Mutual Teaching Research Articles

The Impact of Reciprocal Teaching Strategy on the Achievement of Fifth Grade Students in Arabic Reading in Erbil Governorate.

The goal of this study was to find out how the mutual teaching method affected the reading skills of fifth graders in Erbil Governorate. The experimental method used in the study was to look at how the independent variable affected the dependent variable by gathering data and using the right statistics analysis to get the results. The study population was all fifth-graders in Erbil Governorate who were learning reading in Arabic during the 2022–2023 school year. To make sure the study tool was valid and reliable statistically, an exploratory sample of 35 female students was chosen. The study sample was split into two groups: an experimental group with 33 students studying Arabic reading using the reciprocal teaching strategy and a control group with 33 students studying Arabic reading using traditional teaching methods. The study found that students in the experimental group got better at reading Arabic after receiving and giving lessons back and forth. This is a statistically significant result, which means that the students in the experimental group did better. As they used strategies that helped them understand what they were reading and became more aware of it, like the question the student asks, his explanations of words and structures they didn't understand, his guesses about what might happen in the text, his reading of the picture that went with the text, and his summary of the text he asked about and his predictions about what would happen in it. All of this makes him more aware of the texts.

The emergence and role of Lancaster in Mexican public education

The Lancaster mutual teaching model originated in late 18th century England and quickly spread to the American colonies after receiving positive responses in Europe. In the 1820s, renowned Spanish physician, educator, and publisher Manuel Codorniú Ferreras brought it to Mexico, making outstanding contributions to the newly independent nation in educational philosophy, system, and methods. In the mid-19th century, with the absence of a centralized institution for public education in Mexico, the Lancaster Company took on the significant responsibility of guiding the direction of national public education development. Although this function did not persist for too long due to political changes in Mexico, the educational system continued to play an important role in the Mexican education sector. The Lancaster Company and its teaching system exerted a positive and profound influence on the democratization and secularization of education in Mexico, laying important foundations for the modernization and reform of Mexican education.

Instance-level Adversarial Source-free Domain Adaptive Person Re-identification

Domain adaption (DA) for person re-identification (ReID) has attained considerable progress by transferring knowledge from a source domain with labels to a target domain without labels. Nonetheless, most of the existing methods require access to source data, which raises privacy concerns. Source-free DA has recently emerged as a response to these privacy challenges, yet its direct application to open-set pedestrian re-identification tasks is hindered by the reliance on a shared category space in existing methods. Current source-free DA approaches for person ReID still encounter several obstacles, particularly the divergence-agnostic problem and the notable domain divergence due to the absent source data. In this article, we introduce an Instance-level Adversarial Mutual Teaching (IAMT) framework, which utilizes adversarial views to tackle the challenges mentioned above. Technically, we first elaborately develop a variance-based division (VBD) module to segregate the target data into instance-level subsets based on their similarity and dissimilarity to the source using the source-trained model, implicitly tackling the divergence-agnostic problem. To mitigate domain divergence, we additionally introduce a dynamic adversarial alignment (DAA) strategy, aiming to enhance the consistence of feature distribution across domains by employing adversarial instances from the target data to confuse the discriminators. Experiments reveal the superiority of the IAMT over state-of-the-art methods for DA person ReID tasks, while preserving the privacy of the source data.

Guideline of Integration Flipped Classroom and Peer Teaching Method and Peer Teaching Method to Improve the Tennis Learning Outcome of Students at Wuhan Sports University, People's Republic of China

