Classroom Experience Research Articles

Diagnostic Abilities of Novice Teachers

This paper discusses diagnostic abilities of novice teachers of English as a foreign language in Poland as demonstrated through analyzing critical incidents (CIs). A case study, designed to explore patterns and regularities in cognitive processes that practitioners activate to examine disorienting situations in their educational context, provided evidence of effective mental work of beginner teachers at the verbal and conceptual levels. Specifically-structured written reports on what the instructors considered critical moments in their teaching practice served as a tool to verbalize how they represent, interpret, and value phenomena in the FL classroom by activating and integrating various sources of professional knowledge. The data analysis, which included both identification of the character of mental representations the subjects stimulated during the recall as well as higher order thinking operations on these representations, led to the conclusion that the inexperienced teachers show a degree of efficacy to register relations and variation in classroom realities, to problematize the unproblematic, to take position on matters, and to formulate relevant feedback for their future didactic moves. This encourages a hypothesis that teachers’ diagnostic abilities are not necessarily determined by the current state of their professional expertise and that limited classroom experience does not suppress adequate cognitive and affective responses to problems in beginner practitioners.

Let’s Play: Including Students With Disabilities in Ensembles

In general music classes, students participate in a variety of musical experiences, including ensembles. These may include classroom experiences playing instruments or singing as a group, or in more long-term performance-based experiences such as a musical or program. It is important that students with disabilities participate meaningfully in these experiences alongside their same-aged peers. To ensure students with disabilities are successful, teachers need to be purposeful in their classroom instruction during ensemble experiences as well as in their preparation for performances.

A fliped classroom experience to analyze language interaction in a group of students of English as a foreign language

This paper reports a research project carried out with eighth graders at the Pierre de Fermat School in Bogotá. The main objective was to analyze how this EFL group put into evidence language interaction through a flipped classroom experience in a blended learning environment. The type of research design was action research and the instruments used to collect data were video recordings, students’ production tasks in a virtual environment and a journal. Considering the data gathered, this research attempted to evidence how eighth graders, by participating in activities based on task-based instruction, interacted in the language classroom and beyond it within a virtual environment. The findings suggest that learners interacted in different and meaningful ways when exposing them to a blended-flipped scenario, unveiling signals and features that demonstrated students were able to sustain a conversation by using different resources with their interlocutors. Negotiation of meaning, social communication as well as learning strategies, real world contexts and materials, and collaborative work were the most remarkable patterns of interaction found in the context of this research project. The implementation of technology also played an important role which pretends to open up a path for further research on the implementation of ICTs on language teaching and learning.

Quantifying quality: The impact of measures of school quality on children's academic achievement across diverse societies.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy-skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4-12-year-olds, N=889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research. RESEARCH HIGHLIGHTS: We examined the extent to which four measures of school quality were associated with one another, and whether they predicted children's academic achievement in 10 culturally and geographically diverse societies. Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition. Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations. Our data have implications for designing efficacious educational initiatives to improve school quality globally.

Comparing computational algorithms for team formation in the classroom: a classroom experience

Throughout recent years, several researchers have proposed computational tools and algorithms to support team formation in the classroom. The result is that team formation algorithms have been widely applied in classroom environments to create well-balanced teams. One of the challenges in designing algorithms for automatic team formation is designing an appropriate function to estimate team performance, which is used as part of the optimization algorithm that divides students into teams. This function (referred to as a team evaluation heuristic) serves as an approximation to team performance, which is a complex phenomenon that is difficult to quantitatively assess in many settings and that cannot be accurately calculated prior to the task at hand. Despite showing their relative success compared to traditional and manual team formation strategies (manually employed by lecturers and teachers), there is a lack of research comparing team evaluation heuristics in a real classroom setting. Such a comparison would help teachers, practitioners, and system designers to appropriately select the most suitable team formation algorithms. In this article, we present an experimental evaluation that was carried out in a Bachelor’s Degree Program in Tourism that compares two team evaluation heuristics based on Belbin and Myer-Briggs. The experimental evaluation was carried out by means of an intelligent, extensible team formation tool whose optimization is based on an integer linear model that can be extended to support different team evaluation heuristics.

