Lesson Unit Research Articles

Using eyewitnesses to promote students' understanding of empathy in the history classroom

Empathy is important in our digitized and polarized world and an important aspect of education. What contribution can history teachers make to develop this in their students? In this study we investigated whether a lesson unit making use of eyewitnesses and designed from six pedagogical principles, resulted in more confidence in the ability to empathize, attributed importance to empathy and understanding of empathy by 10th grade students. In addition, we investigated the differences between two conditions: the use of a guest speaker versus eyewitnesses in a documentary. In this quasi-experimental intervention study, we used a pretest-posttest-follow-up design. The data were collected via questionnaires containing closed and open questions. The results showed that students (N = 97) in both conditions gained confidence in their ability to empathize and improved their ability to explain what empathy means and why it is important. After two months, progress on these items was still significant. In the condition with the guest speaker students scored significantly higher on understanding empathy than students who participated in the lesson unit with the documentary. This study contributes to the understanding of developing empathy through the use of eyewitnesses in history classes and the measurement of students’ understanding of empathy.

ANALISIS ISI BUKU AJAR BAHASA INDONESIA BAGI PENUTUR ASING ‘BAHASAKU 1: AYO BICARA BAHASA INDONESIA’

Teaching material is crucial for any teaching and learning process, including the Indonesian Language for Foreign Speakers (BIPA). Thus, the textbook becomes the essential facilitator and acts as the deciding factor for the success of the BIPA program. This study aims to deeply explore the content of the textbook planned and designed by Alam Bahasa Indonesia. The findings of this study would contribute as a recommendation for other BIPA course institutions, tutors, and activists of BIPA in terms of the BIPA textbook. The research method applied was descriptive qualitative. Data gathering utilized comprehensive documentation of the textbook. The source textbook is BIPA ‘Bahasaku 1: Ayo Bicara Bahasa Indonesia’. The researcher became the critical instrument for data gathering and analysis. The results show that the textbook is printed in A4 size (21 x 29,7 cm) with a paper width of 80 gsm. The book consists of 10 units of lessons, and each has illustrated conversation, grammar focus in a text box, grammar exercises, cultural notes, and a vocabulary list. The materials included in every lesson unit are (1) target language grammatical structure; and (2) materials in written text, topic, and exercises.

Implementasi dan Evaluasi Manajemen Pendidikan Islam di MAN 2 Padangsidimpuan

The purpose of this study was to determine the extent to which the implementation and evaluation of Islamic education management in MAN 2 Model Padangsidimpuan. To find out the success of the education program implemented, an evaluation is needed, which is called program evaluation. This research uses descriptive research method. This research method is a method that seeks to reveal the facts of an event, object, activity, process, and human as it is at the present time or a period that is still possible in the respondent's memory. The results of the study include there are macro and micro policies in Islamic education management at MAN 2 Padangsidimpuan. Macro policies for teachers to develop educational policies that have been set by the government, especially those related to the curriculum. In compiling an annual, semi-annual, quarterly, or lesson unit program, it must have the same components, namely objectives, lesson materials, learning methods and media, and evaluation, only the breadth and depth are different. The principal's policy towards increasing teacher professional competence at MAN 2 Padangsidimpuan from a macro perspective is that teachers are required to make learning tools: annual programs, semester programs, syllabus, and complete lesson plans in accordance with the 2013 curriculum. Micro policy, a policy made by the head of the madrasa, namely by increasing teacher competencies, including the professional competence of teacher professionalism. The policies are conducting professional coaching which includes: (1) seminar; (2) discussion; (3) training; (4) technical guidance/guidance by tutors/tutorials in class and teacher working groups (KKG).

