Individual Teachers Research Articles

PENERAPAN TEKNOLOGI INFORMASI PENDUKUNG KORESPONDENSI DAN PELAPORAN DOKUMEN PADA GURU PAUD DI KOTA BATAM

The implementation of community service activities that will be carried out in the form of correspondence training and document reporting using applications in Microsoft Word is very useful for PAUD teachers in the city of Batam, because this capability will make it easier for PAUD teachers in the city of Batam in terms of correspondence. and reporting as well as increasing creativity in collaborating and abilities in the administration of the workplace. community service activities by applying the method of making activity reports, correspondence and correspondence as well as making information technology-based reporting formats by utilizing existing applications in Microsoft Word with the hope that this activity will be able to provide creativity, optimize existing IT facilities and increase human capabilities and resources especially for individual PAUD teachers in the city of Batam.

Effects of Physical Activity and Coping Styles on Depression in Chinese College Students

The relationship between physical activity and cognitive coping is an important factor affecting depression in college students. A standardized questionnaire was used to investigate 976 16-23 year old single college students from a university in Hefei, Anhui Province, China. To analyze the relationship between physical activity, cognitive coping and depression in college students. Through the perspective of individual students, teachers and counselors, some guiding suggestions are put forward to improve the psychological condition of college students, and provide support for college students how to learn better, adapt to the society and have a healthier psychological condition. The results showed that there was significant correlation between cognitive coping and depression, physical movement and depression. The average depression scores of college students were significantly higher in female, senior, over 21 years old and Liberal arts than other groups. In the comparison of coping style scores among different groups, there are significant differences between Age and Grade. There are also significant differences in sex, Age, Grade and subject type in the comparison of physical activity scores of college students among different groups.

Students’ motivation to learn English: the importance of external influence on the ideal L2 self

IntroductionThe ideal second/foreign language (L2) self, a concept in second-language acquisition theory, is a learner’s future vision about their language ability. Research on the ideal L2 self is important for finding ways to improve motivation for learning a new language, foreign language teaching strategies, and personalization of instruction for individuals with different backgrounds and aspirations. The present study aimed to better understand the factors that might influence the ideal L2 self among Japanese elementary school students. While there have been numerous studies about the ideal L2 self in English language learning, few have focused on elementary school students’ motivation to learn English.MethodsData were collected from 225 4th- and 6th-grade elementary school students in Japan. The data were analyzed by performing t-tests and a hierarchical linear regression to understand the relationships between the pertinent variables and the ideal L2 self.ResultsThe analysis results revealed three characteristics of the relationship between elementary school students’ English language skills and their ideal L2 selves. First, the results of the t-test suggested that international travel and English cram school experiences were differentiating factors for the ideal L2 self, suggesting that the groups of participants with and without those factors (experiences) had significantly different ideal L2 selves. Second, the experience of living abroad was not a significant differentiating factor for the ideal L2 self. Third, the results of the regression analysis suggested that school, home, and foreign media influences are significant contributors to the formation of the ideal L2 self. These factors may therefore subsume international travel and English cram school experiences.DiscussionBy understanding the factors that contribute to the ideal L2 self, educators and policymakers can strive to establish a more effective environment to improve students’ motivation to learn English.

The underlying beliefs in Pirkko’s narrative about implementing collaborative learning in mathematics - ‘my job is to give individual instruction’

ABSTRACT Many teachers resist adopting collaborative learning despite its proven benefits. Beliefs play a role in this resistance, but exactly how they do so has yet to be understood. This narrative study provides a comprehensive analysis of one resisting teacher’s ambivalent perceptions and underlying beliefs about implementing a collaborative approach to learning mathematics in a Finnish seventh-grade class. Our results reveal how the seemingly noble goal of guiding students individually and associated beliefs may inhibit teachers from adopting collaborative learning even after successfully implementing it.

