Improving Classroom Instruction Research Articles

Contextualization of Theory and Practices of Teachers’ Effective Professional Development Features in Primary Schools of Oromia Regional State, Ethiopia

Aims: The main purpose of the study was to evaluate contextualization of theory and practices of teachers’ effective professional development features in primary schools in Ethiopia.
 Methodolody: Concurrent triangulation mixed method design was employed in the study. Questionnaires, interviews, focus group discussion, observation, and document examination were used to collect the data. A total of 615 participants took part in the study. The quantitative data were analyzed by using means, standard deviation, Pearson correlation, one-way-ANOVA, and multiple regression. The textual and contextual qualitative data were analyzed using thematic analysis. Both quantitative and qualitative data were interpreted and concurrently triangulated.
 Results: Teachers did not incorporate and implement professional development critical features in continuous professional development (CPD) plans and activities. The prevailed effects from these professional development features were [content-focus, R2 =.105, active learning, R2 = .072, coherence (R2=.043, collective participation, R2=.037, and sustained duration, R2=.014]. The cumulative outcomes of effectiveness of CPD practices added to multiple regression (R2=.271) accounted for 27.1% to cause teachers’ improve classroom instruction though professional dynamics predict that professional development practice is effective when it causes teachers improve professional practices. Teachers’ participation in CPD activities, learning potential from CPD and application of new knowledge and pedagogical skills in the classroom were rated (M1=17.82, M2 = 15.74 & M3 = 14.79) by teachers and mentors and principals respectively. There was no statistically significant difference at p >.05 level in mean scores [F (2, 535) = 2.052, p = .135].
 Conclusion: The findings of the study have implications for teachers in terms of planning and implementing specific class content and reflection activities in order to gain appropriate professional competences. Teachers need to upgrade their skills as they were not performing well in the classroom.

A Convolutional Neural Network (CNN) Based Approach for the Recognition and Evaluation of Classroom Teaching Behavior

To improve classroom teaching behavior recognition and evaluation accuracy, this paper proposes a new model based on deep learning. First, we obtain the classroom teaching behavior characteristic data through the SVM’s linear separable initial and determine the relationship of the characteristic sample data in the hyperplane. Then, we obtain the heterogeneous support vector of the online learning behavior characteristic sample data in the SVM’s hyperplane and complete the extraction of data with the help of convolutional neural networks. We then use a decision matrix to analyze the hierarchical process, determine the weight of classroom teaching behavior indicators, verify their consistency, and complete the evaluation by calculating the membership of evaluation factors. The experimental results show that the identification and evaluation method of classroom teaching behavior in this paper can effectively improve the identification accuracy of the classroom teaching behavior.

Beyond effective approaches: A rapid review response to designing professional learning

ABSTRACT Professional learning (PL) in education is thought to be a key mechanism for improving classroom instruction and student achievement. Yet despite decades of research into PL, the impact of this investment is not well understood, with reports of limited change in both research and practice. As part of a large-scale investigation focusing on practitioner use of evidence in education, the authors undertook a rapid review to understand what is known about effective PL for K-12 school-based educators. Based on analysis and synthesis of 12 included studies, the review identified eight features of effective PL: collaboration; active learning and reflection; content and pedagogy in context; sustained duration; coaching; external expertise; models and modelling; and, audience and alignment. It also highlighted additional considerations for effective PL, including workplace conditions, PL providers, and online and blended approaches. This paper argues that though there is a consensus around effective PL features, there is a need to go beyond ‘effective approaches’ and consider the broader conditions and methodological limitations that impact improved and sustained change. Overall, this paper has implications for understanding the research landscape around effective PL, and applying an evidence-informed approach to designing PL programmes.

Intuitive or rational? Students and experts need to be both

Research into dual-process theories of reasoning from cognitive psychology suggests ways to improve classroom instruction in physics.

