General Classroom Research Articles

Exploring the impact of coteaching on pre-service music teachers

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of obuchenie, which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, subject or content knowledge, pedagogical knowledge, curricular knowledge, and pedagogical content knowledge. A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort.

Supporting Students With Severe Disabilities in Inclusive Schools

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction), (b) the type of engagement the student demonstrated during the activity, (c) the types of general classroom supports that were available during the observations, (d) the types of student supports that were provided to the student during the observation, (e) the type of work or activity the student was performing, (f) the interactions the student had with others, and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

ABSTRACTPrimary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called adults other than teachers, who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this study sought answers to two main questions: ‘Who delivers primary PE nowadays?’ and ‘What are the consequences?’ The findings revealed that the most common model for the delivery of PE involved responsibility being shared between the generalist class teacher and either a sports coach or specialist PE teacher. The SLs recognised strengths and weaknesses in all of the three main approaches used. However, while they favoured the use of specialist teachers because of their subject knowledge and expertise, the more prosaic constraints of cost and flexibility meant that the use of coaches had become increasingly popular. Whether or not, the growth of coaches is de-professionalising the delivery of PE, it certainly appears to be exacerbating any existing tendency to turn primary PE into a pale imitation of the sport-biased curricular of secondary schools. Ironically, the apparent ‘threat’ to the status of PE in the primary curriculum (as well as the status of PE specialists) posed by the growth of coaches in curricular PE in primary schools may well be exaggerated by the Primary PE and Sport Premium which appears to have added momentum to a change of direction regarding staffing the subject—towards sports coaches and away from generalist classroom teachers and PE specialists. As the shift towards outsourcing PE to commercial sports coaches becomes increasingly commonplace, it seems appropriate to talk of transformation, rather than mere change, in the delivery of primary PE.

Task-based Language Teaching in General English Classrooms: A Case Study in Engineering Faculties in Iran

Teaching General English, as a fundamental course in all the non-English majors, at universities in Iran has constantly been considered vital among the scholars' concerns. Thus, the TEFL researchers have always attempted to study and analyze the currently practice teaching methodologies at different levels in order to introduce the most efficient ones to the practitioners in the field. Therefore, to improve the quality and efficiency of teaching general English at universities, the researchers in the present study have tried to explore the currently practiced general English teaching methodologies for engineering students in Islamic Azad University, Yadegar-e Emam Khomeini (RAH) Shahre Rey Branch. In other words, they have attempted to reflect on a comparative study of two globally popular teaching methodologies namely; Task-based and Task- supported at this university to present the more efficient one to the target community. DOI: 10.5901/mjss.2015.v6n4p587

An Exploratory Study of Elementary Classroom Teachers’ Physical Activity Promotion From a Social Learning Perspective

Despite its recommended use, physical activity promotion in the academic classroom (PAPAC) has received little attention in terms of the factors that help to facilitate it. In this study, a social learning perspective was adopted to examine the role of physical activity biographies in generalist classroom teachers’ (CTs) PAPAC. CTs (N = 213) were assessed on their satisfaction with personal K-12 physical education (PE) experiences, perceived physical activity competence, self-reported physical activity, perceived PAPAC competence, and self-reported PAPAC. Structural equation modeling supported the hypothesized relationships between variables. Specifically, PE satisfaction predicted physical activity competence, which in turn predicted physical activity. Subsequently, physical activity predicted PAPAC competence, which predicted PAPAC. The specified model explained 41% of the variance in PAPAC, with PAPAC competence being the largest contributor. This study provides useful information for designing interventions to increase PAPAC, as it stresses the need to identify strategies that improve CTs’ physical activity-related, and PAPAC-related self-perceptions.

The Potential of General Classroom Observation: Turkish EFL Teachers’ Perceptions, Sentiments, and Readiness for Action

The purpose of this study was to determine Turkish EFL teachers’ attitudes towards classroom observation. 204 teachers from different school settings responded to an online questionnaire. Data were analyzed according to three types of attitudes towards classroom observation: perceptions, sentiments, and readiness for action. The findings revealed that the majority of teachers were positive about classroom observation although they did not have much experience. Moreover, advantages of classroom observation were greater than disadvantages according to teachers. The outcomes call for well-organized and systematic classroom observation practices for Turkish EFL teachers to contribute to their professional development.

