Classroom Experience Research Articles

Kuwaiti Teachers’ Classroom Behavior Management Practices, Experiences, and Beliefs

Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed

In their narratives: academic socialization in the experience of sensory processing sensitivity among university students

IntroductionWhile much of the worldwide contemporary research on sensory processing sensitivity (SPS) and environmental sensitivity (ES) has relied on the participation of university students, there remains a significant gap in understanding the academic social experiences of those scoring high in SPS (i.e., highly sensitive individuals).MethodsTo address this gap, this exploratory study aimed to investigate in detail students’ academic socialization through their narratives. We conducted nine interviews with Italian university students who self-identified as highly sensitive.ResultsThrough thematic reflexive analysis, we identified and analyzed 6 themes (with subthemes and versions of subthemes) concerning their self-definitions, their university experience (in classroom, before, during, and after exams), and socialization with peers and teachers.DiscussionAfter 20 years of research on SPS, this study integrates the relevant literature into the field of social psychology and academic socialization, emphasizing the importance of understanding SPS within real-life educational contexts and considering highly sensitive students’ perspectives on their resources and challenges in attending university. By contributing to the emerging qualitative literature on SPS and ES, this study provides practical implications for educators and policymakers seeking to foster inclusive learning environments for all students.

A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics

This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.

Qualitative exploration of self-assessment in natural science: Grade 6 learners' experiences in rural Kwa-Zulu Natal classrooms

Qualitative exploration of self-assessment in natural science: Grade 6 learners' experiences in rural Kwa-Zulu Natal classrooms

Impacto de los videojuegos narrativos en la percepción del patrimonio cultural: un análisis cualitativo de Assassin's Creed en estudiantes universitarios

Research on the interaction of students with educational video games that integrate elements of cultural heritage remains limited. Generally, studies focus on the mediation of educators in this interaction or on the direct analysis of the games. This has created a gap in our understanding of the meanings that students develop on their own while playing these video games. This study, based on qualitative interviews, examines the video game franchise Assassin's Creed, which recreates various historical periods and cultures through detailed narratives and settings. Participants indicated that the game offered them an immersive perspective on cultural heritage, different from the traditional educational experience in classrooms. They expressed a personal connection with non-playable characters (NPCs) and gained a more detailed and realistic understanding of the diverse perspectives in these natural, cultural, and social environments. Furthermore, they were willing to let their perceptions of cultural heritage be shaped by the game and reflected on the ethical and social implications of heritage representation in digital media. However, they showed a tendency to overlook opportunities for a more critical and in-depth analysis of these digital experiences. This highlights the need to explore strategies to foster a critical approach in the study of gaming experiences and underscores the importance of strengthening the human connection with heritage in heritage education.

INCLUSIVE EDUCATION, INFORMING SOCIAL TOLERANCE

This article explores practical strategies for fostering inclusive educational environments by cultivating tolerant attitudes toward students with disabilities. Addressing students, teachers, and parents alike, the authors provide concrete methods for promoting understanding and acceptance within both inclusive and general education settings. The article moves beyond theoretical ideals, outlining specific interactive teaching techniques that can be readily implemented in classrooms. Role-playing games, art therapy, and story therapy are presented as engaging and impactful tools for breaking down barriers and encouraging empathy. By equipping educators with these methods, the article aims to translate the principles of inclusion into tangible and positive classroom experiences for all students.

Cartografía temática y recursos TIC en la enseñanza y aprendizaje de la Geografía regional de Europa

In this article, we present a classroom experience with university students in training to be secondary school geography teachers. It is based on a didactic proposal using thematic cartography (Eurostat, ESPON, ESPON-SIESTA and the Information Society Atlas in Galicia) and ICT resources (statistical sources, free picture banks, aerial photography, Google Earth and Google Maps). The proposal´s aim is to use contents from the regional geography of Europe as a base or starting point to show a series of didactic recommendations for the teaching and learning of geography and social sciences. What is more, everything is with a clear idea, from a descriptive and rote geography to an active and critical geography, in which students participate in the construction of knowledge and increase their ability to reflect on geographical issues. The results of the experience will highlight the value of these tools in secondary education. We had also previously assessed the presence of thematic cartography and ICT resources within the required official Galicia curriculum to teach geography in compulsory secondary education. The idea is to deepen the value of the curriculum in didactic code, to know what tools it offers, how it offers them and with what intentions. This solution, among other opportunities, will allow us to identify a curriculum offering a specific teaching model. On the other hand, it will also give us the opportunity to firmly rebuke all the proposals considered to be erroneous, repetitive, or of little didactic value.