Pre‐K attendance and social development: The moderating role of kindergarten classroom experiences

AbstractAlthough academic benefits of pre‐K are well established, the associations between pre‐K attendance and social and learning behaviours are less clear. Some research suggests that pre‐K attenders may enter and exit kindergarten exhibiting less optimal social and learning behaviours than their non‐attending peers, and little attention has been paid to how aspects of kindergarten experiences, like academic rigour, activity settings and teacher–student relationships, may contribute to these patterns of development. The current study addresses these gaps in knowledge by using nationally representative data from the ECLSK:2011 (n = 14,260) to examine the social and learning behaviours of pre‐K attenders and nonattenders at kindergarten entry and exit. Our results reveal that pre‐K attenders are not consistently underperforming their non‐attending peers on social and learning behaviours in kindergarten. However, teachers reported that pre‐K attenders exhibited more externalising behaviour problems at kindergarten entry and exit, and non‐attenders made greater gains in learning behaviours over the kindergarten year. We also found no evidence of moderation when examining our focal classroom experience variables.

Fish in a Dish: Using Zebrafish in Authentic Science Research Experiences for Under-represented High School Students from West Virginia.

Early research experiences positively affect students' interest in STEM careers, and develop practical science and critical thinking skills. However, outreach opportunities are not equally accessible for all students. In states like West Virginia, where many students live in rural Appalachian communities, opportunities for engaging in STEM experiences are limited. In addition, rural teachers may not be equipped to provide authentic research experiences for students due to lack of resources or support. For many students in West Virginia, the Health Sciences and Technology Academy (HSTA) is a major opportunity for STEM engagement. Since its inception in 1998, HSTA has spread to 26 of 55 counties in West Virginia. The program recruits first-generation, low-socioeconomic status, rurally living, and African American high school students who are under-represented in STEM fields. Our research laboratory partnered with HSTA to implement an innovative, hands-on research camp using zebrafish for students participating in their annual junior-level biomedical sciences summer camp. Our camp was held in-person and adapted to an online format during the Covid-19 pandemic. We used pre-post surveys in both camps to assess impacts on science confidence and to collect information about general perceptions of zebrafish, research, and STEM fields. We found that students participating in the in-person and online camps experienced similar overall gains in science confidence. We also identified strong interest in zebrafish, research, and STEM degrees among online students. Online students did not prefer virtual learning experiences; however, they still enjoyed our camp. We also surveyed high school teachers volunteering for HSTA to identify factors that would encourage use of zebrafish in classrooms. The most prominent needs include classroom supplies, experience, and funding. Our successful science-education partnership demonstrates that zebrafish research experiences foster positive outcomes for under-represented students, and can inform future outreach efforts and collaborations with teachers.

Can technology improve the classroom experience in primary education? An African experiment on a worldwide program

Primary school coverage has been increasing in most developing countries. Yet, it has not been accompanied by significant improvements in learning indicators. We implemented a randomized experiment in Angola around the introduction of ProFuturo, a worldwide educational program. The program includes a Computer-assisted Learning (CAL) software directed at improving the regular classroom experience. One year after the program started, we find higher familiarity with technology. Teachers miss fewer days of classes and implement better teaching practices. Students become more interested in learning and pro-social. Finally, the program improves students’ test scores but only in the most popular subject in the CAL platform.

Redefining liberal arts education in the twenty-first century

Redefining liberal arts education in the twenty-first century

Holistic Assessment Framework for General Education Program Review

ABSTRACT An assessment framework was developed and implemented for UCLA’s science general education (GE) program that combined overall program goals, individual course improvement, and faculty engagement. Specifically, the framework targeted (a) developing institutional goals for GE courses, (b) ensuring alignment of individual course learning outcomes with institutional goals, (c) exploring the student experience during GE courses, and (d) engaging faculty to understand the classroom experience. Using the methods detailed, information was gathered regarding student learning experiences, scientific skill/literacy level, and attitudes toward science after completing the GE course. Furthermore, this process also facilitated faculty involvement in the assessment and an improved awareness about course pedagogy. This framework can be applied to assess other general education programs (diversity, writing, etc.) or even individual departmental science programs.

Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties

ABSTRACT Students with language and/or attentional difficulties are present in all classrooms, but evidence indicates they are poorly identified and supported. Reasonable adjustments are a legislative requirement, but these are often generic and fail to address instructional barriers. Students are uniquely placed to report on the pedagogical implications of language and/or attentional difficulties, however, little research has connected standardised assessment data to the classroom impacts of impairment as experienced by students. In this paper, we report on 59 students with language and/or attentional difficulties participating in a study aimed at improving students’ classroom experiences, engagement and academic achievement through accessible assessment and inclusive practice. We draw on standardised assessment and interview data to investigate similarities/differences in students’ language and/or attention profiles, and/or in what students’ wish their teachers knew about them and how they learn. Finally, we present a rationale for whole-class, accessible teaching practices as the foundation for classroom instruction.