Learning to use the Teaching Games for Understanding Model with Children who have Special Needs

The aim of this case study research was to examine how one experienced PE Lead Teacher in a specialist special school for children with social, emotional, and mental health issues learned how to implement the teaching games for understanding (TGfU) model into a unit of hockey lessons. The qualitative data collection methods consisted of two main methods, firstly there was the end of unit semi-structured interview of the PE Lead and secondly there were the Likert Scale student questionnaires which were completed on three occasions, before during and after the study covering sixteen hockey lessons over a four-month period. Using inductive data analysis indicated the experienced PE Lead was able to teach the principles of the TGfU model through a series of benchmarks which has been developed from the original model created by Bunker and Thorpe (1982) and further developed by Metzler (2011). The study has been able to show that the experienced PE Lead has been able to learn how to use the model through his own research and interest in the TGfU approach to learning and apply this to his PE lessons with students who have special needs. The findings have also shown that by using each of the TGfU model benchmarks the engagement, social behaviours and interest levels of the students have also improved. However, the study is limited to one model of learning (TGfU) and is focussed on a single experienced teacher of PE over a relatively short period of time.

Pre-Service Teachers’ Project-Based Instruction with Mathematics Problem-Solving

Project-Based Instruction (PBI) is prevalent in science classrooms, which focuses on real-world tasks as a vehicle for student learning. PBI can be a fitting instructional approach to enhance student mathematics problem-solving. This case study explored two pre-service secondary mathematics teachers’ PBI with mathematics problem-solving based on their intended and enacted lessons. Data sources were the pre-service teacher (PST)’s lesson plans and video-recorded classroom observations. Results from data analysis report that PSTs employed a wide range of heuristics in their lesson units and spent more time for facilitating student group work than other activities during the instructional time. The findings suggested that project-based design principles may encourage teachers to use problem-solving heuristics, especially for restating problems, using a model or diagram, and making suppositions. Furthermore, scaffolding with problem-solving heuristics can be enacted so that teachers keep students engaging and persevering in problem-solving toward reaching goals.

Culturally anchored lexical units in modern foreign language teaching

The question of interculturality and the plurilingual and pluricultural competence connected with it is often found at the heart of contemporary language learning debate. The documents drafted by the Council of Europe seem to reflect this fact. Nowadays, language teachers face the challenge of designing a lesson unit which not only contains and practises all aspects of the language but also develops all skills and competences through the process of so-called integrated learning. Language teaching and learning is coupled with cultural and linguistic anthropology which is often termed as anthropological approach in language teaching. The approach calls on the term: cultureme which denotes language items present in any language class material whose cultural embedding requires a more extensive semantic and pragmatic commentary. The methods, means and techniques employed within the eclectic teaching framework aim to eliminate a learner’s ethnocentric attitude and existing stereotypes which leads to the development of the plurilingual and pluricultural competence. Our research relies on our extensive experience acquired in the plurilingual and multicultural environment of 30 nationalities and 160 students of the College of Europe in Natolin while teaching Romance (French, Spanish, Italian) and Slavonic languages (Russian, Polish, Ukrainian).

Meaning Cognitive Theory with Lesson Study to Improve the Quality of Learning in Low School

This article presents a proposal to improve teaching excellence among elementary school students by using the Lesson Study (LS) approach. LS is a model of professional development of educators originating from Japan. In the LS process, a group of educators systematically reviews the practice of educators with the aim of producing a more effective teaching and learning process. It begins by identifying certain subject units that have problems in the teaching and learning process. Thus, objectives were set to provide the focus and direction of the research. Furthermore, the process of planning, teaching, observing, and evaluating lesson units is carried out. This process is repeated. Finally, a study report is generated and the LS findings are shared with other educators. This LS approach can mobilize pedagogical knowledge and skills among educators. It provides opportunities for educators to collaborate to overcome difficulties encountered in teaching subject units or methodologies. Thus, this approach is expected to provide benefits in improving students' understanding and academic achievement. Proposals regarding the implementation of LS in One of Primary Tamil School Malaysia will be discussed in this article.

Investigation of a Limited but Explosive COVID-19 Outbreak in a German Secondary School.

