Teacher Interviews Research Articles

Development of Physics E-Books Assisted by Flipbook and Augmented Reality (AR) to Increase Learning Motivation of High School Students

The initial observation results indicate that students are less active in the learning process and easily give up when faced with tasks deemed difficult. This study aims to describe the feasibility of physics e-books aided by flipbooks and augmented reality (AR), describe students' responses and describe students' learning motivation after the implementation of physics e-books aided by flipbooks and augmented reality (AR). This research is a type of development research using the ADDIE model. Sampling was done using purposive sampling techniques consisting of students from the Eleventh-grade science 3 class at Public High School 7 in Kota Bengkulu. The instruments used were observation sheets, teacher interview sheets, validation sheets, student response questionnaires, and pretest and posttest student learning motivation questionnaires, with data collection techniques including interviews, questionnaires, and documentation. Data were analyzed using quantitative data analysis. The research results show that the feasibility test criteria for physics e-books were obtained with a very good category. Students also responded very well to the developed physics e-books. Based on the analysis of student learning motivation questionnaires using the Gain value, it was found that students experienced an increase in learning motivation after using the developed physics e-books. Therefore, it can be concluded that physics e-books aided by flipbooks and augmented reality (AR) are highly suitable for use as learning media and can enhance students' learning motivation, especially in dynamic fluid materials

Reception Baseline Assessment and ‘small acts’ of micro‐resistance

AbstractIn September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years education to produce ‘school‐ready’ human capital. This paper reports on professionals' and children's responses to RBA by analysing the mixed‐methods data from a nationwide survey of early years professionals (n = 1032) and six in‐depth case study Reception classes with teacher interviews (n = 14) and researcher observations (n = 12). An adult thematic analysis of the responses suggests that some children and their teachers used their agency in creative ‘small acts’ of micro‐resistance. These ‘small acts’ of resistance and refusal are theorised as micro‐political contestations of a policy that is antithetical to early education's socio‐cultural approach. More research is needed to further understand the politics of young children's rights, agency, micro‐resistance and refusal.

Constructively Aligned Instructional Design for Oral Presentations

In the paper "Constructively Aligned Instructional Design for Oral Presentations," the authors explore the implementation and outcomes of the 'General, Particular Specific' (GPS) model as a framework for curriculum instructional design for oral presentations within STEM education at an R1 Polytechnic University. Objective: This study aims to investigate the impact of the 'General, Particular Specific' (GPS) model on the enhancement of constructive alignment in curriculum instructional design for oral presentations in STEM education to improve students' oral communication skills and their effectiveness in technical communication. Theoretical Framework: Constructive alignment, curriculum-based Assessment, and curriculum and instructional design stand out, providing a solid basis for understanding the context of the investigation. The literature includes foundational texts on marketing management, center-based engineering research, Bloom's taxonomy of educational objectives, and the principles of enhancing teaching through constructive alignment. Additionally, it acknowledges the multifaceted nature of instructional design, emphasizing the widespread adoption of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), showcasing a structured, comprehensive approach to educational planning and execution. Method: The methodology adopted for this research comprises a qualitative study design, utilizing case study approaches within the Humanities and Social Science department at an R1 Polytechnic University. Data was collected through classroom observations, instructor interviews, and analysis of student presentation outcomes before and after implementing the GPS model. Results and Discussion: The results revealed significant improvements in students' abilities to think critically about content alignment with audience expectations and effectively communicate technical information. In the discussion section, these results are contextualized in light of the theoretical framework, underscoring the effectiveness of the GPS model in fostering clear, explicit instruction and scaffolding in oral presentation skills. The study acknowledges possible limitations, including its scope within a single institution and the need for broader empirical validation. Research Implications: This research's practical and theoretical implications are discussed, providing insights into how the results can be applied or influence practices in STEM education. These implications could encompass curriculum development, pedagogical strategies, and enhancing communication skills in STEM fields. Originality/Value: This study contributes to the literature by highlighting the originality of applying the GPS model within the context of oral presentation instruction, marking a significant shift from traditional, less structured approaches to a more scaffolded and constructively aligned methodology. The relevance and value of this research are evidenced by its potential to impact pedagogical practices, particularly in enhancing the oral presentation capabilities of STEM students, thereby addressing a critical gap in STEM education and communication training.

