Improve Teaching Practices Research Articles

The effectiveness of teaching and learning strategies used by teachers in Sulu State College

In order to ascertain the efficacy of the instructional and educational methods that are utilized by instructors at Sulu State College, the study employed a purposive sampling method to select a sample of 100 teachers from various departments of the institution. This study provides valuable insights into the effectiveness of teaching and learning strategies employed by instructors at Sulu State College. The findings highlight the importance of implementing effective strategies to promote student success in higher education and the possibility of improving teaching practices and increasing student involvement, which will ultimately contribute to enhanced learning outcomes at Sulu State College and broader educational institutions.

Empathy in Nutrition and Dietetics: A Scoping Review

BackgroundEmpathy is fundamental to the provision of efficacious patient-centered health care. Currently, there is no comprehensive synthesis of peer-reviewed empirical research related to empathy in the nutrition and dietetics profession. Understanding empathy in the context of nutrition and dietetics care may lead to improved teaching practices that support nutrition and dietetics students and practitioners to provide high-quality, empathic, patient-centered care. ObjectiveThis scoping review aimed to understand the approaches through which empathy is conceptualized, measured, and taught in the field of nutrition and dietetics. MethodsUsing the Preferred Reporting Items for Systematic reviews and Meta-Analyses-Scoping Reviews Statement and Checklist, a scoping review process was undertaken. Five databases were searched in February 2023: Cumulative Index to Nursing and Allied Health, Embase, Medline, PsycInfo, and Scopus, with no date limits. Eligible studies were English language-based, peer-reviewed, empirical research exploring or measuring empathy as an outcome in primary data stratified to nutrition and dietetics. Extracted qualitative data were synthesized and analyzed thematically with an inductive, interpretivist approach applied to conceptualize the interrelationship between empathy and dietetic practice. Quantitative data were extracted and summarized in a table. ResultsTwenty-six studies were included in the scoping review. Analysis identified 2 overarching themes underpinning the current literature on empathy in nutrition and dietetics that described empathy as a key skill in the application of patient-centered care, which was supported by approaches to lifelong cultivation of empathy in the nutrition and dietetics profession. A range of tools has measured empathy in nutrition and dietetics students and practitioners with no clear consensus in findings across studies. ConclusionsThis review identified the extent and nature of empathy within nutrition and dietetics, from both practitioner and patient perspectives, and the vast array of approaches used to teach and quantify empathy in students and practitioners. Insights from this review inform the need for future studies. The results of this review suggest that future research include exploring implications of empathic dietetics care on patient outcomes and identification of best practice, evidence-based curricula and strategies to support sustainable cultivation and maintenance of empathic care across the career span of nutrition and dietetics practitioners.

SCHOOL SYSTEMS OF BAVARIA AND THE REPUBLIC OF SRPSKA – SIMILARITIES AND DIFFERENCES

Education is a requirement for the development and existence of every modern state. This paper will discuss the structure of school systems in the German province of Bavaria and the Republic of Srpska for the level of primary and secondary education. What possible options are available to students aged six to nineteen can be seen in the schematic representations of the Bavarian school system and the same in the Republic of Srpska (Bosnia and Herzegovina). Knowing that the economic progress of the country is also reflected in the education of the young generation, the organization of education should be one of the key issues of the government of each country. Comparing the similarities and differences of our school system with the system of other countries, we encourage those in charge to constantly revise the existing system, thereby contributing to reducing its deficiencies and improving teaching practice, and thus the quality of education. In this regard, it is always good to follow trends in the development of school systems in economically developed countries. The teaching organization system is similar, but at the same time different in each country. This can also be seen in the conclusions of this paper. The Western countries school models, especially SR Germany, attract the public attention due to the outflow of the population of the Republic of Srpska to those countries. If we want to prevent or reduce this phenomenon, we must become attractive to our own population and be competitive on the market. This paper points to the need for constant monitoring and modification of the existing school system, as well as its adaptation to global trends. Given that the Balkan countries are ranked far worse than the Western Europe countries in international tests, it would be interesting to deal with the school systems of the Scandinavian countries in some future work.