The Effects of Integrated Technology-Based Approach and Peer Coaching in Teaching Geometry: A Closer Look At Teachers’ Tpack and Students’ Understanding

Aim/PurposeTo study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning geometry in secondary level.
 Background Teachers have confronted with difficulties while applying technology in classroom teaching. The need of cooperation with others under the peer coaching which supports and encourages teachers in generating ideas for improving classroom teaching is the key to improve their designing of the integrated technology-based approach lessons to promote and support an effective teaching and learning of geometry.
 Methodology Participants were three in-service teachers and one pre-service teacher who had taught geometry in grade 7 and samples were thirty-two seventh-grade students of a school in Yala, Thailand. Questionnaire and open-ended questions were used for assessing teachers’ development of TPACK while geometric achievement test was employed to examine students’ understanding before and after learning with the integrated technology-based approach lesson plans under the peer coaching process. Descriptive statistics and a Developmental Model for TPACK were used for assessing teacher’s TPACK while paired-samples t test and one-sample t test were used to determine students’ understanding in geometry.
 ContributionThis research fulfills the effectiveness of geometry teaching and learning process by integrating old and new technologies to design new technology-based approach under the process of peer coaching. The contribution in this study not only enhanced students’ learning in geometry, but teachers also received feedback for developing and improving their essential skills which are important for using technologies in teaching practice and developing their TPACK.
 Findings The teacher participants’ development of TPACK levels improved after the process of peer coaching. The students enhanced their understanding in learning geometry after the use of the integrated technology-based approach lesson plans under the process of peer coaching.
 Recommendations for Practitioners Practitioners can select the three alternative types of technologies in the integrated technology-based approach lesson plans based on context and school’s readiness, teachers, and students which should concentrate to an effective geometry learning for students.
 Recommendations for Researchers Researchers should investigate the effects of appropriate, modern, and easily-accessible technologies integrating with peer coaching process to improve an effective of geometry learning.
 Impact on Society This research indicated the effectiveness of students’ geometry learning that showed the remarkable impact on supporting students in learning visualization. It considers as meaningful learning experience that they could use technologies for their learning. A solid foundation on geometry through a meaningful representation that they acquired during learning enabled them to solve real life problems in their society in the future.
 Future Research Researchers should investigate the effects of the integrated technology-based approach and the peer coaching process in teaching and learning geometry in higher level and in other different topics..

Strategies for Improving Classroom Teaching Quality in Independent Colleges

As a school running mode under the background of higher education popularization, although the number, overall scale and teaching staff of independent colleges in China are constantly improving in recent years, compared with public colleges, there are still some unreasonable resource structure, inadequate teaching equipment, weak student base and other phenomena. At the same time, in order to encourage social forces to set up education, realize the connotation development of higher education, and promote the goal of education equity, the Ministry of Education issued the implementation plan on accelerating the transformation of independent colleges in 2020, which shows that the country attaches great importance to the future development of independent colleges. From the perspective of students, teachers or schools, we should work together to analyze the teaching problems of independent colleges, solve the problems and improve the teaching structure, so as to improve the teaching quality of independent colleges.

Construction and Application of OBE-based Multiple Formative Assessment System in the “Micro-lecture + PAD Class”

To construct a scientific and effective curriculum assessment system of higher education is an effective measure to improve classroom teaching quality, a powerful guarantee to enhance students’ classroom participation and enthusiasm, and an important way to achieve fair learning evaluation. Based on a brief introduction of OBE and a comprehensive review of the current research situation of formative assessment, this paper analyzes the existing problems in the curriculum evaluation of higher education, constructs an OBE-based multiple formative evaluation system, and tries to apply it in the “micro-lecture + PAD class”. Finally, the author carries out a controlled experiment and makes a quantitative analysis of the relevant data obtained in the experiment. The results of the study show that the OBE-based multiple formative assessment system plays a positive role in promoting students’ academic performance, improving their autonomous learning ability, and enhancing their self-confidence.

Exploration of Teachers’ Effective Teaching Behavior in Mathematics Classroom Based on Big Data Analysis

With the development of education reform, the quality of classroom teaching has been paid more and more attention. Mathematics teaching is an important part of classroom education, and the quality of students’ learning has a direct impact on their future development. Therefore, only by continuously improving classroom teaching efficiency can the burden of students be truly reduced. Combining reality, using computer big data to analyze the characteristics, problems and improvement strategies of classroom teaching behavior.