Exploration and practice of piano teaching reform in local colleges and universities

Piano is the most used and most important teaching aid in preschool education practice, and piano assisted teaching is also the most popular form of preschool education. So, training pre-school teachers with professional piano playing skills and comprehensive music knowledge is the most important problem facing pre-school piano teaching. How to carry out piano teaching practice in combination with college teaching and comprehensively improve the piano playing skills of preschool education students has become a very realistic problem faced by preschool education majors in colleges and universities. As a piano teacher in a university, on the basis of combining piano teaching practice, the author uses literature method and investigation method to investigate the current situation of piano teaching in preschool education major of Linyi University from the perspective of social needs and professional development, makes an objective analysis of the teaching situation, finds problems and puts forward countermeasures. Through exploration and practice, the author thinks that we should attach importance to students' piano foundation and improve students' motivation to learn piano. Teachers should strengthen the rational use of teaching methods and pay attention to the guidance of students' learning methods; In the reform of teaching organization form, group class should be the main, supplemented by individual teaching; Strengthen teaching feedback; Attach importance to the improvement and development of teachers' profession, and find a new way suitable for the piano teaching of preschool education in local colleges and universities, so as to send a group of qualified preschool teachers to the society.

A Conceptual Design of a Generative Artificial Intelligence System for Education

Artificial Intelligence (AI) and, more specifically, Generative Artificial Intelligence (GenAI) are among the most trending disruptive technologies, offering unprecedented possibilities for innovation in education by customising learning paths, fostering creativity, and bridging knowledge gaps. Gen AI is a subfield of AI which generates content (text, image, audio or video) that is comparable to human-generated content. It uses complex Machine Learning (ML) models and Neural Networks (NN) trained on large datasets. The launch of ChatGPT in November 2022 has significantly raised the standards for generative artificial intelligence capabilities. Since then, researchers and practitioners have extensively investigated the potential applications of this technology. Consequently, GenAI has been applied in various sectors, including business and marketing, media and entertainment, arts and design, research and innovation, and education. While it is evident that GenAI has a high potential transformative power on education, its actual application in classical educational settings such as schools and universities remains limited to individual (student or teacher) trials without institutional guidance and support. The aim of this is expressed in two points: (1) to explore the advances in GenAI and provide guidelines on leveraging the technology in the context of learning and teaching. (2) to identify the main barriers to adopting GenAI in education and how to address them when building a Gen AI application for education. The paper’s main contribution is conceptualising a Gen AI system for learning and teaching. Such a system produces course content, exercises, and supplementary materials tailored to the curriculum and each student’s learning pace and style. This system will enhance comprehension and retention, making education more accessible and effective. Secondarily, the research addresses the ethical issues and other barriers to adopting GenAI in education.

A Data-Driven Modeling Study of Factors Influencing Preschool Students’ Intention to Teach

Abstract Willingness to teach is an important condition for improving pre-service teacher literacy to promote the professional development of preschool teachers. In this study, we randomly selected 600 students from six types of preschool education majors, and processed the data using a data-driven model that included an independent sample t-test, correlation analysis, and multiple linear regression model. The data results showed that the overall mean and standard deviation of preschool education students’ willingness to teach was 3.91±0.982, and preschool education students’ willingness to teach was high overall, but there were still students who expressed a lack of significant willingness to teach. Further regression analysis revealed that individual characteristics, family environment, school environment, and teacher career perception had explanatory power of 5.8%, 20.7%, 6%, and 3%, respectively, and the factors influencing preschool education majors’ willingness to teach were diverse. Measures at both the government and university levels are necessary to comprehensively improve the willingness to teach.

МЕТОДОЛОГИЧЕСКОЕ ОБОСНОВАНИЕ ОРГАНИЗАЦИИ НЕФОРМАЛЬНОГО ОНЛАЙН-ОБУЧЕНИЯ ВЗРОСЛЫХ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ (РКИ)

Individual non-formal online language learning format is becoming more popular around the world. However, it is observed that the theoretical and methodological foundations are currently not fully developed. The article considers the advantages of non-formal individual online teaching Russian as a foreign language to adult learners under the teacher’s guidance, as well as a set of organizational patterns, approaches, and principles of functioning of this educational phenomenon. We have found out that individual non-formal online language learning is based on the following pedagogical organizational patterns: the management of the pedagogical process, the unity of teacher and learner’s activities, the dynamics of the pedagogical process. Effective organization of learning process is one of the current problems of modern didactics; therefore, it is important to consider the theoretical and methodological justifications of popular educational trends.

