Individual Teachers Research Articles

Unveiling student academic resilience in language learning: a structural equation modelling approach

This paper aims to investigate the internal structure of student academic resilience in language learning, to assess its global and dimensional levels and to examine the gender and age-related differences. Therefore, 1,653 English as a foreign language (EFL) learners, including junior and senior high school students were selected as participants to complete the questionnaires. The results of exploratory and confirmatory factor analyses unveiled a four-factorial structure of student academic resilience in English learning, including positive individual characteristics, family support, teacher support and peer support. In addition, there were no significant differences between male and female students in terms of academic resilience in English learning and its four subdimensions. Only the level of family support for junior high school students was significantly higher than that of senior high school students. The findings, implications, and limitations of language learning academic resilience were discussed.

From Consumers to Critical Users: Prompty, an AI Literacy Tool for High School Students

In an age where Large Language Models (LLMs) expedite the generation of text, the skills for critically evaluating and creating meaningful text using these models are often lacking. To help classroom teachers address this, we introduce Prompty, a specialized teaching tool co-designed to facilitate both critical and effective use of LLMs. Prompty serves multiple learning goals: it allows students to critically evaluate text generated by LLMs, aids in their writing practice, and provides a deeper understanding of how LLMs function—all within a student-friendly environment secured by essential guardrails. Prompty was co-designed in collaboration with high school teachers as part of CRAFT, an initiative by Stanford University to promote AI literacy. It was pilot-tested in a high school English class to serve as an AI writing assistant, focusing on the critical evaluation of machine-generated text. This trial yielded preliminary evidence that attests to the tool's effectiveness in fulfilling its educational goals. The findings from the pilot study indicate that easy-to-use tools like Prompty have great potential. These tools can be adapted to fit the goals of individual teachers. They can help in achieving subject-specific learning goals while serving as an effective way to teach AI concepts in high school.

An Instruction Inflation Analyzing Framework for Dynamic Binary Translators

Dynamic binary translators (DBTs) are widely used to migrate applications between different instruction set architectures (ISAs). Despite extensive research to improve DBT performance, noticeable overhead remains, preventing near-native performance, especially when translating from complex instruction set computer (CISC) to reduced instruction set computer (RISC). For computational workloads, the main overhead stems from translated code quality. Experimental data show that state-of-the-art DBT products have dynamic code inflation of at least 1.46. This indicates that on average, more than 1.46 host instructions are needed to emulate one guest instruction. Worse, inflation closely correlates with translated code quality. However, the detailed sources of instruction inflation remain unclear. To understand the sources of inflation, we present Deflater , an instruction inflation analysis framework comprising a mathematical model, a collection of black-box unit tests called BenchMIAOes , and a trace-based simulator called InflatSim . The mathematical model calculates overall inflation based on the inflation of individual instructions and translation block optimizations. BenchMIAOes extract model parameters from DBTs without accessing DBT source code. InflatSim implements the model and uses the extracted parameters from BenchMIAOes to simulate a given DBT’s behavior. Deflater is a valuable tool to guide DBT analysis and improvement. Using Deflater, we simulated inflation for three state-of-the-art CISC-to-RISC DBTs: ExaGear, Rosetta2, and LATX, with inflation errors of 5.63%, 5.15%, and 3.44%, respectively for SPEC CPU 2017, gaining insights into these commercial DBTs. Deflater also efficiently models inflation for the open source DBT QEMU and suggests optimizations that can substantially reduce inflation. Implementing the suggested optimizations confirms Deflater’s effective guidance, with 4.65% inflation error, and gains 5.47x performance improvement.

How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

PurposePrevious studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.Design/methodology/approachData were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.FindingsResults confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.Research limitations/implicationsThe nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.Practical implicationsThe findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.Originality/valueThe study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.

