Inclusive Teaching Strategies Research Articles

An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.

In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.

Mapping the Literature on the Effectiveness of Conflict Management in Inclusive Education

This study provides a comprehensive bibliometric analysis of the literature on inclusive education, revealing key thematic clusters, research trends, potential research opportunities, and author collaboration networks. The central theme of inclusive education is examined through the lens of various interconnected topics, including teaching strategies, attitudes and self-efficacy, stakeholder perceptions, and policy implementation. The analysis of research trends highlights a dynamic evolution in the field, with growing attention to innovative teaching methods, effective teacher training, and inclusive educational practices. The study identifies several potential research areas, such as the development of differentiated instruction techniques, the impact of culturally responsive teaching, and the role of community involvement in supporting inclusive education. The author collaboration network reveals distinct research clusters and influential researchers, emphasizing the importance of collaborative efforts in advancing the field. Overall, this bibliometric analysis provides valuable insights into the current state of research in inclusive education and outlines crucial areas for future investigation to enhance educational outcomes for all students.

Neurodiverse inclusive social work education considered through a student partnership

ABSTRACT To improve inclusion in one social work teaching department, a ‘Students-as-Partners’ project employed four social work students with lived experience of neurodiversity to work in partnership with staff on pedagogical design. The student partners’ role was to evaluate teaching and learning through neurodivergent lenses and co-design strategies to enhance provision. Higher education can often adopt an individualized, adaptive approach to difference , rather than a social approach to inclusion where whole courses and environments are designed with neurotypical and neurodivergent learners in mind. ‘Neurodiversity’ offers social work education a constructive new paradigm for understanding learning experiences and for considering individuals’ strengths alongside challenges . Using a reflective, critical storytelling approach , this article weaves published research findings with the experiences of three student partners and one staff partner, to reflect on and analyze a Students-as-Partners neurodiversity pilot. We conclude that educational designs which actively include the perspectives and ideas of neurodivergent students can deepen understanding of individual challenges and strengths and facilitate the co-creation of more inclusive teaching and assessment strategies.

Recommendations for Integrating Anti-Racist and Inclusive Pedagogy Strategies into Doctoral Teaching Training in Public Health

Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students’ teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators.

Breaking Down Barriers to Inclusion: Stories of Grade Four Teachers in Maintream Classrooms

This qualitative phenomenological study examined the experiences, coping mechanisms, and educational insights gleaned by eight elementary school teachers in Tibungco District, Davao City as they broke down barriers of inclusion in modern classrooms. Themes of their experiences that were identified included feeling overwhelmed and unprepared, facing resistance from parents and colleagues, and feeling like they are not making a difference. Coping mechanisms employed were building a supportive classroom environment, seeking professional guidance, and advocating for policy changes. Educational insights included promoting a supportive learning environment, differentiated instruction and learning materials, and collaboration with support services and stakeholders. These findings highlight the interconnectedness of diverse skills in handling and breaking down inclusion barriers. Furthermore, exploring teachers' experiences not only contributes to a nuanced understanding of modern teaching demands but also provides valuable insights for both educators and educational institutions, potentially leading to improvements in classroom management and inclusive teaching strategies.

Extolling The Role of Sociology of Education in Empowering Individuals with Disabilities in Nigeria

The paper examined the extolling the role of sociology of education in empowering individuals with disabilities in Nigeria. The paper discussed the concept of disabilities, education, sociology, and sociology of education. The paper also discussed the Contributions of Sociology of Education to People with Disabilities in Nigeria which included; critical analysis of educational systems, understanding social dynamics, advocacy and policy development, examining intersectionality, empowering marginalized voices, critical analysis of social structures, advocacy for inclusive policies, understanding intersectionality among others. The paper concluded that sociology of education stands as a beacon of empowerment for individuals with disabilities in Nigeria. sociology of education paves the way for the empowerment of individuals with disabilities, nurturing a society where every member has the opportunity to thrive and contribute meaningfully. Sociology of education serves as a powerful force for empowerment among individuals with disabilities in Nigeria. The paper recommended among others that; government, non-governmental organization and education philanthropists to provide training and professional development opportunities for educators on inclusive teaching strategies, government should empower individual with disabilities themselves by providing them with opportunities for leadership, advocacy and skill development, teachers and care givers of the people with disability should treat and give them adequate care, love and attention, only specialized teachers with at least a minimum of first degree in special education should be allowed to teach and handle people with disability.