Uncovering the Connections Among Rural Science Teachers: A Social Network Analysis

Using social network analysis, we sought to characterize the professional collaboration and advice networks among rural science teachers. Furthermore, we explored how the characteristics of individual teachers and distance between teachers affected the likelihood of forming connections. Science teachers in publicly funded rural schools were asked whom they collaborate with and seek advice from and the mode and frequency of their communications. Results were analyzed using UCINET to calculate statistical significance of tie formation. Ties among rural teachers were sparse, with a quarter of teachers having no connections within the bounded network. In contrast to other social network studies, characteristics of individual teachers were not a significant predictor of tie formation in our population, but geographic proximity was a strong predictor. Our findings suggest that districts can support teachers in forming supportive ties by providing time, funding, and/or technology tools and training.

Public Funding, Private Work Outcomes: Multiple Job Holding among U.S. K–12 Public School Teachers

Reporting suggests that declining salaries cause high multiple job holding (MJH) among full-time public school teachers in the United States. Studies investigating this relationship assume an individual teacher, neglecting the effects of family characteristics on work behavior. This article examines K–12 public school teachers’ employment patterns for March and July from 2011 to 2019 to test the associations of state-level teacher salaries and familial roles with MJH. In March and July, a teacher’s familial role correlates with MJH in a pattern consistent with persistent work-family divisions: Male teachers, single or married with children, are the most likely to hold another job, and married female teachers with children are the least. These differences increase during the summer break. State-level salaries correlate with MJH only in July. Single male teachers exhibit greater sensitivity to salary changes. This article demonstrates how family characteristics, occupational schedules, and salaries interact and influence MJH.

The Promotion of Students’ Critical Thinking Skills through the Integration of English Civics Elements into EFL Classrooms

Abstract As education advances with the times, traditional English EFL teaching can no longer fully adapt to the current educational situation. This paper studies the mining of the Civics element in English teaching integrates it into EFL classroom teaching, and constructs the morality cultivation EFL critical thinking ability teaching strategy based on the critical thinking ability model. The effects of applying this teaching strategy are analyzed and compared to the six dimensions of critical thinking ability: interpretation, analysis, evaluation, reasoning, explanation, and self-regulation ability. The exploration of critical thinking ability development and individual teacher factors is conducted. After the teaching experiment, the experimental group improved by 12.08 points, while the control group only improved by 0.46 points, indicating a significant difference between the two groups’ scores. The Sig. The values of the experimental group in the six dimensions are less than 0.05, and the Sig. The values of the control group are greater than 0.05. The teaching strategy of moral cultivation in EFL critical thinking ability has an obvious effect on improving students’ critical thinking abilities. There is a correlation between the development of critical thinking ability and teachers’ education, and teachers with master’s degrees are better than teachers with bachelor’s degrees.

Impact of Artificial Intelligence (AI) on Lecturers’ Proficiency Levels in English Teaching and Library Practice in Nigerian Universities

This paper presents a literature on the impact of Artificial Intelligence (AI) in English language teaching and library practice and its impact on library operations. This study aims to provide researchers with a comprehensive understanding of AI in the English language teaching and library context. This paper aims at analyzing an artificial intelligence platform that can be used in examining lecturers’ proficiency levels in English teaching and library practice in Nigerian universities. It draws attention to how AI facilitates personalized learning experiences by adapting to individual teachers’ teaching style, pace, and proficiency levels. The paper examines the proficiency levels of lecturers in Nigerian universities regarding the utilization of AI features in three innovative presentation software tools: MS PowerPoint, Canva, and Gamma. Through the application of AI playing as a pivotal tool in enhancing research, teaching and learning experiences, the study explores the significance of PowerPoint literacy in modern English teaching and learning settings. The method of research design is descriptive. The population of the study consists of the entire academic staff in Nigerian universities. The sample size used is made up of 600 lecturers. Data are analyzed using descriptive statistics of mean, standard deviation on a 4-point Likert Scale. The findings of this study serve as a base for developing training programs and interventions to enhance PowerPoint literacy skills in the teaching of English Language and library practice in Nigerian universities. The findings also illustrate that Artificial Intelligence technology is useful for developing teaching of English Language and library practice. The major limitation of this study is that it does not examine the extent of AI role in teachers’ teaching and students’ English learning. The information presented in this paper serves as a valuable resource for researchers interested in exploring the use of AI in English language teaching and library practice.