Модель методического сопровождения педагогов при проектировании образовательного процесса

Introduction. In the modern educational situation, it becomes relevant to search for and implement effective practices that can become an alternative to traditional methods of transmitting knowledge and forming the skills of preschoolers. These include design that motivates the cognitive activity of children and increases the educational potential of the pedagogical process. In this regard, the expediency of providing methodological assistance to educators in overcoming the deficit of competencies in the design of educational practices is substantiated. Theoretical analysis. When substantiating the model of methodological support, an analysis of theoretical approaches to this problem was undertaken, which made it possible to identify priority forms of cooperation between the methodologist-mentor and teachers: mentoring, tutoring, and coaching. The results obtained give grounds to conclude that it is necessary to create conditions for teachers to master the practices of designing the educational process. Conclusion. In order to build an effective system of support for creative endeavors, both for an individual teacher and for the entire teaching staff, it is important to take into account their readiness to participate in transformations; possess the ability to react quickly and rebuild models of methodological support depending on current conditions. Consideration of the problem made it possible to prove the relevance of the proposed model of methodological support for the design of educational practices in achieving qualitative transformations of pedagogical activity.

Strategic Management in Agrotourism Development in Malino

The reason for this investigation is to see the administration methodology of the Gowa Rule government in creating agrotourism exercises in Malino. This sort of inquiry is subjective with a clear approach. The witnesses in this ponder numbered six (6) individuals comprising the tourism organization, agrotourism supervisors, and the community. Agrotourism administration centers on profitable plants with natural cultivating frameworks. Moment, the definition of a technique, in compiling an agrotourism advancement program, the Gowa Rule Tourism Office creates a program that includes collaboration with other organizations, the private division, and the community to bolster the method of actualizing agro-tourism advancement. Third, technique usage and the execution design of agrotourism improvement by the tourism organization centers on moving forward offices and framework to bolster tourism exercises. Moreover, it builds instruction for individuals who work as ranchers in arranging strides in the quality of agrarian generation as an agrotourism advertise. Fourth, evaluation and control, there are still numerous impediments to the advancement of agrotourism in Malino such as the need for a tourism protest administration budget which affects delays in advancement exercises that happen.
 Keywords: administration, procedure and improvement of agrotourism, agrotourism development

The rise of for-profit teacher preparation programmes: investigating career outcomes for novice teachers

ABSTRACT The increased privatisation of educational systems is a global trend with several important implications for teachers’ preparation and workforce outcomes. With many countries facing teacher shortages, retention for novice teachers is a key area of focus for educational leaders and policymakers – yet there is a lack of evidence related to the relationship between new alternative pathways into the profession and retention patterns. In this paper, we add to the limited literature on for-profit teacher preparation Programme outcomes. Our results extend work related to educational market deregulation and contribute to research about novice teachers. Drawing on longitudinal employment files and certification records for over 160,000 individual teachers, our results demonstrate meaningful variation in the demographic characteristics and retention outcomes of for-profit prepared novice teachers. Our findings have implications for educational leaders, preparation Programme leaders, and state/district, national, and international policymakers. The realities of for-profit Programmes may have global implications.

Dance Pedagogy used by Physical Education Teachers in Enhancing Skill Acquisition, Mastery and Self-Image

Effective teaching practices in dance cover a variety of theoretical and practical approaches and techniques and individual teaching and learning styles. This study focused on dance pedagogy used by physical education teachers in enhancing skill acquisition, mastery, and self-image. Specifically, the study investigated the extent of the use of dance pedagogy by physical education teachers in five teacher education institutions to enhance skill acquisition, mastery, and self-image. The total number of participants of the study was twenty-three (23) wherein fifteen (15) were females and eight (8) males and with experiences in teaching ranging from 1 to 25 years. A questionnaire comprising 65 items that exemplify the sixteen dance teaching guidelines for strengthening students' dance skill acquisition, knowledge, and self-image was used to gather data supported by classroom observation. The items were adapted from the sixteen guidelines for teaching and learning identified by Mainwaring and Krasnow, which were categorized into three major areas: process and goals, influences that affect dancers' progress, and structure and content of the class. The data were treated using descriptive statistical tools. The results showed that the physical education teachers always practice dance pedagogies that enhance dance skill acquisition, mastery, and self-image. Dance pedagogies are needed to maximize the potential of every learner who wants to progress and become their best.