Background and Aims: This paper peer teaching flip classroom in ordinary colleges and universities influence the teaching of tennis, tennis class has become the main way for students to keep healthy vitality, with the progress of school sports development, university tennis sports teaching social influences is also increasing, in the whole university education system plays a more and more important role. To promote the reform and sustainable development of tennis courses, we will continue to improve the teaching methods of tennis sports in colleges and universities, and change the methods of teacher training, to better meet the educational needs of all sectors of society. Combine flipped classrooms with peer teaching methods and peer teaching methods, and improve the tennis learning results of students at Wuhan Sports University. This research aims to (1) survey the problem and obstruction of tennis at Wuhan Sports University, (2) Construct a tennis-flipped classroom draft guideline, and (3) confirm the tennis-flipped classroom draft guideline Methodology: The research results show that the mutual teaching of friends can make students more progress, and see what the teachers cannot see, the use of flipped classrooms can make students' physical quality and tennis technology learning effect more obvious compared with the traditional teaching methods. Results: The research results show that the mutual teaching of friends can make students more progress, and see what the teachers cannot see, the use of a flipped classroom can make students' physical quality and tennis technology learning effect more obvious compared with the traditional teaching methods. Conclusion: Cultivate students' self-control ability. The implementation process of flipped classroom teaching requires students to conduct it before class Watching video learning, some students have poor independent learning ability before class and do not follow the requirements of teachers. Following this, in the learning process should take the initiative to cultivate students' interest, so that students have internal motivation, teachers can be in class, the students should check the learning situation before class, supervise the students who do not complete, and take some measures to encourage students to take the initiative to study. Improve teachers' teaching ability and teaching quality. In the rapid development of the information age, flipped classroom teaching the success of learning cannot be separated from excellent teachers, and physical education teachers must be adaptable in teaching ability and teaching quality. Flipped classrooms should focus on process control. Before class, the recorded teaching video should be in line with the student's current learning level; in class, select the appropriate teaching method, and complete the teaching task, teachers should be each teaching link Reasonable control of time so that students can complete the teaching goal through efforts; urge students after class Practice, do a good job after class study check, pay attention to the control of each link.

Instructor versus Classmate Feedback in Written Tasks

This study, conducted in Abu Dhabi, UAE, explores the impact of instructor versus classmate feedback on student writing tasks. It delves into the evolving educational landscape, where modern teaching methods, including feedback mechanisms, are reshaping traditional teacher-student dynamics. The study examines the effectiveness of peer education strategies, where students engage in mutual teaching and learning, against traditional instructor feedback methods. The research incorporates a comprehensive literature review, highlighting the increasing importance of blogs in language learning and the role of peer feedback in writing classes. The study methodology involves a questionnaire distributed to 150 secondary school students, assessing the influence of teacher and peer feedback on writing tasks. Results indicate that peer reactions hold more sway over student performance than instructor feedback, a finding consistent with global educational trends emphasizing collaborative and student-centered learning approaches. This study contributes to the broader discourse on the efficacy of modern teaching methods in enhancing student learning outcomes.

Source-free Style-diversity Adversarial Domain Adaptation with Privacy-preservation for person re-identification

Unsupervised domain adaptation (UDA) techniques for person re-identification (ReID) have been extensively studied to facilitate the transfer of knowledge from labeled source domains to unlabeled target domains. However, the need to access the source data raises privacy concerns in real-world scenarios. To overcome this limitations, source-free domain adaptation (SFDA) was introduced, enabling adaptation without requiring access to the source data, relying instead on a well-trained source model. Nevertheless, existing SFDA methods assume a shared label space and overlook the significance of domain-style discrepancies in person ReID, limiting their applicability to source-free domain adaptive person ReID. In this paper, we present a novel approach called Source-free Style-diversity Adversarial Domain Adaptation with Privacy-preservation (S2ADAP) for person ReID to address these challenges. Our approach effectively handles inter-domain pedestrian appearance style differences using GAN-based domain-style diversity augmentation and intra-domain individual style misalignment through adversarial mutual teaching learning, avoiding access to data from the source domain. We leverage a pre-trained model as a person appearance style encoder to enhance source-similar style diversity in the target domain and achieve intra-domain individual style alignment by introducing the domain style discriminator to promote the discriminability of person semantic features for domain adaptation. The experimental results on publicly available person ReID datasets affirm the efficacy of our approach, offering a promising and privacy-preserving solution for person ReID tasks.