초등교사의 사회 검정교과서 선정 과정 탐색: 기준과 현실의 모순

This study sought to understand the gap between the ideal selection criteria and the reality of selection by exploring the selection process of elementary school teachers and to seek alternatives to the realistic selection criteria. The following research results could be derived through questionnaires and FGI interviews with 62 students from 90 elementary schools in Incheon. First, the standard for selecting certified textbooks for elementary school teachers was almost the same as the example standard presented in the manual of the Ministry of Education. Second, apart from the standard proposal for selecting certified textbooks, there was a tendency to prioritize adopted textbooks based on individual teachers’ subjective standards. Third, the Textbook Selection Committee was hurt by receiving negative feedback from fellow teachers about their choices during the textbook selection process. The task became more difficult and stressful, offering fewer rewards in the process of selecting textbooks. Fourth, the proposal for an alternative test textbook standard was presented, encompassing a total of eight questions in three areas: appropriateness, diversity, and usefulness.

Mobile dental clinic for oral health services to underserved rural Indian communities.

Mobile dental vehicle (MDVs) can be adopted to address the oral healthcare needs of different populations. Therefore, it is of interest to evaluate mobile dental clinic program in providing oral health services to underserved rural communities. A 2 x 2.5 meter box trailer is used by the UN, and it can be carried by a vehicle with all-wheel drive for all types of weather. There was a small box trailer with its weather proof canvas cover extended, changing it into four dental operators and an integrated waiting and teaching space. Clinical examination, scaling, polishing, health education, individual and group teaching in dental hygiene, fluoride applications, fissure sealants, amalgam and composite restorations, extractions, and minor oral surgery were all supplied at no cost to the patients. In a longitudinal study of 3 years in underserved rural areas, a total of 6326 patients were provided different dental treatments. It was found that 93.3% patients did not undergo any dental treatment in the past.

Analytical Study of Cooperative Learning in Mathematics

This exhaustive study delves into the application and impact of cooperative learning in mathematics education, specifically focusing on the context of Nepal. The primary aim is to assess the effectiveness and prevalence of cooperative learning strategies employed by mathematics teachers at both school and college levels. The investigation centers on small-group cooperative learning as an alternative pedagogical approach, contrasting it with traditional whole-class expository instruction and individual instruction systems. The study outlines practical and realistic strategies for utilizing small groups in mathematics teaching, emphasizing their applicability across different age groups and curricula. Furthermore, the study encompasses three computer-based cooperative learning strategies designed for classroom implementation, various learning activities aimed at establishing a cooperative classroom setting, and procedures for group problem-solving and inquiry specifically in algebra, geometry, and trigonometry. The implications of this finding underscore the need for further efforts to enhance the adoption of cooperative learning among mathematics teachers in Nepal.

An Indonesian EFL teacher’s perspective in selecting and developing intercultural content for English Language Teaching

While an extensive body of research has focused on examining and discussing how intercultural values are integrated into English Language Teaching (ELT) materials, little is known about how individual teachers select and develop intercultural content. The present study aimed at exploring an Indonesian EFL teacher’s perspective in selecting and developing intercultural content for classroom instruction. The participant was an English teacher in a state high school in Yogyakarta, Indonesia with more than 10 years of teaching experience. The data from in-depth interviews and the participant’s teaching artifacts were analyzed thematically to point out the participant’s perspective based on multiple aspects. The findings indicated that the participant’s selection and development of intercultural content involved various aspects, including the participant’s beliefs and values, the students, curricular requirements, and influence from colleagues. This study provides an insight into the practical implementation of intercultural value integration into English language instruction in Indonesia.

