Interactive Teaching Strategies Research Articles

Teachers' Experiences of Using Play and Al's Pals to Teach Socio-Emotional Skills Through Coaching Support Models

Interactive teaching strategies provide opportunities for engaging children in discussing difficult concepts such as socio-emotional wellbeing and wide range of ideas about their social and personal lives. However, few studies have explored preschool teachers’ efficacy of using coaching through ‘Play and puppetry programs as approaches to developing children’s emotional regulation, socio-emotional learning and wellbeing. This paper reports on a “Labyrinth Project” aimed to gain in-depth understandings of preschool teachers’ experiences and perspectives pertaining to their efficacy of using play and puppetry as tools to promote children’s emotional learning and development. The results showed that despite early challenges with the use of these two teaching strategies, coaching and professional development facilitated a progression from feelings of inadequacy to confidence to teach social emotional skills using play and puppetry. At the end of the second year of this three-year project, children demonstrated improved cognitive skills in managing their emotions. Suggestions are made on how to improve the project to achieve high quality outcomes.

Enhancing early children’s basic handwriting skills through hands-on participant team teaching: A monadic experimental design

This study investigated the impact of hands-on participant team teaching (HPTT) on children’s basic handwriting skills. Pre-test and post-test were conducted to measure changes in accuracy, correct strokes, consistency, control, grip, independence, and neatness. Initial observations revealed a teaching approach that heavily relied on parental assistance, which raised concerns about the student’s proficiency in basic handwriting skills. This monadic experimental study used seven early childhood pupils at a San Jose City, Philippines public school. Three researchers immersed themselves in teaching the selected students using HPTT, after a pre-test followed by a series of interventions then ended with a post-test. Experts validated rubrics used for scoring the pre-test and post-test. Qualitative data were gathered using semi-structured interviews. The pre-test results indicated a substantial deficit in basic handwriting skills. However, following the implementation of HPTT, the mean post-test score substantially increased, underscoring the effectiveness of the team-teaching intervention. Another critical finding is that guidance and personalized support play a pivotal role. Students who receive consistent help, especially in managing strokes and grips, consistently improve their handwriting abilities. This study highlights the impact of structured interventions and personalized assistance in honing handwriting skills. This highlights the potential of HPTT as an effective teaching method for enhancing children’s basic handwriting skills. The study underscores the importance of innovative and interactive teaching strategies and calls for further research to explore these findings’ long-term effects and generalizability to diverse student populations and settings.

The Impact of COVID-19 on the Transition to Emergency Remote Teaching

Purpose: The main objective of this study was to investigate the impact of COVID-19 on the transition to emergency remote teaching.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of COVID-19 on the transition to emergency remote teaching. Preliminary Empirical review revealed that the pandemic underscored the resilience of educators and students in adapting to remote teaching. It emphasized the crucial role of digital technology in education while highlighting disparities in access and the importance of professional development for educators. The study also recognized the significance of addressing the social and emotional well-being of both educators and students during times of crisis. Overall, it offers important lessons for policymakers and educators to ensure the adaptability and effectiveness of educational systems in the face of unforeseen challenges.
 Unique Contribution to Theory, Practice and Policy: The Diffusion of Innovations Theory, Social Learning Theory and the Technological Acceptance Model (TAM) may be used to anchor future studies on the transition to emergency remote teaching. The study recommends enhancing remote teaching practices by providing comprehensive teacher training in digital pedagogy, ensuring equitable access to technology for educators and students, and fostering a sense of community and collaboration in virtual classrooms. This includes ongoing professional development, addressing the digital divide, creating clear technology guidelines, and promoting interactive online teaching strategies. Additionally, the study underscores the importance of student feedback and the provision of support services to enhance the overall remote learning experience during emergencies.

Review of Interactive Teaching Methods of Music in Junior Middle Schools

At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting, opening up broader possibilities for cultivating students' comprehensive literacy. Based on the latest references, this article conducts an in-depth study of interactive teaching methods of music in junior high schools, providing a solid theoretical foundation for subsequent research.