Contribuciones del acompañamiento pedagógico para avanzar hacia la calidad de las prácticas docentes en contextos rurales

Introduction. This original article presents findings from an investigation focusing on accompaniment to schools in rural contexts. Objective. This study aims to analyze the contributions of the pedagogical companion to the teaching practices of educators in rural schools in the Bío Bío region. Methodology. The study employs a qualitative approach and a collective case study design. Semi-structured interviews and documentary analysis were conducted with 19 General Basic Education teachers, aged between 22 and 65 years. Results. The main results reveal that the pedagogical companion plays a guiding role in collaboratively designing lesson plans. In addition, systematic and timely feedback, both oral and written, strengthens the higher-order thinking skills of the teachers being accompanied. Furthermore, pedagogical accompaniment fosters the innovation of teaching practices through peer collaboration, based on dialogue and reflection. Indeed, reflective practice is of vital importance in the training of teachers with critical thinking skills, thus benefiting professional development, which is reflected in the reformulation of teaching practice, oriented towards situated teaching and learning. The systematic pedagogical accompaniment develops the capacity for pedagogical leadership in the accompanied teachers. Conclusions. Pedagogical accompaniment is a key process in improving teaching practices and strengthening the professional performance of the teachers being tutored. This has a significant impact on student training and the generation of social transformations in rural education and in other educational contexts. In this sense, continuous self-improvement is recommended for teachers to meet the demands of contemporary society.

EFL Teacher's Perceptions of Using Flipped Classrooms in Language Teaching for Higher Education

The Flipped Classroom in higher education language teaching through the eyes of EFL teachers. The advent of technology in education has led to a change in the way conventional ways of pedagogy have been taught, thus raising questions. The study uses qualitative methods including in-depth interviews, focus group discussions, and reflective narratives, to address different aspects of EFL teachers’ experiences of the flipped classroom approach. Educators are also sampled from different institutions, of different levels of experience, and also with various cultures. The results highlight that EFL instructors’ views and experiences are more contextual. The approach is analyzed with the aim of demonstrating the impact of the approach on the teacher-student relationship, student involvement, as well as the student’s overall experience. In addition, it looks into the implementation issues, showing a way of how an organization or a class may cope with a new teaching philosophy. It also brings out emerging themes such as learner autonomy, technology integration, and a new definition for teachers’ roles in a Flipped Classroom structure. It further examines the cognitive shifts in EFL teachers and the modifications in their teaching methods, evaluation methods, and bespoke learning resources over time. In addition, professional development for teachers and language education programs needs additional support and materials to help them through the complex linguistic environment. The study adds to the literature on innovations in EFL settings, giving policymakers and curriculum developers a basis for improving teaching practice. A detailed examination of the relationship between EFL teachers and the Flipped Classroom model in higher education language teaching is presented in this research. It contributes significantly to the ongoing discussion about the best practices for language education in the digital era by untangling the strands of perceptions, challenges, and adaptations.

Reading with Understanding in a Lower Primary Classroom: A Learning Journey to Improve Teacher Practice and Student Learning Outcome

This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement effective strategies and methods in the classroom, their students’ reading abilities improve. The study also revealed that daily phonics practice greatly helps vocabulary recognition. In addition, it has been demonstrated that the connection between the native and spoken language is essential for students to express their thoughts with precision. This study is important because it shows teachers how they can change how they teach to help lower-primary students read with greater understanding.

THE INVESTIGATION OF BEST PRACTICES ON SYMBOLIC MATHEMATICAL COMMUNICATION: A COMPARATIVE STUDY IN JAPAN, LAO PDR, AND THAILAND

Purpose – This comparative study sought to identify best practices concerning symbolic mathematical communication between primary school teachers and students in Japanese, Laotian, and Thai classrooms. Method – The target groups were 18 teachers and 671 students in Grade 1 to Grade 6 mathematics classrooms in Japan, Lao PDR, and Thailand. A total of 18 classrooms were inspected, one from each grade; thus, the unit of analysis was a classroom. Research instruments included a video recorder, a camera, and field notes. The data was gathered by videotaping, photographing, and taking notes. A descriptive analytics method was used to examine the data, following Pirie's mathematical communication framework (Pirie, 1998). Findings – Based on cultural norms and educational approaches in each country, the country-specific practices of symbolic communication were found to differ significantly among the mathematics teachers from the three countries. Owing to the education system in Japan placing a strong emphasis on discipline and respect, their teachers were found to focus on students’ symbolic explanations, particularly allowing students to elaborate on the meaning of complex mathematical ideas and concepts using symbolic communication. Laotian teachers tended to explain the answers using symbolic mathematical communication. This is because the country-specific practices in the Laotian local context concerning mathematical concepts are contextualized to relate to students’ daily lives and experiences, making abstract symbols more meaningful. Finally, Thai teachers were found to focus on the students’ answers rather than the learning process or operations. This suggests that Thai teachers often focus on memorising and repeating of mathematical procedures and formulas. Significance – The study findings offer a substantial understanding of the role of culture in education by investigating symbolic communication in mathematics classrooms in Japan, Laos, and Thailand. This implies the potential to improve teaching practices,enhance student learning experiences, and promote cultural sensitivity and inclusion in educational settings.