Refraining from culture-related discussions in English as a foreign language classrooms: lessons from negative cases

IntroductionThis study examined the factors that determined English as a Foreign Language (EFL) teacher decisions to refrain extending the use of culture-related classroom discussions. Specifically, we focused on the episodes in which teachers decided against holding specific culture-related discussions, to better understand the reasons for limited inclusion of diverse cultural content.MethodsIn our examination of the data, we opted for the Theory of Planned Behavior as a lens to interpret teachers' motives for deciding at will not to have a culture-related discussion. The study followed negative case methodology to gain insight into why teachers avoided classroom discussions about culture. Within this methodology, we applied the Possibility Principle to define and select relevant sample of cases. To analyse the cases, we employed hybrid approach of qualitative methods of thematic analysis.ResultsA thematic analysis of teacher interviews (N = 30) revealed that Israeli EFL teachers' decisions to refrain from culture-related classroom discussions were influenced by their personal norms and attitudes, perceptions of their roles as teachers, social conventions, and expectations of various school stakeholders. Specifically, we found that the major barriers to conducting culturally-related classroom conversations in the Arab sector had to do with the values endorsed by the school culture, with teachers' tendency to avoid taboo topics in their teaching due to concerns about how students would react or become alienated. For immigrant teachers, personal norms and perceptions of control operated as key factors in their decisions to avoid sensitive issues. Majority teachers cited negative attitudes, moral panics, school culture and perceptions of control as principal reasons for avoiding controversial topics.DiscussionThe emergent patterns are discussed as embedded in the cultural and social norms with possible implications for teaching in the multicultural classroom.

초등영어 쓰기에서 비계를 강화한 내용-언어 통합(CLIL) 모델 개발

Objectives CLIL(Content-Language Integrated Learning) is an approach that aims to teach subjects through a foreign language, with the dual purpose of content and language learning (Marsh, 2002). CLIL classes require precise mediation of curriculum objectives, language goals, cognitive goals, and cultural objectives. However, there has been a shortage of practical classroom examples, making it challenging for teachers in the field to implement CLIL effectively. This research proposes an approach to bulid a model to integrate coding content and English in line with the 4Cs framework(Coyle, 2006; Coyle et al., 2010).
 Methods Through peer teacher interviews, teacher journals, and student interviews, students' cognitive and language challenges was detected, thus the model incorporated support into the existing 4Cs framework.
 Results The support includes providing the native language, multi-modal learning materials, and collaborating. As a result, the 4CS framework with additional scaffolding was presented.
 Conclusions This research aims to provide guidelines for CLIL instruction, offering detailed examples of CLIL approaches according to specific topics to facilitate the implementation of content-language integration in real classroom settings.

Tracing language teacher professional development through Perezhivanie: an argument for praxis

ABSTRACT In this paper, we build an argument for studying and promoting teacher development in dialectical teacher-researcher partnership, praxis, which is informed by perezhivanie, a dialectical unity of emotion and intellect . We will study the developmental trajectory of an in-service L2 teacher striving to give her learners agency in the teaching-learning process while navigating institutional structures. We guide the reader through this teacher’s development in a year-and-a-half praxis with two researchers, illustrating the joint process of sense-making to resolve tensions stemming from institutional constraints, learner expectations, and own practices. The data come from (a) teacher-researcher discussions, (b) a teacher interview, and (c) data sessions. Perezhivanie informed the design, researchers’ mediation, and data analysis. We illustrate how the teacher moved towards and realised her commitment to enabling learner agency in language teaching. We discuss the implications of making perezhivanie a central concept in teacher education with in-service L2 teachers, realised through praxis.

Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom

ABSTRACT This study explores the responsiveness of an elementary teacher’s support for emergent bilingual students by examining the connections between the teacher’s assessment expertise, formative assessment practices, and emergent bilinguals’ unique language needs in math classes. The study, which investigated the indicators that characterize a linguistically responsive and equitable formative assessment, included and prioritized the perspectives of emergent bilingual students. Primary data sources included classroom observations, teacher interviews, and student interviews. This study elucidates pedagogical practices that are beneficial for emergent bilinguals. It found that both emergent bilinguals and teachers generally agree on the best practices, including their understanding of the language support. However, at times, there is a discrepancy between what the teacher said and the support that emergent bilingual students need. This study contributes to a comprehensive understanding of what and how teachers should know and act for performing responsive formative assessments for emergent bilinguals. It has implications for further research and for teachers who work with emergent bilingual students in core content areas.

CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL USING ‘REACH’ COMMUNICATION PATTERNS TO IMPROVE STUDENT LEARNING OUTCOMES

This study used Contextual Teaching and Learning (CTL) model and Respect, Empathy, Audible, Clarity, and Humble (REACH) as a process for improving student learning outcomes in Study Program of Management of Health Information 1st grade. The objective was to improve student learning outcomes and found a model learning that suited students. Qualitative approach of initial observations with teacher interview, student learning outcomes at pre-cycle, exams at the end of the cycle, documentation, observation sheets, and field notes all contributed to the data collected for this classroom action research project. Data was reduced, presented, examined, and made conclusions. The results of this study analysis showed that in CTL process using REACH communication patterns showed positive results and were considered effective. The findings of this study indicated that the implementation of teaching and learning activities was in accordance with the learning model and could improve student learning outcomes in the cycle.

Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study

ABSTRACT This study presents an inquiry into the relevance of Bildung for students in (pre-) vocational education. While Bildung has seen a remarkable revival in international educational theory, its relevance for educational practice(s) remains under-investigated, particularly in vocational education. This paper presents the insights offered by a multi-method curriculum study, conducted as part of a larger project in which (pre)vocational teachers in the Netherlands experimented with their own role as a model of and for their students’ Bildung. Building on a thematic analysis of teacher observations, teacher interviews and student focus groups, we explore how six teachers enacted and perceived their modelling role, and how their students experienced it. While all teachers modelled elements of what they found important for their students’ Bildung, the teachers actually perceived as models of Bildung by their students were those who shared their own experiences and stories with students, and who related to them on a personal level by offering them support, trust and inspiration to pave their own paths in life. Based on our findings, we suggest implications for broadening common understandings of Bildung and modelling, as well as practical implications for teachers, teacher education and policy to foster vocational students’ Bildung.

PROFESIONALITAS GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN PRESTASI BELAJAR SISWA DI MA AL KHOIRIYAH KERPANGAN LECES PROBOLINGGO

study aims to reveal the professionalism of Muslim teachers and their influence on students' learning outcomes in MA Al-Khoiriyah schools. Using a qualitative approach, data were collected through classroom observations, teacher interviews, and document analysis. These results highlight the importance of academic background, subject mastery, and technology integration in improving the quality of education. The results also show that collaboration among teachers and support from government and schools play an important role in creating a professional learning environment. Teachers with appropriate teaching qualifications tend to provide higher quality instruction, and their overall mastery of the subject matter influences student understanding. Technology integration and innovative teaching methods were identified as key factors to increase student engagement. Moreover, cooperation and exchange of experiences among teachers is an effective way to improve teaching skills. Government and school support, including the provision of resources, training and support, has been shown to play an important role in promoting the professional development of Islamic teachers. A supportive work environment and incentives for good performance motivate teachers. The results of this study provide an in-depth understanding of the factors that influence the professionalism of Islamic teachers and their impact on the learning success of students at MA Al-Khoiriyah. Recommendations based on these findings include improving teaching skills, developing innovative teaching methods, and increasing collaboration among teachers. It is hoped that the implementation of these recommendations will positively contribute to improving the quality of Islamic religious education at madrasa level and more broadly in Indonesia.

Practicing inquiry: Investigating how coaches support teachers to lead inquiries in project-based learning classrooms

In high-quality project-based learning (PBL), teachers lead inquiries that position students as knowledge producers. We know little, however, about how to prepare teachers for this work. Following teachers through PBL professional development (PD) focused specifically on disciplinary inquiry (DI), researchers scored teaching videos, student work, and teacher interviews. Next, they examined relationships between teachers’ scores and the time their instructional coaches spent on four coaching practices: representing, decomposing, and reflecting on practice, and preparing teachers to enact practice. Results reveal that teachers improved at facilitating DI and that their growth was highly correlated with time spent analyzing representations of practice.