Asymmetric double networks mutual teaching for unsupervised person Re-identification

Unsupervised person re-identification (Re-ID) has always been challenging in computer vision. It has received much attention from researchers because it does not require any labeled information and can be freely deployed to new scenarios. Most unsupervised person Re-ID research studies produce and optimize pseudo-labels by iterative clustering algorithms on a single network. However, these methods are easily affected by noisy labels and feature variations caused by camera shifts, which will limit the optimization of pseudo-labels. In this paper, we propose an Asymmetric Double Networks Mutual Teaching (ADNMT) architecture that uses two asymmetric networks to generate pseudo-labels for each other by clustering, and the pseudo-labels are updated and optimized by alternate training. Specifically, ADNMT contains two asymmetric networks. One network is a multiple granularity network, which extracts pedestrian features of multiple granularity that correspond to numerous classifiers, and the other network is a conventional backbone network, which extracts pedestrian features that correspond to a classifier. Furthermore, because the camera style changes seriously affect the generalization ability of the proposed model, this paper designs Similarity Compensation of Inter-Camera (SCIC) and Similarity Suppression of Intra-Camera (SSIC) according to the camera ID of the pedestrian images to optimize the similarity measure. Extensive experiments on multiple Re-ID benchmark datasets show that our proposed method achieves superior performance compared with the state‐of‐the‐art unsupervised person re-identification methods.

Gradient aligned domain generalization with a mutual teaching teacher-student network for intelligent fault diagnosis

Gradient aligned domain generalization with a mutual teaching teacher-student network for intelligent fault diagnosis

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.

DREAMT: Diversity Enlarged Mutual Teaching for Unsupervised Domain Adaptive Person Re-Identification

DREAMT: Diversity Enlarged Mutual Teaching for Unsupervised Domain Adaptive Person Re-Identification

Gradient Aligned Domain Generalization with a Mutual Teaching Teacher-Student Network for Intelligent Fault Diagnosis

Gradient Aligned Domain Generalization with a Mutual Teaching Teacher-Student Network for Intelligent Fault Diagnosis

Exploring the combination of self and mutual teaching for tabular-data-related semi-supervised regression

Semi-supervised learning (SSL) has drawn much attention since it can alleviate the predicament in which only limited labels can be accessed, with the help of numerous unlabeled data. Many deep neural networks (NNs) based SSL methods have been proposed recently, which mostly focus on image classification tasks, while fewer efforts have been taken to tabular data related regression scenarios. In this paper, to handle the semi-supervised regression problem for tabular data with NNs based methods, we empirically observe the demerits of previous methods and present a novel framework, to explore the combination of self teaching and mutual teaching. For one thing, self teaching is employed to each base learner by using consistency regularization so that the model is driven to be more stable and also robust to local perturbations. For another, the knowledge of other base learners is extracted and filtered to perform mutual teaching to avoid the confirmation bias problem and boost the training of each base learner. Here, we employ an uncertainty-based strategy for the filtering of knowledge in mutual teaching. Extensive experiments are performed on multiple real-world datasets to demonstrate the effectiveness of previous methods and the proposed framework, and further analyses are conducted to understand the influence of each factor in the proposed framework.