Augmented Reality Escape Classroom Game for Deep and Meaningful English Language Learning

A significant volume of literature has extensively reported on and presented the benefits of employing escape classroom games (ECGs), on one hand, and on augmented reality (AR) in English language learning, on the other. However, there is little evidence on how AR-powered ECGs can enhance deep and meaningful foreign language learning. Hence, this study presents the design, development and user evaluation of an innovative augmented reality escape classroom game created for teaching English as a foreign language (EFL). The game comprises an imaginative guided group tour around the Globe Theatre in London that is being disrupted by Shakespeare’s ghost. The game was evaluated by following a qualitative research method that depicts the in-depth perspectives of ten in-service English language teachers. The data collection instruments included a 33-item questionnaire and semi-structured interviews. The findings suggest that this escape game is a suitable pedagogical tool for deep and meaningful language learning and that it can raise cultural awareness, while enhancing vocabulary retention and the development of receptive and productive skills in English. Students’ motivation and satisfaction levels toward language learning are estimated to remain high due to the game’s playful nature, its interactive elements, as well as the joyful atmosphere created through active communication, collaboration, creativity, critical thinking and peer work. This study provides guidelines and support for the design and development of similar augmented reality escape classroom games (ARECGs) to improve teaching practices and foreign language education.

Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education

ABSTRACT This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers’ basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10–13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers’ perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students’ perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (−2.24%; 95% CI [−2.77, −1.70]), and external motivation (−0.49%; 95% CI [−0.90, −0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.

Data Lost, Decisions Made: Teachers in Routine and Emergency Remote Teaching

Aim/Purpose: This study explored teachers’ data-driven decision-making processes during routine and emergency remote teaching, as experienced during the COVID-19 pandemic. Background: Decision-making is essential in teaching, with informed decisions promoting student learning and teachers’ professional development most effectively. However, obstacles to the use of data have been identified in many studies. Methodology: Using a qualitative methodology (N=20), we studied how teachers make decisions, what data is available, and what data they would like to have to improve their decision-making. We used an inductive approach (bottom-up), utilizing teachers’ statements related to decision-making as the unit of analysis. Contribution: Our findings shed an important light on teachers’ Data-Driven Decision-Making (DDDM), highlighting the differences between routine and Emergency Remote Teaching (ERT). Findings: Overall, we found that teachers make teaching decisions in three main areas: pedagogy, discipline-related issues, and appearance and behavior. They shift between making decisions based on data and making decisions based on intuition. Academic-related decisions are the most prominent in routine teaching, and during ERT, they were almost the only area in which teachers’ decisions were made. Teachers reported collecting data about students’ academic achievements and emotional state and considered the organizational culture, consultation with colleagues, and parents’ involvement before decision-making. Recommendations for Practitioners: Promote a culture of data-driven decision-making across the education system; Make diverse and rich data of different types accessible to teachers; Increase professional and emotional support for teachers. Recommendation for Researchers: Researchers have the potential to expand the scope of this study by conducting research using other methodologies and in different countries. Impact on Society: This study highlights the importance of teachers’ data-driven decision-making in improving teaching practices and promoting students’ achievement. Future Research: Additional research is required to examine data-driven decision-making in diverse circumstances.

Metodički potencijal novijih istraživanja nastave pravopisa

This paper explores recent research on ortography, as well as the poten- tial use of the research with the purpose of improving teaching practice. Our goal was to include scientific papers and books relating to orthography, written and published in the 21st century. The corpus consists of four books by Veljko Brborić (Pravopis srpskog jezika u nastavnoj praksi, Pravopis i škola, O srpskom pravopisu and Muke oko jezika i pravopisa) and seven scientific articles by different authors. The results of previous research studies offer new approaches in teaching, which mainly relate to the creativity of teachers and students within the teaching process, thus contributing to the development of students’ creative activities. The studies provide ways of using orthography quizzes, illustrated materials and linguodidactic texts, which can con- tribute to modernising teaching orthography and to making students capable to use Pravo- pis srpskoga jezika and other orthography manuals. Given that orthographic knowledge is needed not only during schooling but also for further career development, it can be concluded that it is necessary to continue dealing with ways of modernising orthography teaching.