A Critical Thinking Profile Based on Sex Differences: A Case Study on High School Students in Palu City, Indonesia

This study aims to describe students' critical thinking in solving derivative problems in terms of gender. The subjects in this study were male students, S1 and female students, S2 who had high mathematical abilities. This type of research is a descriptiv research with a qualitative approach. The research instrument consists of the main instrument (researchers themselves) and supporting instruments including the provision of written assignments and interviews. The results of this study indicate that S1 and S2 in solving derivative problems according to the criteria for critical thinking starting from the indicators of focus, reason, inference, situation, clarity and overview. However, S1 and S2 have different thinking activities, S1 completed the task with a more concise completion in a more logical way of thinking, while S2 completed the task with a longer completion with his verbal abilities with precision. and careful thinking. This shows that even though S1 and S2 have equal mathematical abilities, there are differences in thinking activities in solving problems. These findings are supported by written answer data and interview results. This research provides important insights into the influence of gender on critical thinking in mathematics contexts, which can be used as a basis for developing more effective and inclusive teaching strategies.

How to use inclusive teaching strategies in the age of ChatGPT

Perhaps more than any other recent technological innovation, the sudden appearance of ChatGPT and similar large language models has precipitated a teaching and learning crisis in higher education.

Teaching strategies for children with attention deficit hyperactivity disorder in English as foreign language classrooms

This literature review focused on effective teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) in classrooms where English as a Foreign Language (EFL) is taught, which is undoubtedly a novel and crucial issue that demands immediate attention. This review not only concentrates on identifying the teaching strategies used for students with ADHD but also delves into and considers different teaching approaches and inclusive education adaptations for students with ADHD. The impact of this review might be significant for educators, parents, and stakeholders alike since it could provide valuable recommendations and knowledge based on the evidence gathered. This would lead to developing more effective, efficient, and inclusive teaching strategies or mechanisms for students with ADHD. Programs aimed at teacher training could also benefit from the findings of this review, contributing to the general support and improving the academic experience of students with ADHD in foreign language learning environments.

A Study of How Disney Animated and Non-Animated Movie on Students’ Vocabulary Mastery: Insights From Students' Perception

Vocabulary is an important thing for every student in learning English. To improve vocabulary mastery, there are several media that can be used, one of which is animated and non-animated Disney movies. This study aims to explore in-depth information on how students’ perception on the use of Disney's animated and non-animated movies in the context of improving their vocabulary mastery. To collect the data researcher involved two main methods used a modified questionnaire and semi-structured interviews with qualitative approach. The data was analyzed through two different ways using content analysis to analyze the questionnaire and qualitative interpretation from interviews with the participants. The results of this study revealed that both types of Disney movies have a positive impact on improving students' vocabulary acquisition. Furthermore, this study provides a foundation for the development of more inclusive teaching strategies.

DESIGNING ON E-LEARNING LESSONS FOR DEVELOPING IN HIGHER-ORDER THINKING SKILLS

The book “Designing e-Learning Lessons to Develop Higher-Level Thinking Skills”, this book is suitable for those involved in the education industry. Whether it be teachers, including students interested in studying Education, computers, or Information technology. Especially students in the Faculty of Education or Education. To create learning skills that promote advanced thinking can be used to develop innovative research on educational media and can effectively create future educational media. This book is divided into 12 chapters, consisting of basic knowledge, elements, types, and standards of e-learning lessons. Including teaching strategies, organizing the learning environment, developing advanced thinking skills, principles of designing lesson screens, and programs for developing e-learning. In addition, lesson evaluations, research related to the lesson, and trends in the development of e-learning lessons in the future are presented. It can be seen that this book has content that covers both the part of students and learning. Teacher and teaching section Including research and future development leading to learning that promotes advanced thinking and designing teaching and learning materials that are up to date with the modern era.