Implementing Functional Behavior Assessment in Thailand

Thailand is aiming to improve special education practices, and inclusive education has been introduced and mandated by national laws in the past few years. However, inclusive practices are challenging for many Thai teachers and schools. Many teachers are unprepared to support students with diverse needs and to deal with behavior problems. To successfully support such students, teachers need to apply systematic and effective approaches. Functional behavioral assessment (FBA) is one such approach that may assist teachers in general classrooms. As FBA is a relatively new practice in Thailand, a contextualized approach is required. This article discusses several essential components in FBA implementation processes that need to be considered as well as an example of a research project that involved training Thai teachers in the use of FBA.

A Preliminary Investigation of Kindergarten Teachers’ Use of Praise in General Education Classrooms

It is well established that teacher praise has a positive effect on student disruptive behavior. However, there is little research suggesting how often Kindergarten teachers praise students in the classroom. This study aimed to collect praise frequency data across four general education Kindergarten classrooms. The type of praise teachers used and how teachers delivered praise were specifically analyzed. Results indicated that Kindergarten teachers praised students frequently and the rate of total praise was similar across teachers. Kindergarten teachers also used more general praise and fewer behavior-specific praises. However, Kindergarten rates of behavior-specific praise were higher in this study compared with other research. Continued research on general education teachers’ rate of praise may be useful to schoolwide behavior intervention planning and teacher consultation.

The Power of Play

Explore musical play as a means of making meaningful connections in the elementary general music classroom. Usher in the Spring with joyful singing, dancing, and playing!

Curriculum Integration in the General Music Classroom

Arts integration is a topic that has been researched and discussed by music educators and general educators alike. Some feel this is a worthwhile endeavor in both the arts classroom and the general classroom, while others feel that we should be spending what little time we have in the music classroom focusing on music goals. This article will focus on integrating music and other disciplines in a way that treats each discipline with integrity. I will offer practical ideas for integrating music across the curriculum.

Addressing the Missing Instructional Data Problem

Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI decisions being made without sufficient evidence. Recent advancements in the conceptualization and measurement of opportunity-to-learn (OTL) can operationalize and assess key aspects of Tier 1 instruction in ways that are scalable and formative for teacher practice. In this article, we provide a rationale for collecting and using OTL data via an online teacher log called MyiLOGS (My Instructional Learning Opportunities Guidance System). We summarize three MyiLOGS studies focusing on general and special education classrooms and students with and without disabilities. We conclude by contextualizing these studies’ findings for purposes of Tier 1 instructional data collection and discuss the need for future research.

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.

Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers

Rational numbers are amongst the most difficult topics in the elementary and secondary school curriculum and teaching them requires an appropriate knowledge base of teachers to properly deal with students' difficulties. We investigated prospective teachers' content knowledge (CK) and pedagogical content knowledge (PCK) on rational numbers, the relationship between CK and PCK, and differences in CK and PCK among prospective elementary teachers (trained as general classroom teachers) and lower secondary teachers (trained as subject-specific classroom teachers). The results revealed gaps in prospective teachers' CK and PCK, a positive correlation between CK and PCK, and a better CK but not PCK for secondary compared to elementary school teachers.

Teaching for Creativity as Human Development toward Self-Actualization: The Essence of Authentic Learning and Optimal Growth for All Students

Enhancing creativity is an important issue worldwide, but it is perceived and addressed differently from a population to another. Creativity is considered as an essential life skill, a major component of human intelligence, and the most important topic in the education of the gifted and talented students. Nations rely on youth to use their skills at the highest level possible to contribute to improving all life aspects including solving problems creatively, developing genuine innovations, and leading communities to productivity. Literature indicates that creativity should be nurtured in all students to become successful continued learners, and in gifted students to facilitate their talent development and extend their growth in optimal ways. This paper further discusses the nature of creativity, proposes a broad conceptualization of creativity based on the humanistic approach and positive psychology, and suggests teaching practices for fostering creativity in the general classroom.

