Instructive Role Research Articles

The Role of Islamic Education Teachers in Shaping Student Character in the Era of Society 5.0

Character development in children is a crucial aspect that underscores the significant role of teachers. In addition to being educators, teachers must also guide and serve as role models for their students. This study highlights the important role of teachers in shaping students' morals in the Society 5.0 era. The primary objective of this research is to understand how students' morals change in the context of Society 5.0 and the role of teachers in fostering better and more character-driven students. The study employs a qualitative method with a descriptive approach. Data were collected through in-depth interviews and observations to achieve accurate and comprehensive results. The findings indicate that the moral condition of students at Madrasah Tsanawiyah Negeri 1 Bengkalis is generally good. The role of teachers in shaping students' morals in the Society 5.0 era can be divided into three stages: 1). Before the Learning Process: Teachers function as instructional designers, role models, and parental figures. 2). During the Learning Process: Teachers act as organizers, motivators, facilitators, innovators, and mentors. 3). After the Learning Process: Teachers serve as supervisors and evaluators.This research provides insights into how teachers can adapt and innovate in the digital era to enhance students' morals and character, offering practical recommendations for future educational development.

From cognitive coach to social architect: shifts in learning assistants’ valued practices

BackgroundLearning assistants (LAs) are undergraduate students who serve as instructional assistants in STEM classrooms. In addition to engaging in active practice, they take a pedagogy seminar and regularly meet with a content instructor. While aspects of LAs’ pedagogical beliefs and actions have been investigated, there remains a gap in understanding how LAs make sense of their new instructional roles and how they negotiate between their experiences as students and their responsibilities as instructors. This study uses a sequential, exploratory mixed-methods approach, which includes constant comparative open-coding, thematic analysis, and epistemic network analysis, to analyze 178 reflections written by 89 LAs across five terms at two institutions. Here, we identify each LA’s expressed goals and intended actions at the start and the end of their first term as an LA. Using a community of practice framework, we seek to explicate the shifts in these LAs’ values as they become more central members of the LA community.ResultsLAs’ expressed roles shift from being cognitive coaches, where they focus on student thinking, sense-making, and understanding of disciplinary concepts, to being social architects, where their focus shifts to attending to the aspects of the environment that can support productive interactions for learning. A social architect prioritizes goals related to mutual trust, respect, & approachability, understanding and learning about students, and creating a sense of belonging. Similarly, their intended actions emphasize compassion, understanding, and facilitating group discussion. While all LAs studied exhibited this shift, it manifested in different ways and to different extents, as illustrated in detail by four selected cases. These cases illustrate how the shifts coupled to a change in language around teaching, becoming more specific and contextual.ConclusionsLAs express a shift in their valued practices over their first term as LAs related to their instructional role. The goal of student-centered instructional practice is often framed as becoming a better cognitive coach; however, this orientation does not foreground ideas around teaching practice that aim to foster engagement, belonging, and student agency. Implications for both the LA model and, more generally, for postsecondary STEM instructors are discussed.

An increase in reactive oxygen species underlies neonatal cerebellum repair.

The neonatal mouse cerebellum shows remarkable regenerative potential upon injury at birth, wherein a subset of Nestin-expressing progenitors (NEPs) undergoes adaptive reprogramming to replenish granule cell progenitors that die. Here, we investigate how the microenvironment of the injured cerebellum changes upon injury and contributes to the regenerative potential of normally gliogenic-NEPs and their adaptive reprogramming. Single cell transcriptomic and bulk chromatin accessibility analyses of the NEPs from injured neonatal cerebella compared to controls show a temporary increase in cellular processes involved in responding to reactive oxygen species (ROS), a known damage-associated molecular pattern. Analysis of ROS levels in cerebellar tissue confirm a transient increased one day after injury at postanal day 1, overlapping with the peak cell death in the cerebellum. In a transgenic mouse line that ubiquitously overexpresses human mitochondrial catalase (mCAT), ROS is reduced 1 day after injury to the granule cell progenitors, and we demonstrate that several steps in the regenerative process of NEPs are curtailed leading to reduced cerebellar growth. We also provide evidence that microglia are involved in one step of adaptive reprogramming by regulating NEP replenishment of the granule cell precursors. Collectively, our results highlight that changes in the tissue microenvironment regulate multiple steps in adaptative reprogramming of NEPs upon death of cerebellar granule cell progenitors at birth, highlighting the instructive roles of microenvironmental signals during regeneration of the neonatal brain.