The role of schools as a source of infection and driver in the coronavirus-pandemic has been controversial and is still not completely clarified. To prevent harm and disadvantages for children and adolescents, but also adults, detailed data on school outbreaks is needed, especially when talking about open schools employing evidence-based safety concepts. Here, we investigated the first significant COVID-19 school outbreak in Hamburg, Germany, after the re-opening of schools in 2020. Using clinical, laboratory, and contact data and spatial measures for epidemiological and environmental studies combined with whole-genome sequencing (WGS) analysis, we examined the causes and the course of the secondary school outbreak. The potential index case was identified by epidemiological tracking and the lessons in classrooms with presumably high virus spreading rates and further infection chains in the setting. Sequence analysis of samples detected one sample of a different virus lineage and 25 virus genomes with almost identical sequences, of which 21 showed 100% similarity. Most infections occurred in connection with two lesson units of the primary case. Likely, 31 students (12–14 years old), two staff members, and three family members were infected in the school or the typical household. Sequence analysis revealed an outbreak cluster with a single source that was epidemiologically identified as a member of the educational staff. In lesson units, two superspreading events of varying degrees with airborne transmission took place. These were influenced by several parameters including the exposure times, the use of respiratory masks while speaking and spatial or structural conditions at that time.

Palm-Oil-Based Biodiesel in Indonesia: A Case Study on a Socioscientific Issue That Engages Students to Learn Chemistry and Its Impact on Society

This paper presents a case study examining the current controversial issue of palm oil production for manufacturing biodiesel in Indonesia. The study looks at how this issue was used as a context to teach chemistry at the undergraduate level. The lesson unit promotes general educational skills, which students need to develop in order to become actively involved in societal discussions as scientifically literate and responsible citizens. The study presents students’ views on socioscientific issues-based chemistry education centered around palm-oil-based biodiesel in Indonesia. Most of the students (N = 74) considered the socioscientific issues-based pedagogy to be motivating, relevant, and encouraging for both learning chemistry concepts and preparing them for participation in societal debate.

Digital stories, material transformations: reflections of education students in a pre-teacher program

PurposeThis study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011).Design/methodology/approachUsing grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews.FindingsThe seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper.Research limitations/implicationsThe research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis.Practical implicationsIn reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment.Social implicationsThe authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives.Originality/valueAs the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.

The Development of a COVID-19 STEM Module Based on the Inquiry Approach for Early Childhood Education

Many scholars have agreed that early childhood is a crucial stage in terms of a child’s physical, intellectual, emotional and social development. Therefore, it is imperative for all stakeholders to ensure good quality early childhood education for our future generations by promoting essential skills and content, especially in preparing children to cope and live with the new norms after COVID-19 struck worldwide. In this design-based study, we report on the development of a COVID-19 STEM (Science, Technology, Engineering and Mathematics) module specifically targeted for early childhood education based on the first three phases of the ADDIE (Branch, 2009) instructional model: Analyze, Design and Development. In the Analyze phase, we conducted a needs analysis by involving parents, teachers and children, and document analyses of teaching documents and standards. In the Design phase, we performed task inventory and composed performance objectives by incorporating multiple themes of the inquiry approach, COVID-19, STEM and moral reasoning. In the Develop phase, we generated content, developed supporting strategies, and conducted formative revisions. 10 lesson units were produced by focusing on COVID-19 essentials such as self-hygiene and preventative measures. STEM themes are mainly highlighted by the scientific experiments that the children carry out during lessons. All activities planned are inquiry-based to ensure better understanding of the topic. Moral reasoning is also embedded into all units by highlighting the moral values. It is hoped that the COVID-19 STEM module will better prepare our future generations through the combination of all four main themes.
 Keywords: COVID-19, early childhood education, STEM, ADDIE instructional design, inquiry-based

A Testing and Evaluation-Based Approach to Second Language (English) Writing: An Intervention Study

Efficient procedures of testing and evaluation when taken in a positive light are sure to boost the writing skills of the adult ESL learners by introducing a hedonistic element into their learning atmosphere. The grades the learners achieve in multiple series of mini tests in this context function as incentives to motivate them to continue with their learning. The pedagogical benefit of such a mechanism is interpreted in terms of the high levels of accuracy and appropriateness the learners begin to maintain in their writing in the course of time. In this context, this study focuses on the effectiveness of a testing and evaluation-based approach to developing the writing skills of the adult ESL learners. The intervention study made in this concern involves 80 participants of both genders divided into two groups as experimental and control. The subjects (N=40) in the control group were engaged in writing long essays on complete comprehension passages so as to conclude a lesson unit whereas the subjects (N=40) in the experimental group were engaged in carrying out mini tests on comprehension passages in fragments up to the completion of the lesson unit. When the achievement results of the two respective groups were compared with each other the degrees of reliability, validity, and practicality of the mini tests figured much higher than those of the essay tests. The findings of the intervention study also indicated that statistically there is a significant increase in the learners’ writing skills as a result of testing and evaluation-based approach. Therefore, it is concluded that using testing and evaluation-based teaching/learning approach in developing L2 writing skills is an effective instructional technique and a useful instrument.