PROSPECTIVE TEACHERS’ EVALUATIONS OF TEACHING PRACTICE IN AN INCLUSIVE CLASSROOM

Today’s teachers must be ready to address all students, whatever their abilities, needs, and knowledge. Prospective teachers must develop the necessary competencies during their studies to ensure inclusive education for all pupils. Teaching practice remains one critical means of exposing future teachers to actual classroom experiences to equip them with pedagogical skills. The course followed in this study included teaching practice to allow future teachers to put their theoretical knowledge into practice. The research aimed to analyse future teachers’ feedback after teaching practice in an inclusive classroom. These data – the prospective teachers’ findings after the teaching practice – were analysed using content analysis. The sample of the study consisted of 97 future teachers. The results showed that the student teachers faced various challenges, e.g. needing more experience in an inclusive setting, creating activities that included all students, and needing more teaching resources. However, most were optimistic about the opportunity to put the knowledge they gained during the course into practice. Therefore, teacher educators should ensure that students are prepared for entry into the teaching profession and have a positive pedagogical experience in an inclusive classroom. The teacher educators should also have sufficient knowledge and skills to work with all pupils.

Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education

Recent years have witnessed an exponential growth in interest in teaching English to young learners (TEYL) across the world. Pivotally, there is some research focusing on in-class practices and teacher pedagogy on this issue, yet young learner teacher education has not been given much attention. Many teacher education programs in different countries prepare their pre-service teachers for young learners by offering TEYL courses without providing them with real classroom experiences. To this end, the researchers initiated a practicum project in which pre-service EFL teachers taught English to young learners besides taking the TEYL module at the university. Drawing on semi-structured interviews with 21 participants, it was aimed to examine the effectiveness of a practicum-integrated TEYL teacher education program. The findings revealed that practicum provided teacher candidates with a range of benefits in terms of putting young learner knowledge into practice, developing teaching skills, designing age-appropriate lessons and materials, and gaining confidence with TEYL. Different from previous practicum-related studies, the current study showed that practicum helped pre-service teachers have clearer minds on their future careers and teaching contexts in that some participants would choose to work with older learners considering the distinctive characteristics of children. This study offers implications for pre-service teachers and teacher education programs for training young learner English teachers more effectively.

Mental health knowledge and classroom experiences of school teachers in Aragon, Spain.

Research shows that many mental disorders begin in childhood but are sometimes not diagnosed until later years. School-age children spend much of their time in schools and have daily interactions with school teachers. Examine school teachers' experiences of mental disorders in school going children and adolescents and their associated mental health training needs. A descriptive cross-sectional study was carried out with teachers in Infant-Primary and Secondary Education-Baccalaureate schools. A convenience sample of 685 teachers responded to the online survey. Participants worked in both urban and rural areas and in Infant-Primary and Secondary Education-Baccalaureate schools. Over half of participants reported classroom experiences of learner mental disorders such as ADHD, anxiety, conduct disorders or autism. Most participants acknowledged a training need, both in recognition of symptoms of mental disorders and in care resources and processes. However, 80% of respondents reported having not received any training in this regard. Participant preferences for training included face-to-face or hybrid - combined online learning. Participants also considered the management of their own mental health to be deficient, therefore any training should incorporate personal mental health awareness and self-help strategies. In Aragón (Spain), teachers of children and adolescents with mental disorders, recognize a need for training in the identification of symptoms and other aspects of mental healthcare, such as availability and access to services. Protocols for early identification and referral would promote mentally healthy school environments and reduce stigma which could be a barrier to timely intervention. In addition, any training should include mental health self-care for teachers.

Special Education Policy in the United Arab Emirates: Knowledge and Implementation in Ras Al Khaimah

The United Arab Emirates has a bold and progressive special education policy that supports the inclusion of special education students, referred to in this paper as the determined ones and students of determination. The General Rules for the Provision of Special Education Programs and Services, an important policy document for educating students of determination, advocates that the “determined ones” remain in the regular classroom setting whenever possible. This policy paper examines teachers’ knowledge of this inclusion policy as well as their perceptions of other school level inclusion policies. The research undertaken found no significant differences in knowledge or perceptions between and among Ras Al Khaimah teachers placed at government, international, and private schools. However, knowledge about the inclusion policy was low. Additionally, teachers expressed limited confidence that their schools could meet the needs of the “determined ones” in inclusive classrooms. To bridge this gap, the authors discuss recommendations centered on teacher training and how such programs could impact field experiences in inclusive classrooms. Furthermore, suggestions are offered for school-based inclusion policies that can be developed by teams of teachers and school leaders to build teacher knowledge, the national policy, and teacher capacity to meet the educational needs of the “determined ones”.