A Review of 20 Research for Music Teaching in Contemporary Junior High Schools in China

This article provides a comprehensive review of the current status and future trends of music education in junior middle schools in China. The primary objective is to provide an insightful overview of the landscape by examining various aspects of music education. The research methodology involves a thorough examination of current practices, with an emphasis on synthesizing information from recent studies and research papers. The central theme emphasizes life-long learning as a core strategy in contemporary music education. Another important aspect explored is the emphasis on a music education strategy based on core skills. The article delves into the cultivation of students' aesthetic perception and overall quality, with the goal of providing a deeper musical experience and comprehensive development in music learning. In addition, the article discusses the application of interdisciplinary integration and interactive teaching strategies in music education. These strategies are presented with the goal of enhancing teaching effectiveness and promoting greater student engagement in the learning process, and the article emphasizes the importance of fostering students' sense of music and ability to appreciate music as integral components of improving core musical literacy. By citing relevant research, this review provides both theoretical guidance and practical references for junior middle school music education in China. In conclusion, the trajectory of junior middle school music education in China is depicted as evolving toward a more life-oriented, comprehensive, and interactive approach, with an emphasis on cultivating students' musical literacy and aesthetic ability.

Multiple iterations and messiness in the implementation of action research by Bhutanese secondary science teachers

Many theoretical models of action research depict its process as cycles that include several sequential phases. In Bhutan, teachers use Kemmis and McTaggart’s spiral model which has four phases of plan, act, observe and reflect to conduct action research for their professional learning. As a growing practice, the way Bhutanese teachers carry out action research is an emerging field of inquiry. This study explored how three Bhutanese secondary science teachers in a case study school conducted their first action research project using Kemmis and McTaggart’s model to improve student interaction in the class. Data were collected using diaries, interviews and observations. The analysis employed a three-step coding procedure of grounded theory. The findings showed that the science teachers conducted multiple iterations by moving back-and-forth between the four phases of Kemmis and McTaggart’s model. It demonstrated a messy and non-linear process of action research conducted through continuous reflection which was inconsistent with the neat cycles of Kemmis and McTaggart’s model. Despite a few challenges, the multiple iterations and continuous reflection helped the teachers to make progress in their action research and develop an interactive teaching strategy. Given the absence of multiple iterations and messiness in the action research knowledge disseminated to teachers in Bhutan, the study highlights the requirement for the Ministry of Education and teachers to consider mess and multiple iterations as a normal process of action research.

Clinical teaching practices in maternal mental health care: An integrated review.

WHAT IS KNOWN ABOUT THE TOPIC?: Mental health-related problems in pregnancy are now becoming a global health concern. However, most studies have reported that midwives are unable to assess and support maternal mothers due to poor preservice education. The findings of these studies needed to be explored further from the available literature to address the gap. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: The paper has identified maternal mental health core competencies and innovative clinical teaching strategies that nurse educators can utilize when supporting students theoretically and during clinical practice so that students should be adequately prepared for maternal mental health practice. Challenges and recommendations for clinical teaching were also identified. However, there are still gaps in the literature related to the effectiveness of teaching strategies to promote competence acquisition in maternal mental health. WHAT ARE THE IMPLICATIONS FOR EDUCATION?: The study results can be used by nurse educators to develop effective clinical teaching practices in maternal mental health care. The findings can be used in the development of best clinical teaching guidelines for maternal or perinatal mental health to be used by nurse educators for the undergraduate midwifery training programmes. ABSTRACT: Introduction Maternal mental health problems are commonly experienced by women; however, they are usually not adequately recognized and treated by midwives in Malawi. Evidence suggests poor preservice education by nursing colleges which affects the development of essential maternal mental health competencies. Aim The aim of the study was to review existing evidence on clinical teaching practices by nurse educators in teaching student midwives maternal mental health care. Method Integrative review method was used, and various databases were searched. Out of 1768 articles, 27 research articles met the inclusion criteria. The critical appraisal skills programme checklist tools were used to assess data quality. Thematic analysis was done by comparing, grouping and integrating data. Results Six themes emerged, namely: core maternal mental health competencies, professional regulation, interactive teaching strategies, collaborative partnerships, capacity building and shortage of resources. Discussion Clinical teaching is an important aspect of midwifery education. Utilizing student-centred teaching approaches helps students acquire competencies in maternal mental health care. Further research is required to identify the effectiveness of the clinical teaching methods. The Implication to Practice The study results can assist nurse educators to provide comprehensive clinical teaching practices in maternal mental health care which will aid in the development of maternal mental health competencies among student midwives.