FLIPPED CLASSROOM IN SCIENCE EDUCATION: CORRELATING STUDENT EXPERIENCE WITH ATTITUDES

Despite the growing adoption of the Flipped Classroom (FC) model in higher education, there is limited exploration of its impact on secondary education and students' attitudes toward science. Thus, this study aimed to examine the correlation between secondary school students' perceptions of the Flipped Classroom experience in learning science and their attitudes towards the subject. The research focused on five perception constructs: Collaborative Environment, Self-Directed Learning, Learning Impact, Motivation and Enjoyment, and Technology Integration. Students' attitudes towards science were measured across five constructs: Importance of Science, Practical Work in Science, Learning Science in School, Science Outside School, and Future Participation in Science. The study utilized a quantitative survey methodology, collecting data from a sample of 100 Form Four students at School A, Sabah, Malaysia as of the year 2024. Through the analysis of the survey, the study found a significant positive correlation between students' positive perceptions of the FC experience and their attitudes towards science. Notably, high ratings for ‘Motivation and Enjoyment’ indicated enhanced student engagement, while lower ratings for ‘Technology Integration’ highlighted areas needing improvement. The findings underscore the potential of the FC to positively influence students' attitudes towards science. This research implies that educators should seek ways to enhance student engagement and foster a positive attitude towards science through innovative teaching methods such as Flipped Classroom. Keywords: attitude towards science, Flipped Classroom (FC), perceptions of the FC experience, science education, secondary education

Transforming Inclusive Digital Pedagogy in Malaysian Tertiary TVET: Adapting to a New Educational Landscape

The COVID-19 pandemic has greatly sped up the use of Artificial Intelligence (AI) and Information and Communication Technology (ICT) in education. The aim is to create a more inclusive and fair system, especially in Technical and Vocational Education and Training (TVET) for individuals with special needs. This approach focuses on personalized learning, high-quality information, and employer involvement, even though it is challenging to replicate traditional classroom experiences. Using the fuzzy Delphi technique, the methodology adapts inclusive digital teaching to changing needs, stressing infrastructure, accessibility, personalized learning, digital skills development, and teacher capabilities. Malaysia is working to become a global leader in education by using ICT to support student-centered learning and develop digital skills, in line with the National Digital Policy. The results show a strong potential for building a thorough digital education system. This integration has important effects on improving educational infrastructure, accessibility, and teacher skills, helping Malaysia establish itself as a leader in the global education scene.

Gender Representation in English Language Textbooks of Primary Education

Textbooks are carriers of social change. It is through textbooks and classroom experiences that from the stage of childhood in the school itself, students start learning to accept gender socialization, social norms, beliefs, gender roles, inequality, and bias. Hence, the need to make the textbooks gender neutral arises becausetheir analysis is necessary for this; it is in this light that the present study has analyzed English textbooks at the primary level of education in India toexaminethe incubation of gender stereotypes and bias. These were coupled with content analysis and qualitative and documentary research. The major findings reflect that gender patriarchy and bias are reflected in English textbooks.Overall, the results indicated that males were more prominently featured in textbooks, both in images and in text. Females were still underrepresented, had fewer diverse occupations, and were often depicted doing household chores in three textbooks. However, there were some positive portrayals and efforts to challenge stereotypes, with examples of gender-neutral language and activities shared by both genders.The findings of this study can also be used to shape policies at the state or national level in creating and applying guidelines for gender-neutral content in educational materials. These guidelines would guide the efforts of a textbook development agency,writers, and teachers in creating gender-sensitive curricula and textbooks.

A classroom practitioner's self‐study on theorizing a practicality ethic framework for adopting digital affordances in language education

AbstractThis article recounts a classroom practitioner's doing and thinking on the adoption of digital affordances in the context of Languages Other Than English education at an Australian school. Through the lens of practicality ethic, this practitioner employs a self‐study methodology to explore the dynamic relationships between private theories of teaching and teacher agency in their daily use of Information and Communications Technology. Using qualitative data and content analysis, this study explains how a teacher's situated knowledge influences their decision‐making when adopting specific affordances. The findings of this self‐study generate a unique type of knowledge, bridging the gap between theoretical usefulness and practical relevance in technology use. It sheds light on the significance of considering teachers' situatedness, their judgment, and their capacity to enhance classroom experiences. Through this self‐study, a practicality framework is developed, providing practitioners with an evidence base to examine their everyday use of technology. This line of self‐study scholarship rethinks and reframes educational research, highlighting the contemporary realities of teaching and learning. It offers an in‐depth understanding of how and why practitioners adopt specific digital affordances based on what they consider important. The article concludes with several critical implications for practitioners, policymakers, and academic researchers. Future research is recommended to explore collaborative self‐studies and studies across different curricula or various educational settings. Alternatively, nonreductive data analysis and other theoretical perspectives can be explored.