The effect of creative drama method in 4th grade primary school values education

The main purpose of this study is to determine the effect of creative drama method on the acquisition of "Responsibility", "Respect" and "Patience" values by fourth grade primary school students. The study was designed using the parallel mixed model, which is one of the mixed method designs. The study group of the research consists of primary school 4th grade students studying in a public school in the fall semester of 2018-2019 academic years. There were 42 students in the experimental group and 40 students in the control group. The research data were collected through the "Responsibility Scale", "Respect Tendency Scale", "Patient Behavior Scale", "Student and Teacher Diaries", "Teacher Interview Form" and "Personal Information Form". In addition, data were obtained with the "Word Association Test" to determine the conceptual change in values before and after the implementation. All in all, it has been established that the use of the creative drama method in values education is very effective in adopting values, embodying in-class learning, and encouraging the students to develop positive attitudes about the values discussed.

ANALISIS PENGARUH PENGGUNAAN MEDIA KARTU KATA BERGAMBAR TERHADAP KEMAMPUAN MEMBACA SISWA KELAS 1 SEKOLAH DASAR

Based on findings from MI Islamiyah Tugu Mantup researchers, researchers found that students' reading abilities were relatively low, there were some students who were able to read, but some still had difficulty reading. With this, researchers are carrying out research on picture word card media, which is expected to present a more visual and interesting learning concept for students. This research aims to conduct a qualitative analysis of the impact of using picture word card media on the reading ability of grade 1 elementary school students. The method used in this research is descriptive qualitative method, this research involves grade 1 students who are involved in learning using picture word cards as media. Data was collected through classroom observations, teacher interviews, and document analysis. The research results show that this media makes a positive contribution to the development of students' reading skills. Visualization of words through images not only improves contextual understanding, but also stimulates students' interest in the text. There was a significant difference in reading comprehension before and after media use, as well as a marked improvement in students' reading progress. Student engagement also increased, reflected in active participation in discussions. Teachers recognize the effectiveness of this media in creating an interactive learning environment. This research shows that picture word card media can be an effective learning tool to improve the reading skills of grade 1 students. It is hoped that teachers will integrate this media into the curriculum and provide additional training to teachers to maximize its potential. These findings contribute to the development of reading learning strategies at the initial level of education.

국어과 학습부진에 대한 국어 교사 인식 연구

Purpose: This research aimed to investigate the perceptions of Korean language teachers, who are practitioners of Korean language education, regarding the learning difficulties in the Korean language subject. By doing so, it sought to identify the specific patterns of perception regarding learning difficulties in the field and explore possible improvement measures to address these difficulties.
 Methods: In this study, a total of twenty-eight survey questions (including three open-ended questions) were developed through a two-step review process. The survey was conducted over a period of approximately two weeks, targeting 105 current Korean language teachers. The collected data were subjected to descriptive statistical analysis, including response frequencies, means, and standard deviations. Additionally, a verification of perception differences across schools of employment was conducted.
 Results: According to the analysis results, the levels of policy awareness and perception of the suitability of selection methods were relatively low. In terms of factor-specific perception, the perception index for factors related to the definition domain was high. Among the language subjects, the writing area had the highest level of reported learning difficulties, particularly in terms of vocabulary proficiency among the learning factors within each subject area. Teachers considered the low motivation and lack of learning willingness in their students to be the biggest challenges in instruction. They also had a slightly lower perception of the adequacy of the current remedial education program. As improvement measures, teachers perceived the following factors positively: selective measures based on teacher interviews and observations, implementation of remedial education for lower-grade middle school students, vocabulary enhancement, and appropriate content for teacher training.
 Conclusion: In order to effectively implement policies related to academic underachievement, it is necessary to increase teachers' level of policy awareness and diversify methods for selecting underperforming students. It is necessary to carefully consider the level and pattern of underachievement, synchronize defining factors, strengthen writing and vocabulary learning, focus on corrective education in the lower grades to prevent underachievement, and specialize the contents of teacher training considering the school level.