Exploring Single Primary School Teacher's Pedagogical Practices and Attitude Toward Students Learning

Primary education is the foundation step of formal education, including various subjects, e.g., languages, science, mathematics, English, Urdu, and social studies, which require different subject teachers. Single-teacher schools face unique challenges such as limited resources (staff, teachers, etc.), a lack of support systems, and isolation, all of which can significantly impact pedagogical practices and attitudes. The study was opted to explore the relationship between pedagogical practices and attitudes of single primary school teachers. The study employed a descriptive research approach, and a survey technique was used for data collection. The population and sample were the same, i.e., 74 single primary school teachers (both male and female) in District Sargodha. Two questionnaires validated through experts' opinions and pilot tested with 0.92 Cronbach Alpha value) were used for data collection through personal visits. Data analysis was carried out using frequencies, percentages, mean scores, and Pearson correlation. The findings were that the overall pedagogical practices and attitudes of single primary school teachers were effective, except for the factor of teacher behavior and a moderate relationship between the teacher's pedagogical practices and attitudes. It is recommended that single teachers be relocated from overcrowded to understaffed primary schools to improve teaching practices and attitudes toward student learning.

Digital transformation in schools of two southern regions of Sweden through implementation-informed approach: A mixed-methods study protocol.

The enhancement of-or even a shift from-traditional teaching and learning processes to corresponding digital practices has been rapidly occurring during the last two decades. The evidence of this ongoing change is still modest or even weak. However, the adaptation of implementation science in educational settings, a research approach which arose in the healthcare field, offers promising results for systematic and sustained improvements in schools. The aim of this study is to understand how the systematic professional development of teachers and schools principals (the intervention) to use digital learning materials and learning analytics dashboards (the innovations) could allow for innovative and lasting impacts in terms of a sustained implementation strategy, improved teaching practices and student outcomes, as well as evidence-based design of digital learning material and learning analytics dashboards. This longitudinal study uses a quasi-experimental cluster design with schools as the unit. The researchers will enroll gradually 145 experimental schools in the study. In the experimental schools the research team will form a School Team, consisting of teachers/learning-technologists, school principals, and researchers, to support teachers' use of the innovations, with student achievement as the dependent variable. For the experimental schools, the intervention is based on the four longitudinal stages comprising the Active Implementation Framework. With an anticipated student sample of about 13,000 students in grades 1-9, student outcomes data are going to be analyzed using hierarchical linear models. The project seeks to address a pronounced need for favorable conditions for children's learning supported by a specific implementation framework targeting teachers, and to contribute with knowledge about the promotion of improved teaching practices and student outcomes. The project will build capacity using implementation of educational technology in Swedish educational settings.

Design Thinking for English Teachers: The Unique Value of Improving Teaching Practice

English teachers usually decide on the direction and methods of teaching improvement based on their usual thinking. The current interdisciplinary-themed teaching has become a new requirement for implementing core competencies in English curriculum teaching, posing more significant challenges to teachers. Design thinking for educators can provide ideas for solving this problem. By using design thinking, teachers can choose specific challenging problems to improve teaching. Through a series of processes, they collect issues and ideas, identify the best methods to solve problems, and through prototype testing and improvement, create feasible solutions for teaching to overcome the most challenging issues at present. Through in-depth interviews with teachers and students, research has found that design thinking can play a role as a methodology in primary school English teaching, helping teachers design appropriate interdisciplinary English learning activities stimulating students' interest in English learning, creating new ideas for teaching improvement.