Approaches to Improve Classroom Teaching Ability in Higher Vocational Education

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Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology

Students come to science class with many ideas of how the natural world works, some of which do not match the consensus of the scientific community and can lead to misunderstandings. Because a growing body of educational research indicates that these misconceptions can serve as resources for learning, we developed a four-point plan to leverage knowledge of common misconceptions to improve classroom teaching by refining instructional focus, providing opportunities for reflective practice, applying evidence-based practices, and promoting exploration of learning theories. By sharing this plan with our teaching colleagues, we were able to foster a collaborative approach to our and others’ practice. To do this, we compiled a resource bank of common student misconceptions using data collected from the University of Toronto’s National Biology Competition, developed a guide for using this misconception resource bank to promote best teaching practices, then shared this plan with our teaching colleagues in order to foster a collaborative approach to our pedagogy. In this article, we present the resource bank and guide and provide teaching tips that can be applied to a wide array of scientific course types and educational levels.

Application of SPOC Teaching Method in the Teaching of Real Estate Project Investment and Financing Course

As the housing development market gradually enters the era of stock, financial capabilities have become increasingly important. Real estate project investment and financing is a highly applied and professional course. The contradiction between the limited class hours and the huge and complex teaching content is very prominent. Through the introduction of the SPOC network teaching platform, the entire teaching process is covered from resource construction, teaching implementation, teaching evaluation, and teaching summary, which can effectively improve classroom teaching efficiency and students' autonomous learning ability. The article intends to combine the general trend of higher education development under the new situation and the new requirements of real estate development and management professional talent training, and conduct a comprehensive and systematic research on the application of the SPOC online teaching platform in the teaching of real estate project investment and financing courses.

The Contribution of Meta-Cognitive Guidance to Building Geometry Teaching Units and Improving Classroom Teaching Processes

In this paper, we examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking. We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students’ geometric ability. The study was performed on middle school mathematics teachers of the ninth grade. The experiment we conducted shows that building instructional units that incorporate metacognition intent benefit learning processes on two levels: First, in the subject matter. Second, they contribute to a deeper understanding that improves student’s ability to connect related subjects to mathematical geometry. moreover, we will present a practical model that incorporates different aspects that could operate a guideline for middle school mathematics teachers.

English

This study was conducted to determine the effects of the "Moodle LMS which was based on authentic learning approach" and "online learning which was based on authentic learning approach environments" on “mathematics achievement” and “online authentic learning self-efficacy" levels of students in a basic mathematics course. In accordance with the purpose of this study, an experimental design with pre-test and post-test control group was used as the research design. Within the framework of the experimental model, two experimental and one control group were formed with random assignments and were included in different learning environments. Two data collection tools (Mathematics Achievement Test and Online Authentic Learning Self-Efficacy Scale) were developed. As a result, it was seen that there was a significant difference between the mathematics achievement test scores and between the online authentic learning self-efficacy scores when the experimental and control groups were tested later. They had all been doing a Basic Mathematics course in three different learning environments. The significant difference within the context of the two variables was in favour of the working group of the study’s students who had their education in a blended learning environment (both traditional face to face and online learning) which was based on the authentic learning approach on Moodle LMS.   Key words: Distributed learning environments, human-computer interface, improving classroom teaching, interactive learning environments, post-secondary education.

Evaluation of Teacher Professional Development Program—A Developmental Evaluation Approach

The professional development of teachers is the main mechanism for improving classroom teaching and improving students’ learning outcomes. To have secondary school teachers improve their teaching by using the new teaching approach of project-based learning, this study engaged teachers to participate in Teachers’ Project-Based Learning Program (T-PjBLP) to learn new knowledge, pedagogy, and skills. During the program implementation, the study applied a developmental evaluation (DE) approach to evaluate teachers’ professional development and to assist them to develop an initiative program for students. In the DE approach, the role of the researcher was as a team member, shaped the course of development to help participants learn, and tracked the professional development process and results through a digital technology platform. The participants in this study consisted of 7 science teachers coming from two secondary schools. The major findings indicated that more than 95% of participants agreed that digital technology was a wonderful platform to provide them with an opportunity to share ideas, feedback, and experiences about what they learned from the program. Also, most of them provided positive feedback about their learning. To conclude, the program effectively changed teachers teaching beliefs from the teacher-centered approach to the learner-centered approach and used what they learned from the program to develop an initiative program for students. However, some limitations encountered in applying the DE approach to evaluate the program also were discussed in this study.

