, there are a variety of effective strategies to prevent and address young children’s noncompletion of teacher instructions. However, teachers may require consultation and ongoing implementation support to effectively implement and sustain intervention delivery. As such, the purpose of this study was to test the effectiveness of in situ training with performance feedback delivered in the context of direct behavioral consultation for improving three early childhood teachers’ use of effective instruction delivery. Results indicated all three teachers increased accurate use of effective instruction delivery in target and generalization settings, with concomitant improvements in children’s response to instructions. Results, implications, limitations, and future direction are discussed.

DEVELOPING A COMPETITIVE REWARD SYSTEM TO ATTRACT QUALIFIED TEACHERS

The quality of education plays an important role in determining educational outcomes, as competent and dedicated educators are able to provide effective teaching, motivate students, and help them reach their full potential. However, in many countries, including Indonesia, there are still challenges in attracting and retaining quality educators. Therefore, it is important for educational institutions to formulate a reward system that is not only financially competitive, but also includes non-financial aspects that can improve the satisfaction and motivation of educators. This study employs a descriptive qualitative approach. Data collection was conducted through a literature review, focusing on relevant written sources such as books, journal articles, research reports, theses, and dissertations. Data analysis was conducted using triangulation to compare and confirm information from various sources, providing a more comprehensive and reliable understanding of the topic being studied. The results show that the development of a competitive reward system is critical to attracting quality educators, who are key to improving the quality of educational education. Education institutions can create an atmosphere that supports the improvement of teaching quality and education as a whole by implementing a balanced reward system and considering feedback from educators.

The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education

Over the last decades, a multitude of results in educational and psychological research have shown that the implementation of multiple external representations (MERs) in educational contexts represents a valuable tool for fostering learning and problem-solving skills. The context of science, technology, engineering, and mathematics (STEM) education has received great attention because it necessitates using various symbolic (e.g., text and formula) and graphical representations (e.g., pictures and graphs) to convey subject content. Research has mainly explored effects of combining two representations, but the potential benefits of integrating more than two representations on students’ learning remain underexplored. This gap limits our understanding of promising educational practices and restricts the development of effective teaching strategies catering to students’ cognitive needs. To close this gap, we conducted a systematic review of 46 studies and a meta-analysis that included 132 effect sizes to evaluate the effectiveness of using more than two representations in STEM education and to identify moderating factors influencing learning and problem-solving. A network diagram analysis revealed that the advantages of learning and problem-solving with MERs are also applicable to more than two representations. A subsequent meta-analysis revealed that the learning with more than two representations in STEM can have advantageous effects on students cognitive load (Hedges′g=0.324,p<.001,95%CI[0.164,0.484]\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$${\ ext{Hedges}}{^\\prime}g =0.324,~p<.001,~95\\%~\ ext{CI}~[0.164, 0.484]$$\\end{document}) and performance (Hedges′g=0.118,p<.001,95%CI[0.050,0.185]\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$${\ ext{Hedges}}{^\\prime}g =0.118,~p<.001,~95\\%~\ ext{CI}~[0.050, 0.185]$$\\end{document}) compared to learning with two representations without notable differences in learning time. The analysis of moderating factors revealed that benefits of learning with more than two representations primarily depend on the provision of appropriate support.

The Dark Side of Artificial Intelligence in Education: A Critical Analysis of its Impact on Learners Aged 12-14 Years

This research explores the connections between Teacher-Led Instruction (TLI), Peer Collaboration (PC), and Artificial Intelligence Assistance (AIA) in influencing Student Cognitive and Social-Emotional Development (SCED). Through exploratory and confirmatory factor analyses, the study found that TLI and PC are important positive predictors of SCED, highlighting the crucial role of collaborative and teacher-led approaches in promoting overall student development. Contrastingly, there is a negative association between AIA and SCED, underscoring the potential disadvantages of excessive dependence on technology at the cost of meaningful human connections. The results indicate that educational settings should give precedence to incorporating effective teaching approaches while utilizing technology as an auxiliary instrument rather than a replacement for conventional teaching methods. By embracing a multifaceted approach to instruction, this study contributes to the ongoing discourse on enhancing educational practices in an increasingly digital landscape, ultimately advocating for a future where students thrive both academically and emotionally while studying with Artificial Intelligence cautiously.

Pedagogical translanguaging and trans-semiotizing in a LOTE Arabic classroom: the coordination of semiotic resources in alphabetic teaching and learning

ABSTRACT Purpose Based on the notion of translanguaging/trans-semiotizing, the study aims to explore an effective pedagogy in a foreign language classroom to respond to the multilingual and multimodal context and facilitate language teaching and learning. Specifically speaking, the study attempts to investigate the coordination of multiple semiotic resources during the teaching and learning of Arabic alphabet in a LOTE (Language other than English) Arabic classroom at a Chinese university. Design Drawing from a classroom ethnography for two academic years, the current study collected data from a focal Arabic teacher and learners via classroom recordings, semi-structured interviews, and stimulated recalls; multimodal conversational analysis and qualitative content analysis were used to analyze the data. Findings The findings illustrate how multilingual resources can be activated to organize the classroom, how multimodal resources can be coordinated to contribute to language learning, and how students’ individual resources can be integrated into the entire semiotic resources to enhance their understanding of Arabic orthography. Value The implications for LOTE education and teacher training programs are presented, including the encouragement of a multilingual, multimodal and multisensory teaching approach in the LOTE classroom. LOTE teacher's agentive role is demonstrated; LOTE learners are expected to make positive response to the teacher’s pedagogy, and become active co-constructors of the language classroom and agents of translanguaging/trans-semiotizing practices.