The Influence of The Andragogy Approach on The Problem Solving Skills of High School Students in Biology Learning

The andragogy approach is learning that directs students to independently solve problems. Students' low solving skills can be seen from the lack of student activity in the learning process resulting in low learning outcomes. The aim of the research is to determine the effect of the andragogy approach on students' problem solving skills in biology learning. The method used is quasi experimental. The research design is a pretest-posttest nonequivalent control group design. The research population was biology teachers in class XI and class XI high school students, totaling 239 people. The sample used a purposive sampling technique with a total of 144 students. Data on problem solving skills using case study questions and teacher interviews. Data analysis used the normalized gain test and independent sample t-test. The results of data analysis show that there is a significant difference between the average N-gain with a result of P = 0.001. The teacher's perspective shows that the andragogy approach improves students' problem solving skills. The research conclusion is that there is an influence of the andragogy approach on students' problem solving skills in biology learning.

Social and Emotional Self-Awareness Skills among Students: A Case Study

Self-awareness is the competency of how feelings, ideas, and moral principles affect an individual's performance in various settings, including the family or the classroom. The main purpose of this study is to look at the self-awareness and practices of students within the classroom. There are multiple stakeholders, i.e., teachers, heads & researcher observations, were included in this research. The case study offered the chance to gather rich contextualized data for SEL self-awareness skills of students’ skills and practices. The federal public secondary school was chosen to collect the data. Based on the results of the innovation configuration map (IC) on a list of potential participants, three schools were chosen. Before the final school site decision, a request for participation was made to all participating schools, with the administrators of each school participating. The information from the respondents was gathered using the purposive sampling technique. Student observations, focus group teacher interviews, and head interviews were used to gather data. To analyze the data, the researcher used NVivo 11 to interpret the results. The study results revealed that knowledge, abilities, and good communication among students, teachers, family & community are the best skills and practices indicated for decision-making. Curriculum designers should revisit the self-awareness competencies & practices in the curriculum.

The influence of isiBhaca on written isiXhosa of learners in the Senior Phase in Umzimkhulu

Learners in Umzimkhulu identify as amaBhaca and speak isiBhaca at home and with friends. However, at school, they use isiXhosa as a home language (HL) and first additional language (FAL). This article examines how isiBhaca influences isiXhosa in the educational space in Umzimkhulu. Research identified three schools across Umzimkhulu through which data were collected; using a qualitative approach, this article used document analysis and interviews for data collection. Data were gathered from 60 learners’ written essays and 6 teachers through semi-structured interviews. Findings revealed that isiBhaca influences written isiXhosa in Umzimkhulu. This was seen through the learners’ essays and teacher interviews. The conclusion of this study is that teachers should undergo standardised training on how to handle non-standard language speakers in class. At the same time, teachers should find a way of not disadvantaging learners who speak non-standard varieties and not encourage learners to develop negative attitudes towards their languages.Contribution: The contribution to the body of scholarship is the consideration of learners who speak dialects in the classroom and the view that teachers should be taught strategies to change their approach to teaching an HL. Teachers do not have to penalise learners for using non-standard languages, especially when they are non-standard varieties of the HL, which is mostly the standard language, but rather introduce them, for example, to the correct word in the standard language.