МЕТОДИЧНІ АСПЕКТИ ВИКЛАДАННЯ ДИСЦИПЛІНИ «ФІЗИЧНА І КОЛОЇДНА ХІМІЯ» ДЛЯ МАЙБУТНІХ ВЧИТЕЛІВ ХІМІЇ

Teaching would-be teachers of Chemistry disciplines should be specific due to the necessity of practice aimed training of would be professional teachers. Wholesome methodological training of professional Chemistry teachers can be provided by strengthening professional and pedagogical aiming of studying fundamental Chemistry disciplines. Implementation of this idea means development of the methods of professionally oriented studies of the courses of Chemistry disciplines and the course of Physical and Colloid Chemistry in particular. This approach provides shaping would be Chemistry teacher’s professionally significant competences, contributes to training professionals beginning with the freshmen years. From the point of view of would be Chemistry teacher training not only student professional competences should be shaped but also attention should be paid to methodological aiming in teaching it. While studyingbases of Physical and Colloid Chemistry, along with classical teaching methods special attention is paid to teaching methods, which are professionally aimed, which makes it possible to shape both competences in the field of the studied discipline and methodological competences necessary for would be Chemistry teachers. In the article key, general professional, special subject and subject methodological competences are identified, which are shaped at competence aimed teaching of Physical and Colloid Chemistry. Examples are given of shaping methodological competences in the lecture course, laboratory practice as well as during extracurricula work. Attention is paid to the application of the technology of tutor accompaniment of students, or mutual teaching principle, while doing the course of Physical and Colloid Chemistry, tasks for the tutor are offered, which are clearly professionally and methodologically aimed. Professional and methodological aiming of the course of Physical and Colloid Chemistry accompanied by fundamental training creates conditions for more successful development of professional competences. At the same time it promotes wholesome, system training of students, makes it possible for them to master the Methods of Chemistry material better and to feel at ease during school teaching practice.

Reakcje Stolicy Apostolskiej wobec wybuchu wojny na Ukrainie w 2014 roku

The article presents the results of research on the reaction of the Holy See to the outbreak of war in Ukraine in 2014. Numerous papal messages, letters, appeals, speeches and talks with representatives of diplomacy have been shown, which indicate active dialogue during the emerging conflict. The representatives of the Holy See initiated meetings in the international arena that dealt with the issue of peace in Ukraine. The publication also presents the dialogue and joint initiatives of religious communities in Ukraine, initiated by the Holy See. So is mutual teaching that unequivocally calls for a condemnation of violence and an end to hostilities in Ukraine. The implementation of the research process also shows the Holy See’s contemporary involvement in the current course of events and ensuring peace in Ukraine.

Flourishing Together Like a Troupe of Dancers in the Early Childhood Art Space

This article describes drawing events with a group of toddlers and an educator that I observed during my master’s research study. The article demonstrates how their artmaking space became a pedagogical third site in which the children, educators, and materials flourished together. First, I discuss how posthuman and new materialist perspectives in early childhood education invite consideration of how humans and more-than-humans coconstruct their experiences of mutual teaching and learning. Then, discussing some of the findings from this study, I illustrate how the art space might become a meeting place where children, educators, and materials live together. Finally, I suggest some areas for future research.

Character Building in Contemporary Islamic Education and the Impact of Rauḍah Al Aṭfal Teacher Character Values Implementation in Rauḍah Al Aṭfal (RA) Muslimat Nahdlatul Ulama’ (NU) 1 Dinoyo Malang City

The aim of this research is to gain a holistic understanding of: First, what are the impacts of the RA teachers’ character values implementation in RA Muslimat NU 1 Dinoyo, Malang City. Second, how to build RA teachers’ character in RA Muslimat NU 1 Dinoyo, Malang City in Contemporary Islamic education. Based on the desired objective, this is a case study using qualitative approach, that points out the importance of building RA (rauḍah al aṭfal) teachers’ character. Based on the dimension that seeks to understand the micro-subjective dimension that has dialectic relationship with the macro-subjective dimension , the paradigm used is Phenomenology. Ontologically, the paradigm understands that reality is complex and holistic. There are 16 pillars of Educators/Kindergarten Teachers’ Character Builder, namely: affection, appreciation, space Provision for Self Development, trust, cooperation, mutual sharing, mutual motivation, mutual listening, positive mutual interaction, mutual moral value embedment, mutual sincere reminder, mutual enthusiasm giving, mutual self potential seeking, mutual teaching with humility, mutual inspiration, mutual respect for diversity.