Stepping outside of comfort zones: Transformational learning in online asynchronous communication courses

ABSTRACT This paper investigates the impact of communication educators’ teaching practices on student transformation and growth in asynchronous online communication courses. The literature focuses on high-impact practices, self-transformation in higher education, and Experiential Learning Theory. Qualitative interview data, collected from metropolitan university students using a narrative inquiry approach, suggests that when educators incorporate active experimentation and concrete experience in asynchronous online communication classrooms, students are more likely to perceive they have experienced transformational learning, which students conceptualize as good for their individual personal growth and for changing their perspective, despite requiring them to step out of their comfort zone. Future research should focus on the impacts of incorporating service-learning, reflective writing assignments, and group work into the online learning environment to help ignite transformations and growth within classes in other disciplines.

A Review of Using Photo-Elicitation Interviews in Qualitative Education Research

Educational research has sometimes been criticized for its seeming lack of relevance to classroom reality and its subsequent inability to inform pedagogical practices. Such criticism has prompted researchers to consider research methods that may better approximate reality. Among these methods, photo-elicitation interviews (PEI) offer a visual dimension to elicit lived experiences, feelings, and thoughts in real educational contexts, and to enhance researchers’ understanding of educational practitioners’ and students’ experiences in real classrooms and school communities. This review examines the application of PEI to explore educational practitioners’ and students’ lived experiences and perceptions in educational contexts. Specifically, this paper examines the existing educational studies adopting PEI in order to identify the affordances of the method, the challenges it has presented for researchers in the education field, and critical considerations for researchers who may be planning to use the method. Specifically, this review addresses the following three questions: 1. What has PEI contributed to previous investigations of participants’ lived experiences and perceptions in educational contexts? 2. What methodological challenges have previous researchers encountered when utilizing PEI? and 3. How can methodological concerns be addressed when designing and implementing PEI to understand participants’ lived experiences and perceptions? We provide an up-to-date critical examination and discussion of PEI to better inform researchers seeking to develop the use of the method in future investigations in the education field.

Ready. Set. Game: Using Nursing Knowledge to Escape the Virtual Room in the Didactic Setting.

Most virtual escape rooms are built using Google documents that ask a series of questions; our faculty team wanted to provide a more interactive experience in a large classroom and created a virtual escape room that mimicked the Next Generation NCLEX testing platform. Each room contained a case study with multiple-choice questions. Seventy-three of 98 possible students completed the escape room survey. All recommended this activity to other students, and 91 percent said they preferred the game format more than the lecture format. Virtual escape rooms are interactive, engaging, and can be used successfully to bridge theory to practice.

A QUALITATIVE INVESTIGATION OF STUDENTS’ DESIGN EXPERIENCES IN A WORK-INTEGRATED LEARNING SETTING

AbstractWork-integrated learning (WIL) – a pedagogy that integrates academic studies with workplace experiences – presents an excellent opportunity for students to “deliberately practice” their design skills. To date there has been little investigation into the effect(s) of WIL experiences on developing novice designers’ design skills.We performed a series of longitudinal interview case studies following three engineering students through the course of a 4-month work term. Interviews were semi-structured to gather rich contextual descriptions of participant experiences designing in WIL settings. Transcripts were analysed using an iterative thematic analysis approach.Results indicate specific areas where WIL helps develop novice designers’ engineering design skills and mindsets beyond their early experiences in the engineering classroom. These include their experiences interacting with clients/users, the importance of project transition considerations, resource coordination, teamwork/collaboration, and the design process. We discuss how the structure of design tasks and their environment differ from the classroom experience, highlighting how WIL can supplement traditional design education.

Exploring the impact of teachers’ past migration experience on inclusive education for refugee children

ABSTRACT Teachers play a key role in shaping students’ experiences in the learning environment. Studies on inclusive education in forced migration contexts, however, rarely examine what determines teachers’ positive behaviour and attitudes toward refugee students. This study examines how teachers’ past migration and occupational experiences impact their attitudes towards students who arrived through forced migration and whether they rely on teaching practices stemming from their past experiences to ensure a more inclusive school climate. Using both quantitative and qualitative methods, we collected 228 surveys and conducted 9 focus groups with secondary education teachers in 11 public schools in 5 different cities in Turkey where students of Syrian origin who arrived through forced migration are registered. Drawing on Pierre Bourdieu’s concept of ‘habitus’ and ‘social capital’, this study argues that teachers’ past migration experiences enable them to create a more inclusive classroom experience for Syrian refugee children.