Evaluation of Teaching Effectiveness Based on Bayesian Network Algorithm in Teaching and Learning Process in Higher Education Institutions

The Bayesian network algorithm plays a pivotal role in enhancing the teaching and learning process in higher education institutions by facilitating personalized and adaptive learning experiences. This algorithm leverages probabilistic graphical models to represent relationships among various educational variables, such as student performance, learning resources, and teaching methods. Additionally, Bayesian networks aid instructors in optimizing course design and instructional strategies by identifying areas for improvement and evaluating the effectiveness of different teaching approaches. This paper explores the application of Hidden Markov Chain Bayesian Networks (HMCBN) in analyzing teaching effectiveness within higher education institutions. Teaching effectiveness is a multifaceted concept influenced by various factors, including teaching strategies, student characteristics, and learning outcomes. Traditional statistical methods often struggle to capture the dynamic and interdependent nature of these factors. Through the construction of HMCBN models, this study investigates the probabilistic relationships between teaching strategies, student characteristics, learning outcomes, and teaching effectiveness. For teaching strategies, the probabilities [0.3, 0.5, 0.2] indicate the likelihood of each strategy being employed, suggesting that Strategy 2 is the most frequently utilized, followed by Strategy 1 and Strategy 3. Similarly, the probabilities [0.4, 0.3, 0.3] for student characteristics suggest a relatively balanced distribution among the three characteristic categories. In terms of learning outcomes, the conditional probabilities reflect the influence of both teaching strategies and student characteristics on the outcomes achieved. For each combination of teaching strategy and student characteristic, the probabilities [0.1, 0.3, 0.6], [0.4, 0.5, 0.1], [0.3, 0.4, 0.3], [0.2, 0.5, 0.3], [0.3, 0.4, 0.3], [0.4, 0.3, 0.3], [0.1, 0.7, 0.2], [0.4, 0.5, 0.1], and [0.5, 0.4, 0.1] represent the probabilities of achieving different learning outcomes given specific combinations of teaching strategies and student characteristics.

INCLUSION IN THE CONTEXT OF ENGLISH LANGUAGE CLASSROOM: TEACHERS’ CURRENT BELIEFS AND PRACTICES

As the perspectives of English language teaching pedagogy change globally, new trends and issues emerge, and achieving effective inclusive language education is one of them. But what are teachers’ current beliefs and practices of inclusion? This paper explores the beliefs that English language teachers in the Sultanate of Oman have confidence in and feel about inclusion giving most of the attention to integration of visually impaired students into the mainstream classroom. Based on the findings of a year-long research project conducted at the Centre for Preparatory Studies of Sultan Qaboos University, these cover such mostly cited and supported by research components, or factors and conditions of inclusive education (Bricker, 2000), as classroom practices, including teaching strategies, classroom environment, classroom management, collaboration and teaming, including special needs students’ interaction with regular students in the mainstream English language classroom, participation in group activities, and teacher attitude, including teachers assumptions regarding inclusion, in general, and in the context tertiary education English language teaching and learning, and teacher professional development. Shared experiences and beliefs, as well as the components of inclusion, may lead to stronger culture of inclusion within the researched institution and a broader context of Oman’s tertiary education.

How to use inclusive teaching strategies in the age of ChatGPT

Perhaps more than any other recent technological innovation, the sudden appearance of ChatGPT and similar large language models (LLMs) has precipitated a teaching and learning crisis in higher education.