Learning experiences from an online QI fellowship programme during COVID-19 – a qualitative study

BackgroundDuring the COVID-19 pandemic in the United Kingdom, multiple aspects of everyday human existence were disrupted. In contrast, almost all levels of educational learning continued, albeit with modifications, including adaptation to virtual—or online—classroom experiences. This pedagogic transition also occurred in the National Institute of Health and Care Research Applied Research Collaboration Northwest London’s (NIHR ARC NWL) Improvement Leader Fellowship, an annual programme focusing on quality improvement (QI). This qualitative study aimed to understand how these changes impacted the Fellows’ learning experience.MethodsWe explored the experiences of two cohorts of programme Fellows (n = 18, 2020–2021 and n = 15, 2021–2022) with focus groups, analysed under a constructivist qualitative research paradigm.ResultsThe two primary and four sub-themes that emerged were: Online QI learning experience (benefits and challenges) and Implementing online QI learning (facilitators and barriers). While benefits had three further sub-themes (i.e., digital flexibility, connection between learners, and respite from impact of COVID-19), challenges had four (i.e., lack of interaction, technological challenges and digital exclusion, human dimension, and digital fatigue). While the facilitators had three sub-themes (i.e., mutual and programmatic support, online resource access, and personal resilience), barriers had one (i.e., preventing implementation and lack of protected time).ConclusionDespite challenges to in-person ways of working, online learning generally worked for action-orientated QI learning, but changes are needed to ensure the effectiveness of future use of virtual learning for QI. Understanding the challenges of the translation of learning into action is crucial for implementation learning, gaining insight into how improvement Fellows navigated this translation when learning remotely and implementing directly in their workplace is key to understanding the evolving nature of implementation over the pandemic years and beyond.

Writing experiences in early childhood classrooms where children made higher language gains

Although early writing is considered an essential pathway to language and literacy development for preschool-age children (i.e., 3- to 5-years-old), it tends to receive less priority when compared to reading in early childhood (EC) education. To bolster teachers’ early writing practices, researchers have closely examined the nature of the writing instruction and experiences that occur in EC classrooms. In this multiple methods study, we capitalized on a purposeful sample of 30 classrooms where children demonstrated higher language gains to examine and describe how early writing experiences were implemented in these contexts. Using deductive and inductive approaches, we explored various characteristics of writing events that occurred, including the grouping format, activity setting, instructional foci, and teachers’ supportive strategies to understand how these characteristics worked together to shape teacher-child writing interactions. We found that the written product and instructional foci were linked to teachers’ use of specific strategies, which ultimately shaped children’s participation in writing, particularly children’s engagement with different components of writing (i.e., handwriting, spelling, and composing). Findings of this study provide important insight into the dynamic interplay of environmental, instructional, and interactional factors that shape writing instruction and experiences in EC classrooms.

Developing and implementing an Einsteinian science curriculum from years 3–10: B. Teacher upskilling: response to training and teacher’s classroom experience

Abstract Recent years have seen a growing interest in modernizing school science curricula to reflect the discoveries in physics since 1900, especially with the recent broad recognition of the importance of quantum physics in the modern world. Much effort has been expended in the development of appropriate teaching instruments for teaching Einsteinian physics in schools, but less effort on the crucial topic of teacher professional development. Successful curriculum innovation requires teacher professional development. This paper reports an analysis of teacher professional development for practising primary and secondary teachers who were upskilled as part of a process for implementing an 8-year Einsteinian curriculum across 38 primary and secondary schools in Australia. Most participants had little prior knowledge of Einsteinian physics. Using self-assessment through questionnaires and interviews, combined with classroom validation, we show that three different professional development programs led to high levels of content knowledge and confidence to teach Einsteinian physics in classes from Year 3 to Year 10. The analysis presented supports our conclusion that it is feasible to upskill teachers from diverse backgrounds in Einsteinian physics and break the cycle that has inhibited the modernisation of school curricula.