PIXTON AS A TOOL FOR PROMOTING HEALTH AND ORAL HYGIENE

The purpose of this work is to discuss how the use of Pixton software can contribute to the teaching-learning process about the importance of care related to health promotion and oral hygiene care. The aforementioned work proposal presented is based on the construction of dialogues involving comic books on the theme presented in the aforementioned article using the Pixton software, as an important alternative for enriching and improving teaching practices based on the creation of Comics (Comic Books), given that one of the many problems addressed in schools is how to arouse student interest in learning, and this fact can cause several learning difficulties and low academic performance. In order to meet the objectives contained in this proposal, this work has a qualitative research approach in a descriptive format. In an attempt to provide greater clarity on the conceptual aspects, initially, a bibliographical survey was carried out in an attempt to delve deeper and obtain broad knowledge on the topic covered in this work. Based on the information obtained through the research, the results pointed to a reality that is increasingly present in everyday school life, which is, precisely, the need to use methodologies and actions that can make use of some form of technology. We realized that, using the Pixton software, students will be able to create comics and carry out dialogues on various topics related to health and oral hygiene, where they can also present their creativity while carrying out the activities proposed during classes.

1:1 Computing: A Case Study Exploring How a Large District Leveraged School Librarians to Improve Teacher Practice, Learning Environments, and Digital Content

Most districts in the United States now provide computer devices to every student(Bushweiler, 2022). The research on 1:1 computing has primarily looked at the impact onstudent learning achievement, teacher and student attitudes and perceptions, andstudent-centered instructional practices (Penuel, 2006; Zheng et al., 2016). To date, no studyhas explored the role of the school librarian in any capacity in the implementation of 1:1computing programs.

The Impact of Teacher’s Involvement in MGMP on the Teachers’ Performance

This research paper examines the impact of teacher involvement in the MGMP (subject-subject teacher consultation) program on teacher performance in Indonesian schools. The study investigates the level of engagement of Indonesian instructors in the MGMP and explores how their participation affects their effectiveness as educators. Furthermore, the paper examines the relationship between teacher participation in the MGMP and student achievement, emphasizing the influence of the program on student learning outcomes. The research methodology employed a qualitative approach, using interviews, observations, and document analysis to gather data from teachers in Tangerang City. The findings highlight the importance of active participation in the MGMP, as it enables teachers to collaborate on various aspects related to improving teaching practices, including the development and use of teaching programs, production and utilization of teaching aids, adoption of teaching methods, assessment of student learning processes and outcomes, utilization of the learning environment, classroom management, and other learning-related activities. It is hoped that this research will encourage teachers to actively contribute to resolving school-related issues and promote teacher professionalism through their engagement in the MGMP, especially those pertaining to teacher professionalism.

Enhancing Teacher Professional Development: Insight from Teacher Professional Learning Activities

This study employs a qualitative approach to investigate the influence of professional learning activities on teacher professional development. The study examines a range of learning activities, including workshops, seminars, and collaborative learning communities, and explores their impact on teacher practices, student engagement, and student outcomes. The researcher combined surveys and interviews to gather data from a sample of 20 EFL teachers at a participating school. The questionnaire, adapted from TALIS (Teaching and Learning International Survey), collected data on teachers’ demographics, teaching experience, and participation in professional development activities.. In-depth interviews were conducted with a purposive sample of 10 teachers to explore their experiences with professional development, their perceptions of teacher professional learning activities, and the impact of professional development on their teaching practice. The study finds that these learning activities have a significant positive impact on teacher professional development, leading to improved teaching practices, increased student engagement, and better student outcomes. These insights have important implications for improving the quality of education and can inform the development of effective policies and programs to support teacher professional development.

Teacher leadership for teaching improvement in professional learning communities

ABSTRACT Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter ‘first teachers’). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers’ learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run.

Open modelling problems: cognitive barriers and instructional prompts

Open mathematical modelling problems that can be solved with multiple methods and have multiple possible results are an important part of school curricula in mathematics and science. Solving open modelling problems in school should prepare students to apply their mathematical knowledge in their current and future lives. One characteristic of these problems is that information that is essential for solving the problems is missing. In the present study, we aimed to analyze students’ cognitive barriers while they solved open modelling problems, and we evaluated the effects of instructional prompts on their success in solving such problems. A quantitative experimental study (N = 263) and a qualitative study (N = 4) with secondary school students indicated that identifying unknown quantities and making numerical assumptions about these quantities are important cognitive barriers to solving open modelling problems. Task-specific instructional prompts helped students overcome these barriers and improved their solution rates. Students who were given instructional prompts included numerical assumptions in their solutions more often than students who were not given such prompts. These findings contribute to theories about solving open modelling problems by uncovering cognitive barriers and describing students’ cognitive processes as they solve these problems. In addition, the findings contribute to improving teaching practice by indicating the potential and limitations of task-specific instructional prompts that can be used to support students’ solution processes in the classroom.