The Role Of Islamic Education Teachers In Increasing Social Awareness And Environmental Awareness In The Young Generation

Purpose this article discusses the important role of Islamic religious education teachers in increasing social awareness and environmental awareness in the younger generation. Islamic religious education has a strategic role in shaping students' character and morals, including awareness of social and environmental issues. Teachers of Islamic religious education have the responsibility to integrate religious values with social and environmental issues in the learning process. This type of research is literature research. Data collection by observation and documentation. The result of this study is the existence of Islamic values that include ethics and social responsibility towards the environment. Teachers are also expected to be exemplary examples of practicing these values in everyday life. Through creative and interactive teaching strategies, teachers can help students understand the importance of caring for fellow humans and the environment and their role as agents of change. Keywords: Teacher, Islamic Education, Social, Environmental Concern

Emergency Skills in Athletic Training: Perceived Knowledge and Continuing Education

Context Continuing education (CE) in health care, particularly in athletic training, often fails to meet the needs of its participants. Rapid increases in available information make it necessary for CE to be delivered as efficiently as possible. Objective To explore whether an interactive teaching strategy and various characteristics of athletic trainers affected the perceived knowledge of emergency skills among certified athletic trainers. Design Quasiexperimental study with a single-group pretest-posttest design. Patients or Other Participants Certified athletic trainers (N = 81) at the Great Lakes Athletic Trainers' Association Annual Meeting and Symposium. Intervention(s) Emergency skills practice session for anaphylaxis, opioid overdose, diabetes, and asthma. Main Outcome Measure(s) Participants completed a preintervention perceived knowledge questionnaire (PKQ) that included background information questions and completed a postintervention PKQ. Results A statistically significant difference (P < .001) in PKQ scores from pretest to posttest was found with pretest scores being lower than posttest scores (89.59 and 103.02, respectively). Age and years of experience had a weak correlation with PKQ pretest scores (rs = .32 and rs = .33, respectively). Participant characteristics including additional certification (P = .012), anaphylaxis experience (P = .036), opioid overdose experience (P < .001), diabetes experience (P = .025), and combined emergency experience (P = .029) had significantly different pretest PKQ scores. Conclusions The use of an interactive teaching strategy in CE and certain athletic trainer characteristics significantly affected athletic trainers' perceived knowledge of emergency skills.

A SCALE DEVELOPMENT STUDY ON MOTIVATION SOURCES OF SPORT SCIENCES GRADUATES IN FOREIGN LANGUAGE LEARNING

Introduction: The motivational challenges faced by sport science graduates in foreign language learning are one of the focal points of research in this field. Foreign language learning is an important factor for sports science graduates. Because sport is an international field and requires communication, language skills are needed. However, lack of motivation affects the language learning process. Lack of motivation is an obstacle that sport sciences graduates face in foreign language learning. This situation leads to problems such as inattention, apathy and low level of success. The reasons for lack of motivation include difficulties in adapting to the requirements of language learning, lack of belief in language learning skills, lack of extrinsic motivation and difficulties in the language learning process. This is among the findings that sport science graduates are highly demotivated by the lack of knowledge to understand the advantages of language learning in their sport careers. Results: A supportive learning environment for sport sciences graduates should be provided and students are not given the opportunity to observe their progress in the language learning process. It is also among the results that the variety of learning materials and activities to increase motivation and the factors for interesting and interactive activities are not formed. It is among the results of the research that interactive methods that encourage active participation in language learning are not used. It is seen that participants in academic life do not work with real-life examples to improve their language skills. In addition, methods such as setting goals and tracking progress are not used by the participants for motivational purposes. Conclusion: It is a common problem that sport science graduates face a lack of motivation in foreign language learning. Various approaches such as awareness-raising activities, a supportive learning environment and interactive teaching strategies should be used to overcome this challenge. Increasing sport science graduates' motivation to learn a language has been shown to be a crucial factor for improving their language skills and expanding opportunities in their sport careers.