The Role of Digitization and Independent Learning In Enhancing Professional Competencies

This article explores the impact of digitization on higher education in Uzbekistan, focusing on the comprehensive development of students through independent learning. Highlighting the significance of President PQ-1875's decision to improve foreign language education, the research examines the implementation of this initiative since 2013 and its effects on enhancing the professional competencies of language teachers. Through the establishment of specialized programs and educational frameworks, the study underscores the importance of fostering critical thinking, creativity, and socialization among students. The findings emphasize the role of interdisciplinary integrated independent learning, where students actively engage in their educational processes, supported by educators who guide and facilitate their learning journeys. The article outlines effective teaching strategies, assessment criteria aligned with international standards, and innovative educational technologies that encourage student autonomy and collaboration. By integrating various subjects and promoting creative approaches to problem-solving, the research advocates for a student-centered educational environment that prepares learners for complex real-world challenges. The conclusion stresses the necessity of organizing independent learning processes to cultivate students' professional competencies, fostering an educational landscape that aligns with their interests and enhances their critical and creative skills.

The digital evolution in toxicology: pioneering computational education for emerging challenges

The educational landscape of toxicology is increasingly integrating computational methodologies due to ethical concerns about animal testing and advancements in biotechnological and data analysis tools. This paper examines the evolution and significance of the Toxicology in the 21st century (Tox21) initiative and its impact on computational toxicology education. It contrasts computational toxicology with traditional methods, highlighting the limitations of conventional approaches and the new perspectives offered by computational techniques. The study emphasizes the importance of incorporating computational toxicology into curricula, including case studies that demonstrate how this integration enhances students’ problem-solving abilities, real-time data analysis skills, and innovation capabilities. Furthermore, it outlines effective teaching content and methods, including software tools, online resources, and academic literature. The paper also addresses the challenges and limitations faced in this educational shift and explores prospects for advancing computational toxicology education. By documenting these developments, the study aims to clarify the current advancements in toxicology education and the preparedness of students to address global chemical safety challenges with innovative solutions.

Artificial Intelligence Assistance and Cognitive Abilities: Harnessing AI-Assisted Heuristic Methods for Transitioning from Critical to Creative Thinking in English Language Learning

Transitioning from critical to creative thinking is an essential component of English language learning, fostering problem-solving abilities, innovative idea generation, and effective communication skills. Purpose. This study examines the potential of AI-assisted heuristic methods in facilitating this cognitive shift. Methodology. Three distinct AI-driven approaches are investigated: adaptive learning systems, intelligent tutoring, and data-driven feedback. A mixed-methods approach is employed to evaluate the effectiveness of the AI-assisted heuristic methods and learners' experiences during the intervention. The study involves 60 participants, divided into three groups of 20, each exposed to one of the three AI-driven methods. English language learning resources, including reading passages, audio recordings, and interactive exercises, are integrated with the AI-assisted techniques. The 8-week intervention commences with a pre-test assessing participants' initial critical and creative thinking skills. Post-tests and surveys are administered following the intervention to measure cognitive development and gather feedback on learners' experiences. Results. Results demonstrate significant improvements in problem-solving and originality of idea generation among participants. Furthermore, learners report positive experiences and recognize the value of AI-driven approaches in personalizing learning and promoting cognitive growth. However, challenges such as technological barriers and teacher training needs are highlighted. The current research underscores the potential of AI-assisted heuristic methods in English language learning, offering valuable insights into effective teaching strategies, learning tools, and platforms. Conclusion. Findings contribute to the development of innovative interventions supporting learners in acquiring essential thinking skills amidst rapid technological advancements, ultimately empowering them to succeed in today's interconnected and knowledge-driven world.

Evaluating the Correlation between the Teaching Performance of Primary School English Language Teachers and the Training they Received

Teaching is a profession that requires its practitioners to be trained and certified. The training may take the form of pre-service or in-service. The teachers who pass through either of these modes of training are also required to possess ample and reasonable knowledge and skills of the subject matter they teach. In addition, the training that they take should focus on shaping their attitudes towards the teaching profession so that they can adapt, improve or change the reality they find in schools. In addition, they are expected to possess ample experiences of teaching. Purpose. This explanatory study explored the relationship between the training that teacher trainees received at Kemissie College of Teachers Education in Ethiopia and their teaching practice at primary schools. Methodology. The researchers collected the data for the study from pre-service teachers of the college using a questionnaire, interview, document analysis and classroom observations. A mixed approach was employed to collect and analyze the data. The results show that some of the courses contribute less to helping the trainees develop the required competence to teach the subject. There are also neglected but relevant courses. In addition, the practicum program is not being run as it is intended to be run. The relationship between the training that the teachers received and the teaching practice at primary schools is not strong. Therefore, it is recommended that more relevant courses and contents should be given emphasis. The practicum program should also acquaint trainees with the reality at primary schools in order to attain the intended purpose of the program. Supervisors and mentors should also guide the trainees and help them progress in their profession. Conclusion. This study found that the teacher training curriculum focuses on subject area knowledge, professional skills and teaching practices. These components are essential and helpful to train competent primary school teachers. The participants in the study revealed that some of the courses that they attended have contributed positively to their effective teaching of English at primary schools.