The effect of team teaching on Iranian ESP learners reading comprehension

This article defines team teaching as a teaching approach that utilizes the expertise and instructional capabilities of distinct educators to enrich the process of learning. Team teaching refers to an instructional strategy that involves the collaborative efforts of multiple teachers who jointly plan, deliver, and assess the learning experiences of a group of students. This approach integrates the diverse knowledge, skills, and perspectives of the participating educators to create a more comprehensive and engaging educational environment. This paper has examined the use of team teaching as a means of enhancing reading comprehension of English for specific purposes in Iranian context. A number of 100 intermediate-level ESP students in Iran participated in this study. They were divided to two groups, control group with 50 students and experimental group with 50 ones. Team teaching or collaborative teaching strategy was used for experimental group. For control group individual teaching or none collaborative teaching was employed. The data obtained from the study was given to SPSS software. Statistical procedure appropriate for this study was analysis of covariance (ANCOVA). The results of the study showed that in comparison with individual or none collaborative teaching, collaborative or team teaching has a better effect on Iranian ESP learners reading comprehension. It is also found that multilevel class has positive effect on learning language skills.

Interrogating Pedagogical Modalities: An In-depth Examination of the Lecture Method in Higher Education

The prevalence of the lecture method in university education prompts an inquiry into its adoption, whether driven by demonstrated effectiveness or individual instructor preferences. This study aims to elucidate critical aspects of the lecture method's implementation, investigating if educators augment it with additional resources and employ a well-defined model for effective delivery. Furthermore, the research explores the allocation of time and resources by instructors to cultivate an optimal learning environment. A key aspect of this investigation is the examination of methods utilized by educators to assess the effectiveness of their lectures. Conducted within the context of the Royal University of Bhutan, this study employs a phenomenological approach to address the ambiguity surrounding the lecture method's popularity and implementation. The findings illuminate a widespread utilization of the lecture method yet reveal that only a minority of instructors possess a comprehensive understanding of its theoretical foundations. Both educators and students express a collective desire for improvements in terms of resources, delivery techniques, and increased student engagement within the lecture format. These insights highlight the need for a more nuanced and informed approach to the integration of the lecture method in university education.

A democratic curriculum for the challenges of post-truth

Post-truth has been widely applied in the wake of COVID-19, to stipulate causes for growing economic and political inequalities, misinformation in digital spaces and disillusionment with political institutions and notions of common/public good, to name a few. To address these concerns, this article constitutes a series of suggestions for how educators might engage with curricula that are embedded with democratic ideals. The first section will provide a brief survey of how various incarnations of the national curricula in Australia have been used as a vehicle for both envisaging a future in Australia and promoting civic participation as a way of fostering an inclusive society. The forms it developed into during the 1980s to the 2010s, however, usually promoted national priorities over localised concerns, such as the aims of individual teachers, schools and curricula. Over the long term, these tendencies have provided the foundation for a shift in educational discourse from generating social capital under the Whitlam government (Lingard, 2000). More recent discourse by contrast has focused on how digital resources can be effectively used, accountability, minimising teacher demoralisation and burnout, maximising student engagement (Dunning, 2022) and tinged with concerns about how constructive critical thinking can be better encouraged (Paterson & Gavrin, 2022). In this article, the structures which catalysed such changes will be contextualised in relation to how post-truth has emerged as a byword for a range of disruptive factors, such as denial of knowledge expertise (Malpas, 1992; Coper, 2022), and how authorities (in governments and media) have pragmatically lied to subordinates (Tesich, 1992; Keyes, 2004; Consentino, 2020). The second part examines how these same conditions have been recently perpetuated through schools being characterised as key to economic recovery, rather than places to regenerate relationships such as those between community-school or curriculum-teacher-student in response to the disruption which has emerged during the COVID-19 pandemic. Lastly, there is a focus on what is being—and could be—done to encourage democratic thinking in an Australian classroom context, as ways of addressing phenomena linked with post-truth by generating cultural and political capital.