ISA-guided mentorship and teacher turnover

A large proportion of teachers are prone to leaving the profession in their first five years of work. This phenomenon, teacher turnover, is a long-standing and costly societal ill. To offset it, governments have implemented mentorship and induction programs. Despite the successes of these programs, turnover is still a troublesome issue. A weakness of the government programs is that they are generalized in nature and cannot cater to the needs of the individual teacher. Identity Structure Analysis can uncover stresses and conflicts of both individual and groups of teachers. It is presented as means for generating mentorship advice that holds potential for overcoming the generalized nature of induction programs. To illustrate how this personalized mentorship advice might manifest, a summary analysis of a single teacher in crisis (teachers in a state of identity crisis are considered the teachers most likely to leave the profession) is generated. In addition, a nomothetic analysis of five teachers in a state of identity crisis is generated to illustrate how from a larger study involving more teachers in crisis, Identity Structure Analysis might reveal something of the nature of the teacher identity crisis.

Exploration of Core Competencies from Delphi Survey and Design of Their Measurement Tools and Teaching & Learning Programs for Environmental Education in Elementary Schools

This study aims to establish core competencies for environmental education in elementary schools, develop its measurement tools, and explore program grouping methods. To address these goals, three research questions were posed: identifying core competency elements, determining their assessment tools, and exploring the best ways to organize environmental education programs to develop the core competencies. Using a Delphi survey and literature review, the research pinpointed core elements such as 'autonomy', 'reflective ability', 'environmental sensitivity', and 'critical thinking ability', among others. Based on these competencies, 34 assessment items were devised. To enhance these competencies, a 'theme integration method' was proposed, intertwining environmental education with other curriculum topics. The study emphasizes the importance of an integrated approach, ensuring students grasp environmental subjects while achieving other learning objectives. Consequently, the measurement tools and learning & teaching programs for environmental education in elementary schools presented in this study assist teachers in customizing environmental topics based on regional, school, and individual teaching goals, rooted in the intended core competencies.

청소년기 학교적응 프로파일의 전이 양상 및 영향변인 검증

The purpose of this study is to identify the latent profile classification of adolescents’ school adjustment and the transition patterns of latent profiles after school-level transitions, to explore the variables that affect them. To do this, we applied latent transition analysis with 3-step approach to Korean Education Longitudinal Study 2013 data from the 3th and 6th wave (7th and 10th grades). The main results are as follows. First, four latent profiles commonly appeared across the 7th grades and the 10th grades: ‘average-level adjustment group’, ‘high-observance of rules average-level adjustment group’, ‘high-level adjustment group’, and ‘low-level adjustment group’. Second, as a result of examining the transition patterns of latent profiles for school adjustment, the overall rate of maintaining the same group was the highest. Third, the higher academic self-concept, social self-concept, self-management, parent-child interaction, interactive teaching methods, teachers’ enthusiasm and achievement pressure, the higher the probability of belonging to a latent profile with relatively higher mean of school adjustment in the 7th grades. Fourth, the higher individualized teaching methods, interactive teaching methods, teachers’ enthusiasm and achievement pressure, the higher the probability of belonging to a latent profile with relatively higher mean of school adjustment in the 10th grades. Fifth, academic self-concept and self-management had statistically significant effects on the transition of latent profiles. Based on the findings, implications for improving adolescents’ school adjustment were discussed.

Making the grade: The effect of teacher grading standards on student outcomes

AbstractOne mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are understudied. Using administrative data that links individual students and teachers in Algebra I classrooms from 2006 to 2016, we examine the effects of teachers' grading standards on student learning and attendance. High teacher grading standards increase both contemporaneous student achievement in Algebra I and performance in subsequent math classes. Heterogeneity analyses find that these impacts are positive and similar in size for students of different backgrounds, aptitudes, and school contexts.