Investigation of a Limited but Explosive COVID-19 Outbreak in a German Secondary School

Background The role of schools as a source of infection and driver in the coronavirus-pandemic has been controversial and is still not completely clarified. To prevent harm and disadvantages for children and adolescents, but also adults, detailed data on school outbreaks is needed, especially when talking about open schools employing evidence-based safety concepts. Here, we investigated the first significant COVID-19 school outbreak in Hamburg, Germany, after the re-opening of schools in 2020. Methods Using clinical, laboratory, and contact data and spatial measures for epidemiological and environmental studies combined with whole-genome sequencing (WGS) analysis, we examined the causes and the course of the secondary school outbreak. Findings The potential index case was identified by epidemiological tracking and the lessons in classrooms with presumably high virus spreading rates and further infection chains in the setting. Sequence analysis of samples detected one sample of a different virus lineage and 25 virus genomes with almost identical sequences, of which 21 showed 100% similarity. Most infections occurred in connection with two lesson units of the primary case. Likely, 31 students (12-14 years old), two staff members, and three family members were infected in the school or the typical household. Interpretations Sequence analysis revealed an outbreak cluster with a single source that was epidemiologically identified as a member of the educational staff. In lesson units, two superspreading events of varying degrees with airborne transmission took place. These were influenced by several parameters including the exposure times, the use of respiratory masks while speaking and spatial or structural conditions at that time.

Using a multidimensional approach to examine TPACK among teacher candidates

The Technological Pedagogical and Content Knowledge (TPACK) conceptual framework captures the complex nature of teacher knowledge essential for effective teaching in the digital age. TPACK is difficult to assess, however, particularly among teacher candidates whose pedagogical knowledge is developing. This study aimed to examine multiple ways to assess teacher candidates’ TPACK development and its application in response to a technology-focused coursework. Using a mixed-method, multi-assessment design, the study sampled 26 teacher candidates enrolled in a graduate-level course. TPACK survey at two time points and multiple course artifacts including course reflection, lesson delivery reflection and unit plan design were used for analysis. Quantitative survey data pointed to the significant growth in all domains of TPACK except for PK. Qualitative reflection data revealed themes supporting the growth in key TPACK domains. However, unit plan analysis revealed some inconsistency with the self-reported survey results, showing the limitation of TPACK survey. Unit plan data revealed variability and limited application of TPACK knowledge among teacher candidates who reported biggest TPACK growth, suggesting the necessity for providing more opportunities for acquiring TPACK in meaningful application. The study extends earlier research findings about the necessity of using multiple sources of information to assess teacher candidates’ TPACK development.

Almanca Edebiyat Eğitiminde Okuma Stratejilerinin Öğretimi

Das Ziel des vorliegenden Beitrags besteht darin, eine effektive Möglichkeit zur gezielten Förderung der strategischen Lesekompetenz im Kontext eines universitären Literaturseminars darzulegen. Vorgestellt wird in diesem Beitrag eine exemplarische Unterrichtseinheit, die entsprechend des kognitivierenden Instruktionsmodell ‚Explizites Training‘ gestaltet wurde. Die Unterrichtseinheit setzt sich im Sinne des Expliziten Trainings aus vier Trainingskomponenten zusammen und zielt darauf ab, die strategische Lesekompetenz von türkischen DaF- und Germanistikstudierenden im Kontext eines deutschsprachigen Literaturseminars zu fördern. Die unter der Beachtung des rekursiven Grundmusters des expliziten Trainingsmodells entwickelte Unterrichtseinheit exemplifiziert eine integrative Lesestrategievermittlung, von dem man sowohl im deutschsprachigen Literaturseminaren als auch innerhalb weiterer Studienseminare profitieren kann.

LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?

ABSTRACT In the scope of vocational critical language teaching materials, designing lessons that meet professional requirements at public technical high schools committed with the agenda of critical education for citizenship is something that deserves attention. If, on the one hand, the Critical Literacy framework substantiates practices that engage us with social changes (LUKE; FREEBODY, 1997), promote opportunities for developing critical views over dominant ideologies, cultures, economies, institutions and political systems (TILIO, 2013, 2017), and examine our loci of enunciation in order that we unlearn our privileges and learn from the subaltern (ANDREOTTI, 2007); on the other, the lesson materials available for technical high-school courses seem not to take these premises into account, especially the latter. In order to bridge this gap, I designed a lesson unit (Society Matters?), aimed at technical high-school 3rd graders, wherein Maria Lindalva’s autobiography, a subaltern ex-landless activist, creates opportunities for discussions over the ideals of work, effort and success that challenge hegemonic-common-sense ideology. Resorting to constructivist bricolage (DENZIN; LINCOLN, 2005) involving her video-autobiography, the language teaching unit, the memories of my pedagogic encounters with learners from 2015 to 2018, and two different lines of interpretation that were recurrently raised throughout, I examined to what extent the interpretations over Maria Lindalva’s narrative reflect and refract neoliberal capitalist ideologies, thus contributing to developing critical posture, as well as to the selection of texts for critical language teaching materials. The results showed the analysis that validates Maria Lindalva’s achievements may be confronted by the viewpoint of her relationship with scarcity (SANTOS, 2017), which favored learners’ developing critical posture; and, finally, that it was possible to take her narrative a step further showing what Maria Lindalva teaches us about selecting texts for critical language teaching materials.

Analysis of physical education lessons in the aspect of its organization, teacher’s work and attitudes as well as attitudes of students on the example of participant observation

Introduction: The lesson as the basic methodical unit is the most important link in the process of physical education. The aim of the research was to learn the organization and course of physical activities in early school teaching, teacher’s work and attitudes, and students’ attitudes towards lessons. Material and methods: The research used focused, public participant observation, which covered 128 lesson units in 19 randomly selected primary schools in Krakow. To describe the obtained qualitative data, the statement of numbers and percentages and the percent chart were used. Results: Most physical education lessons were held in the gym. A large part of physical activities were carried out contrary to the principles of building the lesson. There was also a lack of individualization of requirements for students, the use of praise and grades for correctly performed exercises, and the enforcement of instructions given to students. Almost half the lesson was unattractive. During the classes very good treatment of students by teachers was visible. Conclusions: In addition to well-conducted preparatory activities before PE, a number of organizational and methodological errors were noted. Teachers’ attitudes towards tasks related to conducting physical activities were not satisfactory. The attitude of students to the duties related to participation in physical education lessons was positive.

Development, implementation, and evaluation of a curriculum for medical students on conflicts of interest and communicating risk.

Background: Insufficient risk competence of physicians, conflicts of interests from interactions with pharmaceutical companies, and the often distorted presentation of benefits and risks of therapies compromise the advising of patients by physicians in the framework of shared decision-making. An important cause of this is that teaching on this subject is mostly lacking, or fragmented when it does take place [1], [2], [3], [4]. Even though the German National Competence-Based Catalog of Learning Goals in Medicine defines learning goals on the topics of conflicts of interest and communication of risk, there are no classes that integrate both topics. Our goal was to develop a model curriculum to teach conflicts of interest and communication of risk that would integrate statistical know-how, communicational competency on the presentation of benefits and risks, and the meaning and management of conflicts of interest.Project Description: The development of the curriculum took place according to the six-step cycle of Kern et al [5]. An integrated curriculum was conceptualized, piloted, and adapted with the support of experts for the topics of shared decision-making, conflicts of interest, and communication of risk. The final version of the curriculum was implemented at the medical schools of Mainz and Heidelberg and evaluated by the students.Results: The final curriculum consists of 19 lesson units. The contents are the fundamentals of statistics, theory of risk communication, practical exercises on communication of risk, and the fundamentals of the mechanisms of effect of conflicts of interest, recognition of distortions in data, and introductions to professional management of conflicts of interest. The course was implemented three times at two different medical schools with a total of 32 students, and it was positively rated by most of the 27 participating students who evaluated it on the 1-6 German school grading scale (mean: 1.4; SD: 0.49; range: 1-2).Discussion: The curriculum we developed fills a gap in the current medical education. The innovative concept, which sensibly connects the transmission of theory and practice, was positively received by the students. The next steps are an evaluation of the curriculum by means of a two-center randomized study and the implementation at German and international medical schools. The process should be accompanied by continuous evaluation and further improvement.