ESOL Student’s Portfolio Writing Practice: Studying Corrective Feedback With Formative Assessment to Enhance L2 Outcomes in Saudi Arabia

Corrective Feedback with Formative Assessment (CFFA) could be a vital component in TESOL (Teaching English to Speakers of Other Languages). It is a coherent approach to enhance ESOL students' writing skills. The aim of this study is to analyze heterogenous outlines, quantitative congeniality, and the effectiveness of WF (Written Feedback) with one-on-one corrections. The EFL writing portfolios include the CFP (Corrective Feedback Planning), WFD (Writing the First Draft), and EFD (Evaluating and Improving the First Draft). It also includes using the CFFA to teach EFL skills based on various modules of authentic ESOL course material selected for teaching at the lower-to-elementary levels of ESOL learning students. The quantitative data from simultaneous questionnaires affirmed the efficacy and relevance of CFFA with the students' composition of descriptive and expository texts within the Preparatory Year English writing courses at three different campuses of a university in Saudi Arabia. 351 students from various groups and individual instructors in charge of the RW (Reading and Writing) courses responded to correlated questionnaires, and task outlines were collected for stylistic analysis. Besides being an effective teaching practice, CFFA involves an informal instructor-student exchange and written remarks. Although not summative, they aim to enhance students' writing skills. The students merely perceived their errors as part of the recurrent practice required in the elaborate but formulaic methodology of the instructional techniques of EFL writing. In turn, the absence of summative grading reduced student anxiety. The results demonstrated that the well-defined written CFFA aligns with students' levels and course objectives.

초등교사의 생활지도 및 상담 부담과 교직만족도의 관계: 생활지도효능감과 학교경영참여의 매개효과

This study investigated the relationship between the guidance/counseling burden and job satisfaction of elementary school teachers, focusing on the role of guidance efficacy and school management participation to suggest ways to increase job satisfaction for elementary school teachers. To this end, first-year data from 905 elementary school teachers in the Seoul Education Longitudinal Study (SELS 2020) and structural equation modeling were used. The main results were as follows. First, the guidance/counseling burden had a direct negative impact on job satisfaction. Second, the guidance/counseling burden had a negative impact on job satisfaction through guidance efficacy and school management participation. Third, the guidance/counseling burden lowered guidance efficacy, which reduced school management participation and subsequently reduced job satisfaction. Based on these results, this study suggests the following. First, efforts to reduce the guidance/counseling burden are needed to restore job satisfaction. Second, since the guidance/counseling burden can have negative impacts on both individual teachers and school organizations, continuous attention is required. Third, efforts should be made to increase guidance efficacy and school management participation along with lowering the guidance/counseling burden.

Peningkatan Pengetahuan tentang Pengelolaan Scabies pada Santriwati Pondok Pesantren Modern

Scabies is a skin disease caused by an infestation of the ectoparasite Sarcoptes scabiei var hominis, which creates tunnels that cause clinical manifestations of itching at night. Health promotion through health hygiene literacy for scabies prevention is essential in various literature. Education is the delivery of health information and an effort to increase motivation/enthusiasm, skills, and confidence in carrying out health actions related to scabies management. According to the author, this comprehensive solution, besides increasing the literacy of individual students and teachers, also increases sustainability in a more comprehensive management of scabies in the future. A total of 60 people, consisting of 56 female students and 4 ustadzah, voluntarily participated in this activity to completion. An indicator of the effectiveness of implementing this activity is improving management knowledge as measured by the participants' pre vs post-test scores. There is a significant average increase in knowledge of scabies management. If we look at the proportion of participants who experienced an increase in their knowledge of scabies management, it was found that 95 percent of the participants had an increase in their knowledge, indicating the effectiveness and sustainability of this educational program. Education that aims to increase knowledge of scabies management as a whole runs effectively and shows the sustainability of this program in the future. These results are expected to increase independence in managing scabies effectively in modern Islamic boarding schools.

Sign language based educational interventions vs. other educational interventions to improve the oral health of hearing-impaired individuals: A systematic review and meta-analysis.

Individuals with special needs requiring special care are more vulnerable to oral health problems. Sign language is a communication medium and language of instruction for individuals with hearing impairments. The purpose of this systematic review and meta-analysis was to assess the effectiveness of sign language-based educational interventions compared to other educational interventions in improving the oral health of hearing-impaired individuals. PubMed, Scopus, Embase, and Cochrane Central Register of Controlled Trials databases were searched without any restriction on the publication date. Analytical and experimental studies that evaluated and compared the effectiveness of sign language with other educational intervention groups such as videos, posters etc were included. Initially, 5568 records were identified. Three relevant publications from India were eligible and included in the systematic review and meta-analysis. Differences were reported in favour of sign language over other interventions concerning plaque status, gingival health, and oral hygiene status. Sign language-based interventions were found to be effective. However, further studies in different locations and populations are required to support their effectiveness.