Evaluating higher education educators’ computer technology competencies in Libya

The purpose of this study was to evaluate issues related to the integration of technology into Libyan higher education from Libyan educators’ perspectives. A total of 161 Libyan educators who worked at the two main universities in Eastern Libya participated in the study. The study focused on four critical computer technology skill areas: (1) basic computer operation, (2) advanced computer operation, (3) use of the Internet, and (4) use of peripheral technologies. The three research objectives of the study were to (1) evaluate educators’ skill levels in four areas of computer competency, (2) investigate educators’ learning needs based on their specialty, and (3) explore educators’ teaching needs regarding types of support that allow them to improve classroom teaching. The results showed levels of perceived competency in each skill area differed significantly from perceived competence in each of the other areas. In addition, the results showed a statistically significant difference between educators who are from technical disciplines and non-technical disciplines in overall competence in using computer technologies. Furthermore, it showed that educators in technical disciplines expressed more competence in the basic and advanced computer operations. This comparison indicated a need to tailor training and implementation efforts to the needs of educators in various disciplines rather than using a standardized approach. The supplemental data using an open-ended question presented that type of support Libyan educators need to improve their teaching using computer technology. Finally, several recommendations were provided to the stakeholders in Libyan higher education.

Innovation and Practice of "Three-Dimensional Integration" Teaching Model in Russian Grammar Course in the Information Environment

Based on the analysis of the problems existing in the traditional teaching model of the Russian grammar course, this paper takes the Russian major of the college as the pilot, advocates the teaching concept of "student-centered and teacher-led", and proposes a "Three-dimensional Integration" teaching mode to stimulate students' enthusiasm and interest in learning Russian grammar, and cultivate students' self-learning ability under the network environment to improve classroom teaching effect and teaching quality.

Timely and Useful Data to Improve Classroom Instruction

Timely and Useful Data to Improve Classroom Instruction

USING GEOGEBRA IN TEACHING PLANE VECTOR

The study of geometry knowledge is an important component of high school mathematics. Plane geometry is the main thread that runs through high school geometry knowledge. Vector learning is the focus and difficulty of plane geometry. When students encounter a new knowledge, it will be difficult to overcome it, and it is difficult to form a new logical system in their minds. Therefore, when students learn the content of vectors, they will have cognitive conflicts at different levels of thinking. The calculation from planar geometry to directed line segments needs a transition. It is difficult to understand the concept and nature of vectors without the help of teachers. This study attempts to guide the application of Geogebra software in teaching plane vector by using Van Hill Theory to intuitively display abstract geometric knowledge, and guide students to perform dynamic operations and deductive reasoning , Gradually help students transition from point to surface to vector operation, improve classroom teaching efficiency, and thereby optimize geometry teaching, in order to provide some reference for front-line teachers.

Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations

ABSTRACT Instructional principles gleaned from cognitive science play a critical role in improving classroom teaching. This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers’ early algebra lessons in the U.S. Based on the analysis of 32 videotaped lessons of inverse relations, we found that most teachers spent sufficient class time on worked examples; however, some lessons included repetitive examples that also included irrelevant practice problems. Most teachers also situated new teaching in concrete contexts, which were faded into abstract representations. However, connections between concrete and abstract were not always made. The largest challenge was rooted in teachers’ inability to ask deep questions that elicited students’ deep explanations. Some teachers focused on key words and provided students with direct explanations. Implications are discussed.

Intelligent analysis of classroom student state based on neural network algorithm and emotional feature recognition

Classroom teaching in the context of artificial intelligence needs to be combined with modern intelligent recognition technology to improve classroom teaching efficiency. In order to study the auxiliary teaching system for classroom student management, this article is based on neural network technology and emotional feature recognition algorithm, and according to the actual situation of classroom teaching, an intelligent analysis system for classroom student status is constructed. The system simulates the RFID mode to tag the students. Moreover, this article sets the system function module according to the actual teaching management needs and designs the learning algorithm of the quantitative assessment model. In addition, this study uses machine learning methods to design the quantitative evaluation index system, logistic regression scoring algorithm and model training algorithm. Finally, this study uses the neural network algorithm as the comparison algorithm to verify the performance of the constructed model and analyzes the comparison results through chart comparison. The research results show that the model proposed in this paper has good performance and can be applied to practical classrooms.