Sources of Internal Political Efficacy in the Social Studies Classroom

This article explores lower secondary students’ perceptions of how their experiences in the social studies classroom might affect their sense of internal political efficacy (IPE). The qualitative data underlying the research are group interviews with 13- and 14-year-old Norwegian students, which were analyzed using a constant-comparative method. The students’ responses indicate that there are three obstacles to IPE facing the students in the social studies classroom: (1) the reactions of their peers in political discussions, (2) the perception that adolescents are not respected due to their young age, and (3) a view of opinions as fixed and hence unchangeable. The possible solutions given by the students are to work to enhance the level of respect and support that they experience in the classroom, to practice politics through carefully structured discussions, and to work in smaller groups. In analyzing the findings, Albert Bandura’s theory of how efficacy develops as a consequence of experiences in a person’s environment has been useful. The article also draws on Gert Biesta’s framework, describing how one central aim of education is to enable students to function as subjects in a world that brings both possibilities and limitations to their preferred actions. The main implication is that the social studies teacher should aim for critical analysis and raising awareness of different perspectives instead of focusing solely on the students' personal opinions.

Safety, Social Connection, and Learning: A Polyvagal Theory Framework for Dance Education

ABSTRACT This article explores the relevance of Polyvagal Theory (PVT) to somatically-informed dance teaching methodologies. It aims to provide a neurophysiological basis for understanding the effectiveness of these teaching approaches and offer practical suggestions for how dance educators can incorporate concepts of PVT into their classroom experiences.

Classroom eXperience: from automated multimedia capture to personalized learning

Classroom eXperience: from automated multimedia capture to personalized learning

Updating Calculus Teaching with AI: A Classroom Experience

In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and Wolfram Alpha, to deepen students’ understanding of key mathematical concepts such as derivatives and rates of change through continuous interaction with a virtual tutor. By employing well-designed prompts, these tools facilitated problem-solving exercises that were verified and refined by AI, fostering both precision in calculations and conceptual clarity. Observations from the classroom implementation reveal that students not only improved their accuracy in performing derivative calculations but also developed a clear understanding of the distinctions between average and instantaneous rates of change. The AI tools created a dynamic, adaptive learning environment, providing immediate feedback and simulations that significantly boosted student engagement and motivation. These findings underscore the potential of AI to transform mathematics education by making learning more personalized and accessible, ultimately enhancing educational outcomes and preparing students for future academic and professional challenges. Furthermore, this study introduces an innovative approach to refining AI prompts and interactions, highlighting the importance of iterative improvement to enhance the quality of AI feedback. This approach is crucial for developing better problem-solving skills and ensuring a comprehensive understanding of mathematical concepts.

Exploring cooperative learning as a tool in civic education

ABSTRACT Background Civic participation is a fundamental element of democracy; therefore, upholding and supporting civic participation, especially among the upcoming generation, is important. Political efficacy – an individual’s understanding of their capacity to participate in civic life – has been found to exert an important influence on the expected civic participation of adolescents. The study reported in this article considers how civic participation can be supported through educational efforts to promote students’ political efficacy. Purpose The study is based on a formative intervention project in the tradition of cultural−historical activity theory (CHAT). Cooperative learning techniques were used in a Norwegian social studies classroom with students aged 13 and 14 to explore how the experience was connected to the students’ political efficacy. Methods The data underlying the research were drawn from focus group interviews with 14-year-old Norwegian students, in which the students evaluated and elaborated on their experiences in the cooperative learning period. Findings Cooperative learning has the potential to enhance students’ political efficacy, mainly by providing students with opportunities to practice democratic skills and through peers functioning as political role models. However, the students’ responses point towards tensions within the student group and between the classroom as a unit of learning and the expectations of the classroom as a unit of individuality and evaluation. These key contradictions may hinder the realisation of cooperative learning classrooms and limit the rehearsal space that could be favourable for political efficacy. Conclusions The study illustrates how using cooperative learning in the social studies classroom can be a way to enhance students’ political efficacy. Simultaneously, the classroom context contains historically developed contradictions that shape the students’ understanding of their classroom experiences.

Guest Speakers as Mentors: What Classroom Experiences Mean to Them

Resulting from the collaboration between five practicing professionals and an LIS faculty member, this article illuminates the experiences of librarians and archivists who engage with LIS students on a continuous basis as guest speakers in LIS classrooms. The phenomenological approach helps to elicit first-hand accounts that encapsulate practitioners’ priorities and concerns. The free-floating narratives are combined with an extensive literature review related to mentorship practices in professional fields; they are used to produce a blended viewpoint-analytical article that places empirical data in the context of the three-pronged framework of mentorship motivations, focusing on outcome-oriented, student-oriented, and personal-learning-oriented motivations. These types of mentorship motivations focus on transmitting professional knowledge, socializing LIS students to become responsible professional citizens, and learning about the state of the field and the workforce from students themselves. The article provides suggestions for future empirical research into the motivation of LIS professionals who choose to mentor LIS students through classroom engagements and other avenues.