Multimodal classroom interaction analysis using video-based methods of the pedagogical tactic of (un)grouping

ABSTRACT Grouping of people and/or things in school can involve challenging pedagogical problems and is a recurrent issue in research literature. Grouping of pupils sometimes aids learning, but detailed video-based analysis of how teachers (and pupils) group or ungroup (termed ‘(un)grouping’) in classrooms is rare. This multimodal classroom interaction analysis study builds on previous work by exploring how the Pedagogy Analysis Framework can help untangle complicated classroom interactions involving (un)grouping and identifies sixteen types of (un)grouping. The sample size is one class of thirty pupils (10-year-olds), their class teacher, and teaching assistant. Four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols, and individual teacher interviews). Six hours of data were video recorded (managed using NVivo). Data were analysed by two educational researchers, the class teacher, and two groups of pupils (three girls and three boys). The methodology is Straussian Grounded Theory. Data were recorded in 2019. We present how often participants (un)grouped during a lesson. We propose and use a grounded theory for (un)grouping which we call the ‘Exclusion, Segregation, Integration, and Inclusion (ESII) model’. Additionally, we discuss how misinformation and disinformation can complicate analysis of (un)grouping and examine different perspectives on (un)grouping.

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

What makes a difference in teacher innovativeness? Evidence from the TALIS 2018 US teacher data

PurposeThis study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.Design/methodology/approachThe data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.FindingsWe found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.Originality/valueThis study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

Language Assessment Literacy Development of a Novice University English Teacher in the Chinese Context

To date, most studies on language assessment literacy (LAL) have focused on how to improve language teachers’ LAL through external inputs (e.g. assessment training, courses), but much remains unknown with regard to how individual teachers develop their LAL over time in their teaching contexts. To fill this void, the current study explored the lived experience of a novice university English teacher's LAL development over an extended period in the Chinese context. It was found that the teacher witnessed her LAL development throughout one academic year. Specifically, she developed more conceptual knowledge of language assessment, became more aware of the importance of learning in relation to assessment, accessed more assessment skills and became more student centred in assessment practices. This improvement, following an individualised developmental trajectory in a bottom-up way, was mediated by contextual (e.g. institutional support), experiential (e.g. assessment training or learning) and personal (e.g. agency and reflection) factors, in all of which the teacher's self-agency contributed substantially to her LAL development. Based on the findings, implications for university English teachers’ professional development in language assessment have been provided.

Teachers in the Loop: Integrating Computational Thinking and Mathematics to Build Early Place Value Understanding

With increasing attention on the potential overlap between computational thinking (CT) and mathematical reasoning, STEM education researchers seek to understand how integrating CT and mathematics can deepen student learning across disciplines. Although there are various professional development programs that introduce teachers to CT concepts and strategies for curriculum integration, limited research exists on how teachers might apply this knowledge to create math + CT activities for use with their students. Additionally, the majority of research on CT integration through programming has focused on upper elementary grades, leaving the early grades (K-2) relatively unexplored. This qualitative exploratory study aims to examine how teachers in a graduate STEM education program collaborated with university STEM faculty to explore and critique a set of integrated math + CT block-based programming activities designed to build place value conceptual understanding. In-service elementary teachers enrolled in an online graduate CT course for educators (n = 13) explored these activities as learners and drew on their experiences as classroom teachers to offer feedback for program redesign. A sequence of deductive pattern coding and inductive holistic coding of course transcripts, collaborative problem-solving slides, and individual teacher reflections provided insights into how teachers were able to establish connections between their mathematical knowledge related to teaching place value and their emerging understanding of CT concepts, such as abstraction, algorithms, decomposition, and debugging. Implications for the design of professional development for elementary teachers on integrating CT and mathematics are offered.