The Impact and Prospects of AI-Generated Content in Educational Environments

This paper examines the impact and emerging prospects of generative artificial intelligence (AI) content creation (AIGC) within the educational sector. As AI technology continues to evolve rapidly, the potential for AIGC to revolutionize educational practices has garnered significant interest and scholarly focus. AIGC is proving instrumental in developing customized educational content, facilitating personalized learning experiences, and enhancing assessment methods. These capabilities have the potential to significantly boost teaching efficiency and elevate student outcomes. Nonetheless, the integration of AIGC also poses several challenges, including concerns over academic integrity, shifts in the instructional roles of educators, and issues related to data privacy and ethical considerations. This analysis delves into the current applications of AIGC in education, discussing technological trends, innovations in educational models, and strategic policy recommendations. It underscores the necessity for future research to concentrate on evaluating the practical effects of AIGC, addressing potential drawbacks, and ensuring its responsible growth in educational settings.

Understanding Information Literacy Instructional Practices: Implications for Preparing Pre-Service Librarians

The role of academic librarians in supporting people to navigate the changing information environment is fundamental to librarianship and is critical in the current information environment. This poster focuses on the implications for educating pre-service librarians about the realities and challenges associated with that role, drawn from a national survey of instructional librarians in the U.S. The project speaks directly to the conference theme, “The Ethics and Evolution of Truth and Information,” as the survey respondents engage directly on the frontline of these issues. Implications for shaping the expectations of future instructional librarians will be revealed from findings of a national online survey currently underway. The survey returns to a series of questions motivating longitudinal surveys of librarians’ instructional practices conducted in other countries, and most recently conducted in the U.S. in 2016 (Julien 1998, 2000, 2005; Julien, Gross, & Latham, 2018; Julien & Leckie, 1997; Julien, Tan, & Merillat, 2013; Polkinghorne & Julien, 2018). These data paint a detailed picture of the daily practices of these professionals and the challenges they face. Despite changing technology, introduction of the ACRL Framework (2015), and the explosion of artificial intelligence use, many of the instructional practices and the pressures associated with the instructional role have remained stable (although the recent pandemic moved instruction online, at least for a time). Developing realistic expectations for the workplace is as relevant as is developing conceptual understanding, skills, and attitudes. Thus, the survey data provide an excellent opportunity to inform the education of master’s students.

Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

Held Captive and Told to Play

Research has demonstrated the need to prepare higher education faculty for transitioning from in-person to online modality. Researchers note the need to train faculty in course design, building classroom community, and establishing a teaching presence, among other things. This paper describes a professor’s participation in a university-funded professional development programme that aimed to boost quality in instructional design and result in rapid deployment of online courses. The programme required the professor to enrol in a foundation course in online teaching during the Summer 2023 semester and to transition two doctoral courses to online modality in time for the Fall 2023 semester. The foundation course focused on course design, accessibility, instructional roles, community, and more. Keys to the successful transition were the incentive offered by the university, one-on-one support for assisting with building the course in the learning management system, the 10-week immersion with a focus on course design, and being given time to play with new technologies. Other important takeaways from the summer experience are described. These meaningful practices for professional development may be useful to universities as they consider how best to enhance online teaching and learning, especially faculty motivation and training.

Enhancing student performance through laboratory-based instruction: A study on the relative density and buoyancy of liquids

Abstract This study investigates the effectiveness of laboratory-based instruction in conveying fundamental concepts related to the relative density and buoyancy of liquids within a secondary laboratory science program at a leading university in Mindanao. Despite the challenges posed by digital technology and remote learning, traditional laboratory experiments remain integral to science education, providing active, hands-on learning experiences. The primary focus is to assess the impact of laboratory instruction on student performance according to these principles. Our findings reveal a significant improvement in the performance of students in the experimental group. Notable enhancements were observed between pre-tests and post-tests, with statistical significance established at α = 0.05. This underscores the substantial role of laboratory-based instruction in augmenting student performance. Additionally, when comparing final grades as an independent variable, we find that the laboratory teaching method significantly contributes to overall effectiveness in student learning. Furthermore, students’ positive perceptions of the subject and their attitudes toward both the laboratory and the subject matter emerged as significant contributors to performance improvements. Consequently, this enhanced likelihood of achieving better grades in physics highlights the broader impact of laboratory-based instruction on student academic outcomes.