Towards Sustainable Nigerian Architectural Education

Architectural education comes from a long tradition of technical and artistic apprenticeship which is evolving in Nigeria and around the world. The aim of this study is to examine the relationship between design education (what), learning styles (how) and personality types (who) in a bid to develop sustainable, inclusive teaching strategies for the 21st century and beyond. The quantitative study assessed the preferred learning styles and predisposition for the five genetic personality traits in students of Architecture at the University of Jos, and juxtaposed the findings against their performance in design studio. The study findings showed that Accommodators and Divergers who were the highest performers in design studio were also the more likely to exhibit openness and conscientiousness. Convergers were more willing to accept criticism from their mentors and peers, and Assimilators were more prone to neurosis displayed as fear of disappointment and anxiety when they performed lower than their contemporaries. The study findings encourage continued monitoring of evolving teaching and learning styles, as well as cognisance of students' distinctive personality types to guide educators in developing teaching modules and methods that will be enduring and effective for holistic architectural education.

How to use inclusive teaching strategies in the age of ChatGPT

Perhaps more than any other recent technological innovation, the sudden appearance of ChatGPT and similar large language models (LLMs) has precipitated a teaching and learning crisis in higher education.

Supporting Higher Education Students Through Polls in Inclusive Digital Formats

As digital learning increases globally, the use of evidence-based practices to create community and foster engagement is meaningful for higher education learners. Higher education students in digital formats have identified a lack of engagement and community in their courses. As more instruction moves to digital formats, research demonstrates the use of polls as a strategy based in increasing active learning, resulting in positive outcomes for students and to support student needs. As heterogeneous students are enrolling in online coursework, it is imperative that inclusive teaching strategies are employed. Utilizing this strategy in online coursework would benefit diverse higher education students in academic outcomes, experience and application.

How to use inclusive teaching strategies in the age of ChatGPT

Perhaps more than any other recent technological innovation, the sudden appearance of ChatGPT and similar large language models (LLMs) has precipitated a teaching and learning crisis in higher education.

The Prophetic Methods of Teaching: A Legacy of Empowerment and Transformation

Prophet Muhammad (PBUH) embodied a unique and all-encompassing method of imparting the foundational tenets of Islam, which were divinely revealed. His teachings spanned the breadth of human existence, encompassing facets of life, work, coexistence, and human relations, rendering them universally applicable across time and space. As both Allah's messenger and an exemplar for individual Muslims, the Prophet of Islam assumed a dual role. To present him as a paragon in every aspect of life, Muslims are encouraged to delve into the methods he employed for teaching and learning and to thoroughly delve into his Sunnah- his practices and traditions. This approach not only cultivates a comprehensive understanding of his life but also allows for the extraction of profound and invaluable lessons from it. The study delves into the often-overlooked educational pedagogy of Prophet Muhammad (PBUH), whose holistic approach to teaching and learning presents a unique perspective on Islam. Contrasting with the secular educational theories rooted in Western and Eurocentric ideologies, the research explores the multifaceted teaching methods employed by the Prophet of Islam (PBUH) to educate individuals of all ages, backgrounds, and beliefs. Through exploratory research, drawing from Hadith, Sunnah, and the Prophet's (PBUH) Seerah, this study aims to revisit and uncover the diverse teaching methods and techniques employed by Prophet of Islam to nurture and educate his family, friends, companions, and even adversaries. The research provides insights into various aspects, including teaching strategies, applications, stages, and processes. The study initiates a comprehensive overview of the teaching methods and techniques used by the Prophet of Islam as part of his holistic approach to education. This foundational analysis serves as a tool for identifying critical issues that can guide further research in various areas. Ultimately, this research employs a critical analysis to illuminate the diverse teaching methods employed by Prophet of Islam and their relevance within the broader realm of pedagogical education. The study seeks to shed light on the enduring significance of these teaching methods and their potential impact on contemporary education.

No, Let's Not Go Back to Handwritten Activities: Inclusive Teaching Strategies in the Context of ChatGPT

No, Let's Not Go Back to Handwritten Activities: Inclusive Teaching Strategies in the Context of ChatGPT