Metacognition through an Iterative Anatomy AI Chatbot: An Innovative Playing Field for Educating the Future Generation of Medical Students

Medical educators face many challenges instructing future medical students, specifically in the integration of learning technologies. To overcome these challenges, educators must implement learner-centered and interactive teaching strategies. Anatomical sciences are the cornerstone of medical education and provide the bedrock to layer conceptual understanding of the human body. With the “medical knowledge boom”, most medical schools have reduced the curricular time for anatomy instruction, resulting in a paucity of knowledge and issues incorporating anatomical knowledge in clinical scenarios. Modern pedagogical techniques combining AI chatbots with concurrent metacognitive frameworks can foster a deeper understanding of anatomical knowledge and analysis of clinical cases. Student reflection on the learning process allows for monitoring their progress and tailoring of learning strategies to their specific capabilities and needs. A.I. technology can aid in scaffolding knowledge with practical applications via iterative and immediate feedback in case- or problem-based learning formats. The use of textual conversations actively engages students and simulates conversations with instructors. In this communication, we advocate for the incorporation of AI technologies fused with a metacognitive framework as a medium to foster increased critical thinking and skill development that enhances comprehension. These skills are important for medical students’ lifelong learning process.

Impact of Active Learning Approach on Students Evaluation of Teaching

Objective: The present study was designed to evaluate the extent to which students were benefited from active learning approach of teaching. It was intended to check the usefulness of whiteboard as a teaching medium instead of more commonly used audio-visual aids like PowerPoint. Method: It is a cross-sectional descriptive questionnaire-based study. Interactive teaching strategy was used instead of diagnostic lecture. Instructor used only whiteboard as a teaching medium encouraging interactivity. At the end of the session, 150 students filled the form which comprised of 12 statements regarding evaluation of the instructor. Students were supposed to respond to them according to 5-point Likertscale. Only students≥18 Years and those willing to fill the form were included in the study. Exclusion criteria included students not willing to fill the form and those returning incompletely filled forms. The reliability of form was checked using Cronbach's Alpha which came out to be 0.8 proving it to be reliable. Results: The average overall score for the proforma was 54.5±3.901 out of 60. This showed that there was more positive perception about the instructor than negative after employing active learning approach. Conclusion: From the results of thisstudy, it can be concluded that active learning approach using whiteboard along with enhanced student interactivity is an effective way of teaching

Towards Interactive Teaching Strategies in Teaching English Literature

The study examined using interactive teaching strategies to raise the understanding of students in literary texts. The study used reciprocal teaching strategies with undergraduate students at UST University in Yemen. The sample research included 46 female students from the English Department's 4th level in the Faculty of Human and Social Sciences, UST. The study's sample was randomly chosen and divided into control and experimental groups. Both groups were taught the exact content of the literature; the experimental group was taught using novel reciprocal strategies, while the control group received instruction as usual by following the department plan. The development of students reading comprehension was tested using a Pre- and Post-Reading Comprehension Test (RCT) throughout the teaching of literary courses. According to the data analysis, there is a statistically significant difference between the students' accomplishments in the experimental and control groups. It was found that literature courses that included both direct and indirect teaching techniques proved to serve the majority of students better.

Virtual campus environments: A comparison between interactive H5P and traditional online activities in master teaching

AbstractTraditional face‐to‐face learning and teaching methodologies are currently being replaced or combined by virtual and digital campuses. In fact, a variety of online activities are available for virtual classrooms, becoming more interactive and creative teaching strategies. Among them, H5P is a free and open source platform that allows the creation of interactive content to be embedded in virtual campuses. This paper presents a comparison between traditional online and interactive H5P activities. The case study was carried out on the Wind Energy subject, within the MSc in Renewable Energies, assessing the impact on students and teachers through different indicators. The mean score of students who participated in the traditional online activity was 7.4/10, slightly lower than that of students who participated in the interactive H5P activity, which was 8.4/10. Actually, the statistical analysis showed that the proposed interactive H5P activity did not present a significant improvement on the average grade, in comparison to the traditional online activity. In terms of the students' perception, 75% found the interactive H5P activity easy to do, and 55% felt more motivated compared to traditional online activities. Moreover, teachers pointed out that the activity positively influenced students in terms of participation and motivation. These results confirm that the digital environment is here to stay, combined with other activities to fulfill all the skills and competences to be achieved.