Effectiveness of Continuous Professional Development Teachers-Training Programmes: From Trainee Teachers' Perspectives

This study seeks to determine the effectiveness of continuous professional development (CPD) programs from trainee teachers' perspectives in the Malakand division. The researchers used a quantitative research approach to test hypotheses. A self-constructed questionnaire based on the opinion of trainee teachers was administered before and after the intervention (CPD). Data were collected from 266 trainee teachers in training centers in three districts of the Malakand division. The results revealed significant differences in the opinion of trainee teachers regarding content knowledge, instructional roles, ethics and professionalism, classroom management skills, and pedagogical knowledge. They perceived that after the training a significant increase took place in their perceptions regarding five constructs. The study recommended that trainee teachers as well as in-service teachers be provided ample chances to enhance their content, pedagogical, and content pedagogical skills. The government must provide a handsome amount for the conduction of CPD for teachers to equip them with modern teaching methods and skills.

PiRNAs are regulators of metabolic reprogramming in stem cells

Stem cells preferentially use glycolysis instead of oxidative phosphorylation and this metabolic rewiring plays an instructive role in their fate; however, the underlying molecular mechanisms remain largely unexplored. PIWI-interacting RNAs (piRNAs) and PIWI proteins have essential functions in a range of adult stem cells across species. Here, we show that piRNAs and the PIWI protein Aubergine (Aub) are instrumental in activating glycolysis in Drosophila female germline stem cells (GSCs). Higher glycolysis is required for GSC self-renewal and aub loss-of-function induces a metabolic switch in GSCs leading to their differentiation. Aub directly binds glycolytic mRNAs and Enolase mRNA regulation by Aub depends on its 5′UTR. Furthermore, mutations of a piRNA target site in Enolase 5′UTR lead to GSC loss. These data reveal an Aub/piRNA function in translational activation of glycolytic mRNAs in GSCs, and pinpoint a mechanism of regulation of metabolic reprogramming in stem cells based on small RNAs.

An ecological perspective into the role of case-based instruction in developing EFL student-teachers’ agency

An ecological perspective into the role of case-based instruction in developing EFL student-teachers’ agency

Hippo effector, Yorkie, is a tumor suppressor in select Drosophila squamous epithelia

Mammalian Yes-associated protein (YAP) and transcriptional coactivator with PDZ-binding motif (TAZ) and Drosophila Yorkie (Yki) are transcription cofactors of the highly conserved Hippo signaling pathway. It has been long assumed that the YAP/TAZ/Yki signaling drives cell proliferation during organ growth. However, its instructive role in regulating developmentally programmed organ growth, if any, remains elusive. Out-of-context gain of YAP/TAZ/Yki signaling often turns oncogenic. Paradoxically, mechanically strained, and differentiated squamous epithelia display developmentally programmed constitutive nuclear YAP/TAZ/Yki signaling. The unknown, therefore, is how a growth-promoting YAP/TAZ/Yki signaling restricts proliferation in differentiated squamous epithelia. Here, we show that reminiscent of a tumor suppressor, Yki negatively regulates the cell growth-promoting PI3K/Akt/TOR signaling in the squamous epithelia of Drosophila tubular organs. Thus, downregulation of Yki signaling in the squamous epithelium of the adult male accessory gland (MAG) up-regulates PI3K/Akt/TOR signaling, inducing cell hypertrophy, exit from their cell cycle arrest, and, finally, culminating in squamous cell carcinoma (SCC). Thus, blocking PI3K/Akt/TOR signaling arrests Yki loss-induced MAG-SCC. Further, MAG-SCCs, like other lethal carcinomas, secrete a cachectin, Impl2-the Drosophila homolog of mammalian IGFBP7-inducing cachexia and shortening the lifespan of adult males. Moreover, in the squamous epithelium of other tubular organs, like the dorsal trunk of larval tracheal airways or adult Malpighian tubules, downregulation of Yki signaling triggers PI3K/Akt/TOR-induced cell hypertrophy. Our results reveal that Yki signaling plays an instructive, antiproliferative role in the squamous epithelia of tubular organs.