ANALISIS MINAT BELAJAR SISWA PADA MATA PELAJARAN IPA SD DAN SMP DI SD SMP SATAP 1 JEROWARU

Study This aim For analyze interest Study student on eye elementary and middle school science lessons at SD SMP Satap 1 Jerowaru . Type study This is method study descriptive. Form design used​ in researcher is qualitative. Technique data collection used as tool measuring or instrument covers Teacher interviews and Questionnaire to students, Questionnaires, and Observation to student. Interview used For get related data influencing factors​ interest study science. Questionnaire used For data collection with method submit question written For answered in a way written by students, with questionnaire We Can obtain information from respondents about self personal student or student things​ know. Questionnaire used For get related data profile interest students learn science. Observation used For obtain data related to the learning process in the classroom . Subject study This is all over class V and class VII at Satap Middle School Jerowaru , fifth grade teacher and class VII. Based on Results Questionnaire There are 10% of fifth grade elementary school students who are interested And on There are 15% of class VII junior high school students who are interested . Based on Results Questionnaire There are 15% of fifth grade elementary school students who are interested And on There are 15% of seventh grade junior high school students interested . Based on Results Questionnaire There are 30% of fifth grade elementary school students who are interested And on 20% of class VII junior high school students are sufficient interested . Based on Results Questionnaire There are 45% of fifth grade elementary school students who are interested And on There are 50% of class VII middle school students who are offline interested . So necessity cooperation between teacher and parent as well as environment school For create atmosphere learning fun​ For increase interest Study student especially on science learning . Replace pattern think students who think learning scary become learning fun​

Teacher practices and student preferences of oral corrective feedback in Indonesian EFL classrooms: A Vygotskian perspective

Oral corrective feedback (OCF) is considered a salient pedagogical process which teachers use to assist students to enhance their language learning. Less is known about which feedback practices students prefer or consider effective for particular language learning processes. From a sociocultural perspective, this study investigated the extent of congruency between teacher practices and student preferences for OCF in Islamic Senior High Schools in Indonesia. Using a mixed-methods approach, quantitative data were collected from 444 students using a five-point Likert scale and administered across one province. Complementary data were collected from classroom observations, teacher interviews and student focus groups. The analyses of these multiple datasets illustrate that teacher practices are not congruent with student preferences for OCF. Findings show that students favour feedback on vocabulary errors, whereas in practice, teachers respond more often to pronunciation errors. Students prefer negotiated feedback, but in practice teachers mostly use clarification requests. The groups are aligned in relation to one area; students indicate a preference for teacher feedback, likewise teachers’ practice demonstrably favours teacher feedback. Pedagogically, the findings indicate a need for teachers to transform their conceptual understanding and practices of OCF to better support student collaboration and mutual meaningful scaffolding for L2 development.

A Taxonomy of Subjective Control: Teachers‘ Narrative Accounts of a Teacher Evaluation System

Background or Context: Federal and state reforms have expanded accountability systems for school districts, schools, and teachers. However, there is little evidence that the implementation of new teacher evaluation systems relying on measures of student learning and measures of teaching practice, with differentiated performance categories and rewards and sanctions, have had broad positive influences on teaching practice and student learning. Purpose, Objective, Research Question, or Focus of Study: We seek to contribute to an understanding of the modest influence of teacher evaluation systems by focusing on the targets of the policies—teachers—and how they experience the evaluation systems. Drawing on principal-agent theory and control-value theory, each of which suggests that teacher control over their performance evaluations influences their behavioral responses to them, we develop a taxonomy of teachers’ narratives of their subjective control of their evaluations. Research Design: We interviewed 141 New York City teachers working in 27 traditional elementary, middle, and high schools in the 2015–16 school year, asking about their experiences with Advance, the New York City annual teacher evaluation system. We developed a thematic analysis system for coding and analyzing the interviews that began with a set of categories reflective of the larger project’s research questions and prior research on performance evaluation in general and teacher evaluation in particular. All told, we coded 4,077 excerpts from the 141 teacher interviews, an average of about 29 excerpts per interview. Findings: Seventy-one percent of the teachers in our sample indicated that they had no control over some aspect of their teacher evaluation ratings. Teachers noted three areas in their ratings that they deemed out of their control: other people’s behaviors, notably students, teachers, and the administrators observing and rating their classroom practice; the technology of teacher evaluation, especially the features of observation rubrics and student assessments, and for some teachers, statistical models; and the broader social context of the school, particularly the resources available to support teachers and students and the uncertainties of students’ home lives. A small number of teachers noted their control over their teaching practices and control over their own thoughts and behaviors. Conclusions or Recommendations: This study was situated in New York City at a time when many teachers believed the teacher evaluation system was designed to be punitive. Under these circumstances, teachers’ responses to the evaluation system hinge on their trust in school leadership and their perceptions of how much voice they have in the design and implementation of the system. This trust is enhanced when teachers have confidence that principals are able to observe their practice accurately and consistently.