Effect of reciprocal teaching strategy on physics student’s academic self-concept

This research determined the impact of reciprocal teaching strategies on students’ academic self-concepts in physics. Reciprocal teaching is a collaborative strategy in the form of dialogue between teachers and students about a text containing eight techniques. Provide predictions, question generation, clarifications, connections, visualizations, summaries, calculations, and feedback to measure students’ academic self-understanding in physics. Two groups were experimental groups (n=60) and learned physics through an interactive teaching strategy. The other group, a control group (n=60), studied physics in a traditional way, judged the effectiveness of each other’s teachings, and compared the control group with a controlled trial. Results indicated that mutual education was more effective than traditional approaches in improving students’ academic self-concept. The results showed that mutual teaching is a more effective strategy than traditional methods to improve students’ academic self-concept. There was a significant difference between the experimental group and the control group. In this study, we proposed using the reciprocal teaching strategy in secondary school physics classes to improve students’ physics learning. Teachers should also receive maintenance and maintenance training to integrate reciprocal teaching into the classroom environment.

Research on online inclusive education in Taiwan in the era of COVID-19

ABSTRACT Since 2019, many studies explored the effectiveness of online courses, but few investigated how to create an inclusive education context in the online course environment. In June 2021, this study conducted an online questionnaire survey of 208 ordinary class teachers and special education teachers from kindergartens, elementary schools, and middle schools in northern, central, and southern Taiwan via random sampling. The questionnaire consisted of six open-ended questions to examine the views of the participants. We used grounded theory to code and classify the qualitative data, and performed chi-square tests to quantitatively analyze the data obtained. The results indicated that most teachers recommended the use of interactive and cooperative online teaching strategies; the management of online inclusive education courses in the form of synchronous and asynchronous online courses to help students with special needs adapt to online courses; the building of a good cooperative relationship with parents and reducing the digital divide; full cooperation between ordinary class teachers and special education teachers; and sharing of textbooks and teaching strategies with each other. In addition, the majority of teachers considered their digital abilities below average, which was especially obvious among kindergarten and special education teachers.

305 Increasing Nursing Burn Care Knowledge Through a Podcast Platform

Abstract Introduction Various educational methods and platforms have been developed to teach burn care such as Advanced Burn Life Support, Fundamentals of Burn Care, e-platforms, and supplementary lectures. However, there are nuances to each burn centers’ practices that general knowledge courses do not address. This study investigates the usefulness of using a burn unit podcast as a platform to provide educational delivery of clinical explanations aimed at improving nursing staff knowledge and understanding of clinical burn care. Methods A seven-episode podcast curriculum was developed at our ABA verified burn center focusing on seven core topic areas: burn evaluation; burn resuscitation; inhalation injury; wound care/pain management; psychology/nutrition; exfoliative/electrical injuries; frostbite. Each podcast ranged from 14-35 minutes led by burn attending moderators. Baseline data was obtained via an 18 question pre-test completed by participants prior to gaining access to the podcast. A post-test was administered after listening to episodes, comprised of different matched questions. Participant feedback survey was also given. A matched pair analysis of pre and post test results was performed utilizing paired t-test to measure significance. Results Over the course of two years, 18 nurses (RN) with varying levels of experience participated in the study. Overall post podcast test score averages significantly improved from 0.77 pre to 0.90 post (P< 0.01). Specific knowledge areas of burn evaluation (0.76 pre, 0.93 post), resuscitation (0.38 pre, 0.88 post), and frostbite (0.69 pre to 0.97 post), were all significantly improved post podcast (p< 0.01). Wound care/pain management (0.88 pre, 0.9 post), psychology/nutrition (0.85 pre, 0.88 post) were not significantly improved. Exfoliative/electrical injuries demonstrated non-significant decrease in scores (0.94 pre, 0.83 post). 93% of RNs strongly agreed that the podcast speaker(s) were knowledgeable and engaged. 86.66% of RNs agreed that the interactive teaching strategy enhanced learning. Additional feedback noted that the podcast was, “entertaining,” “a fun way to learn,” and “a great way to introduce new information.” Conclusions Unit specific podcast can improve burn knowledge while engaging the adult learner. Analysis of results can help educators focus on areas that need further attention and emphasis. Nursing feedback revealed that a flexible method of electronic content delivery engaged and entertained the learner while increasing the effectiveness of knowledge attained. Applicability of Research to Practice Any burn center focused on education for adult learners as an adjunct to traditional means of learning.