Ólíkur félagslegur og menntapólitískur veruleiki íslenskra framhaldsskóla: Nám til stúdentsprófs í 20 ár af sjónarhóli framhaldsskólakennara og -stjórnenda

Lengi framan af var framhaldsskólamenntun til stúdentsprófs aðeins fyrir fáa útvalda úr efri lögum samfélagsins. Með tímanum jókst aðgengið og nú er framhaldsskólum á Íslandi skylt að mennta öll ungmenni undir 18 ára aldri sem lokið hafa grunnskólaprófi. Stór hluti þeirra þreytir stúdentspróf. Nám til stúdentsprófs hefur þróast og breyst undanfarna áratugi og þar kemur ekki eingöngu til stækkandi hópur nemenda sem sækja framhaldsskólann heldur ekki síður tilteknir alþjóðlegir menntastraumar og samfélagsbreytingar sem hafa sett mark sitt á kerfið. Þessar breytingar hafa snert framhaldsskólana og starfsaðstæður innan hvers þeirra en þó með misjöfnum hætti. Með þessari rannsókn var ætlunin að skoða starfsaðstæður kennara og stjórnenda; a) hvort og þá hvernig þær hefðu breyst á 20 ára tímabili, b) hvort og þá hvernig hugmyndir viðmælenda mörkuðust af ólíku félagslegu samhengi og markaðsstöðu skóla og c) hvort munur væri á upplifun kennara annars vegar og stjórnenda hins vegar. Rannsóknin byggðist á einstaklingsviðtölum við átta reynda kennara og stjórnendur í fjórum íslenskum framhaldsskólum. Val á framhaldsskólum í rannsókninni miðaðist við skóla með annaðhvort hátt eða lágt höfnunarhlutfall við inntöku. Í ljós kom verulegur munur milli skóla eftir höfnunarhlutfalli. Stefnubreytingar stjórnvalda varðandi styttingu og fræðsluskyldu orkuðu ólíkt á skóla eftir markaðsstöðu þeirra þó að allir viðmælendur hafi verið neikvæðir gagnvart henni. Hins vegar voru aðrar breytingar sem orkuðu með svipuðum hætti á viðmælendur, eins og aukið álag og foreldrasamstarf og almenn ánægja með hækkun sjálfræðisaldurs. Munur á skoðunum og viðhorfum kennara og stjórnenda var lítill og frekar að skoðanir væru skiptar milli skóla en milli viðmælenda innan sama skóla.

STEAM-Inspired Curriculum for Middle School Students: A Case of Stop-Motion Animation Unit

The goal of this research project was to develop integrated units of study appropriate for middle-school students. This study has shown that in order for integration to be meaningful and successful, there must be an equal emphasis placed on all components of instruction. For the effective STEAM-inspired instruction, collaboration and communication between all involved teachers were significant. The lesson unit developed as action research feature the collaboration of teachers from a variety of subject areas who naturally aligned their objectives and standards with each other. For example, the Stop-Motion Animation unit was implemented through a collaborative effort between the Computer, Science, and Art Teachers. Each unit also features lessons that cater to different learning styles and that are evaluated by multiple forms of assessment. In addition to the development of practical lessons, the researcher also produced two surveys for colleagues and students to understand the middle school students’ attitudes and interest levels toward the integration of the art into curricula. The survey results indicated a significant interest in arts integration, but also a concern among teachers about the actual implementation of integration practices.