A Mutual Teaching Framework with Momentum Correction for Unsupervised Hyperspectral Image Change Detection

Deep-learning methods rely on massive labeled data, which has become one of the main impediments in hyperspectral image change detection (HSI-CD). To resolve this problem, pseudo-labels generated by traditional methods are widely used to drive model learning. In this paper, we propose a mutual teaching approach with momentum correction for unsupervised HSI-CD to cope with noise in pseudo-labels, which is harmful for model training. First, we adopt two structurally identical models simultaneously, allowing them to select high-confidence samples for each other to suppress self-confidence bias, and continuously update pseudo-labels during iterations to fine-tune the models. Furthermore, a new group confidence-based sample filtering method is designed to obtain reliable training samples for HSI. This method considers both the quality and diversity of the selected samples by determining the confidence of each group instead of single instances. Finally, to better extract the spatial–temporal spectral features of bitemporal HSIs, a 3D convolutional neural network (3DCNN) is designed as an HSI-CD classifier and the basic network of our framework. Due to mutual teaching and dynamic label learning, pseudo-labels can be continuously updated and refined in iterations, and thus, the proposed method can achieve a better performance compared with those with fixed pseudo-labels. Experimental results on several HSI datasets demonstrate the effectiveness of our method.

Interspeciality Othering: A Qualitative Analysis of Physician Interpersonal Conflict at the Time of Admission From the Emergency Department.

Purpose: Communication, teamwork, and conflict navigation among physician colleagues are core competencies for graduate medical trainees. 1 Yet, how these core elements of professional behavior are enacted in practice remains poorly characterized, and interpersonal interactions continue to be a central source of workplace conflict. 2,3 While this threat to an effective learning environment has been described in the nursing literature, 4 physicians’ experience of conflict with other physician colleagues remains poorly characterized. The goal of this study was to gain a more nuanced understanding of interphysician conflict to provide foundational guidance for how training communities can support best practices and curricular innovation regarding communication. Methods: Using a constructivist grounded theory approach, the authors explored the perceptions of interpersonal interactions of emergency medicine (EM) and internal medicine (IM) clinicians, using conversations regarding hospital admissions as a critical interface between members of these 2 disciplines. The authors used a purposive sampling approach to recruit participants and included EM residents and attending physicians and IM attending physicians who serve in the triage hospitalist role. Two authors conducted hour-long, semistructured interviews over Zoom. The 2 primary investigators then coded the transcripts according to Charmaz’s 5 3 stages of coding: initial, focused, and theoretical. Investigators used a constant comparative and integrative analysis to refine the interview guide, and interviews continued until thematic sufficiency was reached. Results: The authors interviewed 18 participants for this study, including 9 IM faculty and 9 EM providers (4 faculty, 5 residents). Participants identified primers, modifiers, consequences, and solutions to interphysican conflict. They described how preconceived perceptions of their colleagues’ specialty and misalignments in expectations around clinical care primed the learning environment for conflict. EM and IM providers also emphasized the role of word choices in creating mutual feelings of being undervalued, disempowered, and having their clinical judgment questioned. They described important personal and professional consequences that occurred secondary to this conflict, such as stress, burnout, job dissatisfaction, self-doubt, questioning their choice of medical specialty, and concerningly they expressed these encounters reinforced bias and stereotyping among specialties. Finally, providers suggested strategies to repair conflictual interactions and improve communication. They noted that focusing on honesty, empathy, teaching, and active team formation could be used to resolve or avoid conflict. Discussion: Our data suggest that interpersonal conflict between physicians is a pervasive issue. Participants describe that these encounters impact both their professional and personal wellness, which aligns with the broader workplace conflict literature. Interspecialty “othering” and preexisting biases and stereotypes prime the workplace for these conflictual interactions. They also serve as a lens to interpret misaligned expectations and difference of opinion as error, clinical incompetence, and work avoidance, which further propagate conflict. Trainees are exposed to interspeciality othering and expressions of other specialties’ relative inferiority early in training. These attitudes are often modeled by supervisors and play a role in specialty identity formation. Finally, propagation of bias and stereotyping is a concerning consequence of interphysican conflict and may serve to further the divide between EM and IM providers. Empathy, honesty, and mutual teaching are important strategies to combat stereotyping and othering and may help mitigate the deleterious consequences of interphysican conflict. Significance: Educators should specifically target interventions to foster improved interspecialty communication to promote conflict navigation and teamwork competencies. Learners need to not only understand how to give a structured handoff but also have strategies for both preventing conflict and navigating it once it does occur. Additionally, it is critical for educators to be mindful of the role that our words, actions, and attitudes play in influencing trainees’ perspectives of other specialties.