Effects of I-Do-We-Do-You-Do Instructional Strategy on The Academic Performance of Students in Physics Practical in Ondo State, Nigeria

Teaching is an essential tool to bring about desired learning outcomes from the learners, so the need to package it with essentials is imperative. However, many researchers have contributed to different innovative and interactive teaching strategies that are effective to enhance the performance of students in science. It was from this perspective that this study sought to investigate the effects of I-Do-We-Do-You-Do Instructional Strategy (IWYIS) and Conventional Instructional Strategy (CIS) on the academic performance and retention of secondary school students in Physics practical in Ondo state, Nigeria. The study further sought to clarify gender differences on physics students’ retention. This was a view to ascertain the effect of (IWYIS). The study adopted the pretest posttest non-equivalent control group quasi-experimental research design. The population for the study comprised of Physics students in Ondo State, Nigeria. The sample for the study was fifty-five SSS 2 physics students drawn through multi-stage sampling procedure from four public secondary schools in the state. A self-developed Practical Physics Test (PPT)) was validated by three experts and used for the study. The reliability of the instrument was established using Kuder-Richardson 21 which yielded a reliability index of 0.85. The hypotheses were tested at 0.05 alpha level using Analysis of Covariance (ANCOVA) and independent sample t-test. The findings of the study showed that there were significant differences between the effect of IWYIS and CIS on the academic performance and retention of senior secondary school students in Physics practical at [F (1, 52) =19.07, p=0.000,] and [F (1, 52) =5.423, p=0.024,]respectively . IWYIS had more effect on the performance and retention of the students in Physics practical than the CIS. The findings further showed no significant difference in the mean score of male and female students in the Physics retention ability when exposed to I-Do-We-Do-You-Do Instructional Strategy. Based on the findings, recommendations made which included among others, I-Do-We-Do-You-Do Instructional Strategy, being gender friendly, should be used in the teaching of Physics, in Nigerian secondary schools. Keywords: Effects, I-Do-We-Do-You-Do Instructional Strategy, Academic Performance, Students, Physics Practical DOI: 10.7176/JEP/14-15-09 Publication date: May 31 st 2023

Mexican High School Students’ Perceptions Regarding Inductive and Deductive Grammar Teaching

The purpose of this study was to discover the perceptions that Mexican high school students hold toward deductive and inductive grammar teaching. This study followed the qualitative method to make sense of the data provided by the participants. The study took place in a private catholic high school in Guanajuato, Mexico. Three female Mexican students who were on average 17 years old were the participants in this investigation. This research was a case study that examined participants’ perceptions very closely. The data in the study were gathered through two questionnaires, and one interview. To analyze the data, the researcher implemented thematic analysis which permitted the identification of salient themes. Overall, the results seem to suggest that students perceive the implementation of the inductive approach as an interactive teaching strategy that generates an appealing learning environment. On the negative side, the participants considered that the use of the inductive approach took too much class time, and they saw this as a disadvantage. Moreover, the results indicate that students are used to the deductive approach, and they consider it to be easier to be applied and followed in the language classroom.

Child protection and safeguarding in initial teacher education: A systematic scoping review

To improve educational outcomes for maltreated children, there is an urgent need to strengthen the capacity of the education workforce to respond appropriately to their needs. We conducted a systematic scoping review to synthesize current evidence about child protection and safeguarding in initial (pre-registration) teacher education with the aim of developing a knowledge base, and understanding what we — as researchers, teacher educators, and professional accreditation bodies — can and should be doing better. Thirty-one studies (reported in 38 papers) met the inclusion criteria. Studies were coded inductively against standardised criteria and critically appraised. Coding of study aims yielded three themes forming a descriptive map of research in the field: (i) studies investigating student teachers’ perceptions of their preparedness to deal with child protection and safeguarding (n = 15); (ii) studies investigating preparation for child protection and safeguarding in initial teacher education courses (n = 14); and (iii) studies investigating student teachers’ preferences for future training (n = 2). We identified key contents or topics covered, teaching methods and delivery modes, time allocations, and personnel involved in course delivery. Findings show that child protection and safeguarding are seldom investigated in initial teacher education, averaging only one published study per year over a 32-year search period with most studies having been conducted in Australia and the UK. Time allocated to child protection and safeguarding in initial teacher education courses varied from 1 to 16 h. Content covered was limited to several core topics with primacy given to child maltreatment subtypes, indicators, and reporting duties. Delivery methods were dominated by lectures, workshops, and discussions. Few studies had investigated the efficacy of innovative and interactive teaching strategies or online learning. We conclude that child protection and safeguarding in initial teacher education may be improved by leveraging off existing well-designed, rigorously evaluated programs, which have been found to be feasibly delivered and acceptable to future professionals.