The Hox Gene, abdominal A controls timely mitotic entry of neural stem cell and their growth during CNS development in Drosophila.

The size of a cell is important for its function and physiology. Interestingly, size variation can be easily observed in clonally derived embryonic and hematopoietic stem cells. Here, we investigated the regulation of stem cell growth and its association with cell fate. We observed heterogeneous sizes of neuroblasts or neural stem cells (NSCs) in the Drosophila ventral nerve cord (VNC). Specifically, thoracic NSCs were larger than those in the abdominal region of the VNC. Our research uncovered a significant role of the Hox gene abdominal A (abdA) in the regulation of abdominal NSC growth. Developmental expression of AbdA retards their growth and delays mitotic entry compared to thoracic NSCs. The targeted loss of abdA enhanced their growth and caused an earlier entry into mitosis with a faster cycling rate. Furthermore, ectopic expression of abdA reduced the size of thoracic NSCs and delayed their entry into mitosis. We suggest that abdA plays an instructive role in regulating NSC size and exit from quiescence. This study demonstrates for the first time the involvement of abdA in NSC fate determination by regulating their growth, entry into mitosis and proliferation rate, and thus their potential to make appropriate number of progeny for CNS patterning.

Analisis Miskonsepsi Buku Teks Biologi Kurikulum 2013 Kelas X di SMAS Teladan Medan pada Materi Virus dan Monera

Books are a key element in the education system that helps deliver the curriculum and facilitate the learning process of students and teachers. Books provide learning resources that are easily accessible and can be adapted to students' needs. It plays an important role in learning, curriculum, and instruction in developing countries like Indonesia. However, careless selection of books can cause misconceptions in students, which can affect learning outcomes. Therefore, it is important to choose books that suit the curriculum and are able to convey concepts appropriately. Various assessments have been proposed to assess the quality of textbooks, including clarity of concepts, relevance to the curriculum, and ability to increase students' enthusiasm for learning. Misconceptions often arise from textbooks that are incorrect and not in accordance with the established curriculum, so analysis needs to be carried out to update the book. Descriptive research methods were used to analyze misconceptions in the 2013 Curriculum class This research highlights the importance of choosing textbooks that are accurate and in accordance with curriculum standards to prevent student misconceptions in biology learning.

5-Formylcytosine is an activating epigenetic mark for RNA Pol III during zygotic reprogramming

5-Methylcytosine (5mC) is an established epigenetic mark in vertebrate genomic DNA, but whether its oxidation intermediates formed during TET-mediated DNA demethylation possess an instructive role of their own that is also physiologically relevant remains unresolved. Here, we reveal a 5-formylcytosine (5fC) nuclear chromocenter, which transiently forms during zygotic genome activation (ZGA) in Xenopus and mouse embryos. We identify this chromocenter as the perinucleolar compartment, a structure associated with RNA Pol III transcription. In Xenopus embryos, 5fC is highly enriched on Pol III target genes activated at ZGA, notably at oocyte-type tandem arrayed tRNA genes. By manipulating Tet and Tdg enzymes, we show that 5fC is required as a regulatory mark to promote Pol III recruitment as well as tRNA expression. Concordantly, 5fC modification of a tRNA transgene enhances its expression invivo. The results establish 5fC as an activating epigenetic mark during zygotic reprogramming of Pol III gene expression.