Collaboration between African Indigenous and Biomedical Health Practitioners: Perceptions Regarding Tuberculosis Treatment

Despite programmes developed to alleviate tuberculosis (TB) infection worldwide, South Africa is still reporting high rates of infection. Most South Africans believe in and consider using the medicine provided by African indigenous health practitioners (AIHPs) rather than consulting practitioners at modern health facilities. The isolated functioning of these two groups of practitioners motivated the government to establish the Traditional Health Practitioners Act (22 of 2007), to encourage AIHPs and biomedical health practitioners (BHPs) to collaborate on the healing of different diseases, including TB. The Mpumalanga province has been hit the hardest by TB and has a high infection rate. The study aimed at exploring and describing the perceptions of AIHPs and BHPs on collaboration concerning TB treatment in the Ehlanzeni district, Mpumalanga. A semi-structured interview guide was used to collect data from focus groups with 21 AIHPs and in-depth individual interviews with 10 BHPs. The findings of the study reveal differing perceptions, as some BHPs accept the Act and acknowledge collaboration, while others have concerns about standards of care, patient safety, and overdosing. They are reluctant to accept integration, as they see AIHPs as unscientific practitioners who use strong medicine that is detrimental to patients. The AIHPs welcomed the idea of working together and mutual teaching with the aim of empowering each other with knowledge regarding the treatment of TB, for the ultimate benefit of patients.

Palliative care in patients with left ventricular assist devices: systematic review

HintergrundBei terminal herzinsuffizienten Patienten gewinnt die Implantation von Linksherzunterstützungssystemen (LVAD) als Therapieoption zunehmend an Bedeutung. Diese Systeme werden als Überbrückung bis zu einer Herztransplantation (BTT) oder als definitive Therapie (DT) eingesetzt. Sie können die Lebensqualität verbessern und die Lebenszeit verlängern. Trotzdem bleibt die Prognose besonders bei DT oder bei Wechsel von BTT zu DT mit Blick auf die Lebenszeit und auftretende Komplikationen ungünstig. Bisher ist ungeklärt, ob eine LVAD-Implantation eine Indikation für eine frühzeitige Integration von Palliativmedizin darstellt.Ziel der ArbeitErfassung der aktuellen Studienlage über den Einfluss einer palliativmedizinischen Behandlung bei LVAD-Patienten.Material und MethodenIm Mai 2020 wurde eine systematische Literaturrecherche in 6 verschiedenen Datenbanken durchgeführt.ErgebnisseVon den 491 Treffern der Literaturrecherche wurden 21 Arbeiten in diese Übersichtsarbeit eingeschlossen. Durch die frühzeitige Integration der Palliativmedizin vor LVAD-Implantation erhöhte sich die Anzahl der Patienten mit vorausschauender Versorgungsplanung und Vorsorgeinstrumenten. Außerdem zeigte sich ein positiver Einfluss auf das familiäre Umfeld, das Symptommanagement und die Umstände des Versterbens. Es gibt verschiedene Formate für die Integration palliativmedizinischer Konzepte in die LVAD-Therapie.DiskussionDie frühzeitige und kontinuierliche Einbindung der Palliativmedizin im Verlauf einer LVAD-Therapie kann die Behandlungsqualität verbessern. Die Ausarbeitung von spezifischen Handlungsempfehlungen ist in Abhängigkeit vom Therapieziel (BTT oder DT) sinnvoll. Empfohlen werden Schulungen für Palliativmediziner und LVAD-Spezialisten.