Health and physical education (HPE): Implementation in primary schools

This research investigates Australian Government Primary School Principal perceptions of how health and physical education (HPE) is implemented. Principals of primary schools in the state of Victoria (Australia) were deliberately chosen as participants as they are key school leaders who have a high degree of autonomy and power to improve the quality of teaching. The Victorian state Government Department of Education and Early Childhood Development (DEECD) first listed outcome for children 0–8 years is: ‘children have the best start to life to achieve optimal health, development and wellbeing’. Hence, this research offers pertinent results and recommendations in achieving this outcome. The data were gathered using ex-post facto surveys completed by 138 principal participants from a cross section of schools. The key findings were that principals: (1) strongly desire to have specialist HPE teachers in their schools; and (2) want HPE specialist teachers who are interested in and want to be working with primary aged children. Furthermore, there was strong interest in HPE specialists who are able, willing and qualified to teach as generalist classroom teachers.

Planning for Enjoyment in the General Music Classroom

Enjoyment is an important but often overlooked element in the music classroom. In this article, we review research literature related to enjoyment in musical interactions and discuss the role of enjoyment in the general music classroom. Drawing on research literature, our experience as general music teachers, and our research on enjoyment during musical play, we make recommendations for teachers interested in enhancing enjoyment in their classrooms. We include a teacher reflection template and an enjoyable elements guide to assist teachers in applying these ideas in the classroom.

Media Literacy and Forms of Communication of Pupils with Disabilities

Our objective was to study the level of media literacy in children of early school age, i. e. pupils in the first grade of primary school. We focused on the pupils with disabilities, namely learning disabilities (LD) who are either integrated in a general classroom with other pupils (school integration), or are part of a special class for pupils with LD within the primary school. Another subgroup consisted of pupils with communication impairment (CI) either attending primary school for children with CI, or integrated in a general classroom with other pupils. The results confirmed without any doubts that our respondents have expanded their communication options and use the modern forms, such as the internet calls, chats, e-mails, etc. We can state that the pupils with disabilities did not have any significant problems with becoming familiar with the modern information-communication technologies and actively using them. Certain deviations can be noted for the following forms of communication: 41% of the pupils with CI favoured personal communication, compared to 31.4% of the pupils with learning disabilities. The opposite tendency applied to the use of mobile phones: while only 22.7% of the pupils with CI preferred this communication tool, it was 31.4% in the group of LD respondents. We can come to the conclusion that the pupils with communication impairment can have certain problems with virtual communication without personal contact, when they cannot see the gestures and other forms of non-verbal communication that are an important source of information for them.

Implementing English as a medium of instruction in a Ukrainian University: Challenges, adjustments, and opportunities

English as a medium of instruction (EMI) programs are an increasing phenomenon in European universities. This paper takes an ethnographic approach to understanding the impact of EMI on pedagogy in a private university in eastern Ukraine. Fieldwork was conducted over the 2010-2011 academic year in nine English-medium and three Russian-medium classes. Data indicated that EMI education posed staffing challenges, as teachers were either language experts with low content knowledge or were content experts with anxiety about their English language skills. In addition, it was at times difficult to obtain textbooks and other print resources in English. Some teachers found teaching in a foreign language necessitated adjustments to speaking pace, discipline, and general classroom discourse. Despite these issues, teachers and students saw teaching and learning in English as a worthwhile opportunity.

Physical activity levels of adolescents with and without intellectual disabilities during physical education and recess.

To compare physical activity levels in adolescents with and without intellectual disabilities during physical education and recess. Forty adolescents diagnosed with intellectual disabilities (inclusive classrooms, n=20; self-contained classrooms, n=20) and 40 age-matched typically developing peers (general classrooms) participated. All participants wore an Actigraph GT1M accelerometer for 5 consecutive weekdays during school hours. Three groups of adolescents were similarly active during physical education; however, adolescents with intellectual disabilities in self-contained classrooms were less active during recess than did the other two groups. In addition, they spent less percentage of time in moderate-to-vigorous physical activity during recess than did the typically developing adolescents. An inclusive, structured, and supportive environment promotes physical activity engagement in adolescents with intellectual disabilities.

Case Reflections on Communication Support for Students with Multiple and Severe Disability in Australian General Classrooms

Abstract This paper provides a descriptive narrative on some recent research processes and outcomes in general classrooms in Australia that include students with multiple and severe disability. A mentor-model approach to professional development for the teaching staff was employed and this paper outlines what happened, along with some of the specific needs and goals of the participating students and teaching personnel. Although the results were quite variable, a number of interesting findings relating to teacher effects and the limited role of peers in enhancing interactions with students with such complex needs are identified and discussed.