Analyzing teacher audio: The contribution of classroom mathematics instruction to early numeracy

The relation between mathematical achievement in early childhood and future academic success is well established. However, our knowledge about the effect of instruction on mathematical performance is often reliant upon self-report or videotaped instruction measures and standardized achievement assessments. The current study uses teacher audio recordings to examine the role of classroom mathematics instruction in the growth of adaptive early mathematical skills. Kindergarten children (N = 98, M(age) = 5.55 years, 53% male) were followed across the school year. Findings suggested children with the lowest levels of adaptive mathematics skills grew the most across the school year, suggesting that basic skills continue to be the focus in early elementary years. Further, no aspects of mathematics instruction predicted growth in children’s addition or counting skills. These results highlight the need for more robust and ecologically valid measurement in assessing classroom mathematics instruction in future research.

Inhibitory circuits generate rhythms for leg movements during Drosophila grooming.

Limbs execute diverse actions coordinated by the nervous system through multiple motor programs. The basic architecture of motor neurons that activate muscles that articulate joints for antagonistic flexion and extension movements is conserved from flies to vertebrates. While excitatory premotor circuits are expected to establish sets of leg motor neurons that work together, our study uncovered a new instructive role for inhibitory circuits: their ability to generate rhythmic leg movements. Using electron microscopy data for the Drosophila nerve cord, we categorized ~120 GABAergic inhibitory neurons from the 13A and 13B hemi-lineages into classes based on similarities in morphology and connectivity. By mapping their synaptic partners, we uncovered pathways for inhibiting specific groups of motor neurons, disinhibiting antagonistic counterparts, and inducing alternation between flexion and extension. We tested the function of specific inhibitory neurons through optogenetic activation and silencing, using an in-depth ethological analysis of leg movements during grooming. We combined anatomy and behavior analysis findings to construct a computational model that can reproduce major aspects of the observed behavior, confirming the sufficiency of these premotor inhibitory circuits to generate rhythms.

Mindfulness-enhancing instruction (MEI): Contributions to electroencephalogram (EEG) Dynamics, Higher Order Thinking Skills (HOTS), and effective learning

The current study examined the role of mindfulness-enhancing instruction (MEI) in university students’ Electroencephalogram (EEG) dynamics, Higher Order Thinking Skills (HOTS), and effective learning. In so doing, 60 junior university students, being screened out of 72 available sample, were randomly assigned into two groups. MEI was incorporated into class activities of the experimental group during the term. A package containing a host of activities was devised, integrating general meditation practices with educational MEI. These in-class activities were complemented with daily at-home practices offered by a mobile application. To assess participants’ level of HOTS, two tests from the “Watson-Glaser Critical Thinking Appraisal” (CTA) (Form A) was utilized. In this study, inference and deduction modules were included. The participants responded to the tests while they were involved in EEG acquisition. The results of statistical analysis demonstrated the efficiency of the implemented MEI in enhancing two dimensions of HOTS (inference-making & deduction) as well as academic achievement. The EEG analysis demonstrated notable changes in the experimental group's brain activity patterns. Specifically, there was a significant decrease in the ratio of energy in the alpha to beta frequency band (α/β ratio) for Fp1 and Fp2 channels post-meditation, indicative of heightened attentiveness. Conversely, the control group exhibited less pronounced changes in the EEG measures.

The Role of the Dalton Plan-Based Instruction in Enhancing Learner Autonomy and Reading Proficiency for Chinese College English Students

The Role of the Dalton Plan-Based Instruction in Enhancing Learner Autonomy and Reading Proficiency for Chinese College English Students

Exploring the use of translanguaging in the EFL Classroom: Students’ feelings and attitudes on the role of first language and English-only instruction

This study investigates the perspectives and attitudes of students in an English as a Foreign Language (EFL) classroom towards the use of their first language (L1) and English-only instruction. The aim is to understand how students perceive translanguaging and the role of their first language in the classroom and whether they believe incorporating it alongside English (L2) enhances their ability to express themselves and understand the content. This research took place in an adult high school in Indianapolis, IN USA. The findings reveal that students generally value the opportunity to use their first language in the classroom, as it helps them feel more comfortable, secure, and able to ask questions and seek clarification. However, there is also a preference among some students for English-only instruction, as they believe it facilitates language learning and immersion. These results suggest that incorporating students' first language in the EFL classroom may have pedagogical benefits, particularly in terms of improving students' confidence and understanding. The findings also highlight the importance of striking a balance between English-only instruction and incorporating students' first language to create an inclusive and supportive learning environment.