Education Classrooms Research Articles

Pre-Service Turkish and Classroom Teachers’ Views on Root Values

Values are the building blocks of a society; they create societies and contain their characteristics. Accordingly, the teaching of values is very important for a society. The role of teachers in the teaching of values is large. In the 2019 curriculum for Turkish language classes, such values are also referred to as ten root values. Therefore, it is necessary for teachers and pre-service teachers to know the ten root values in the Turkish language teaching programme in terms of teaching values. In this study, the views of pre-service Turkish teachers and pre-service classroom teachers on root values were analysed. The study group consisted of a total of 60 pre-service teachers from Turkish education (30) and classroom education (30) programmes who were studying at a public university in the second semester of the 2021-2022 academic year. A semi-structured interview form consisting of five open-ended questions was administered to these pre-service teachers and the obtained data were analysed with content analysis. When the results of the research were evaluated, it was concluded that pre-service Turkish and classroom education teachers considered values to be basic elements. Pre-service teachers described the role of values in education as supportive, while pre-service Turkish teachers also described the concept as necessary and pre-service classroom teachers described it as a way of raising useful individuals. It was concluded that both groups viewed root values as the values people should have, and the values they viewed as priorities were love and justice. Both groups suggested that empathy be added to the root values. Despite some differences, Turkish and classroom education pre-service teachers generally shared the same views on values and root values.

Digital Transformation in South African Public Higher Education Institutions – A Pedagogical Approach

Traditional teaching and learning approaches were disrupted by COVID-19, which led to a considerable movement towards online and remote education, with public universities having to adapt to new remote learning methods and a delayed academic calendar. While these changes allowed for continued learning during the pandemic, they also came with challenges and had implications on student performance and well-being. This transition brought to light the necessity for effective pedagogical practices to engage students in virtual classrooms, which also exposed existing disparities in access to technology and internet connectivity. Studies have focused on student access and success in transformative digital learning by redressing socioeconomic issues. Keeping students engaged and connected to what is being delivered has yet to be explored in Public Higher Education Institutions (PHEIs). Numerous tools are available to engage and connect students during teaching and learning. However, these are not optimally utilised in PHEIs due to a lack of knowledge of their existence; lecturers’ preferences; lack of skills in using engaging tools; conventional teaching style that is assumed to be working; and lack of will to adapt and change with the times. Changing from conventional classrooms to hybrid and online classrooms requires changing teaching methods and especially pedagogies. This study aimed to identify how PHEIs could better benefit from using 21st-century pedagogies in virtual classrooms now that the pandemic is over. A qualitative research approach was used to gather data. A desktop literature review was used from a constructivist paradigm to assess and select data to include in the study methodologically. Data was analysed using theme analysis. This study found that blended learning and virtual learning have high propensity and knowledge retention rates amongst students, given that the pedagogies used by lecturers align with the new requirements of active and engaging learning. This study covered a broad aspect of pedagogies underpinning learning in 21st-century classrooms and theories. Recommendations were made for improved active engagement in the 21st-century classroom. Keywords: Pedagogies, Covid19, Learning, Public Higher Education Institutions, Student Engagement

POLICY SERIES: DOCTORAL PROGRAMS IN GERONTOLOGY: PROVIDING LEADERSHIP IN POLICY AND AGING

Abstract Advancements in education, medicine, wealth, technology, and population health have increased individual life expectancies. Healthy aging is not just a function of healthy genes, however; aging is modified by the broader context, which, in turn, creates opportunities and challenges that must be addressed by society. Lack of organized responses to population aging exacerbate social inequities based on workplace discrimination, displacement, and impoverishment, and contribute to public health inequalities pertaining to disease and disability, isolation, and vulnerability among older adults. Public policy offers one of the most effective ways to address inequities and inequalities such as these. This symposium spotlights four doctoral programs that prepare gerontologists who possess subject matter expertise in aging policy, conduct reliable policy surveillance and sourcing, execute empirical evaluations of policy formation and implementation, and offer well-informed contributions to policy makers who are most involved with supporting and protecting older adults. These well-established academic programs at the University of Massachusetts Boston (Edward Alan Miller, PhD), University of South Florida (Lyndsay Peterson, PhD), University of Southern California (Kathleen Wilbur, PhD), and Miami University (Jennifer M. Kinney, PhD) offer classroom education, research, and service-learning opportunities for students to acquire expertise in aging and public policy. Together, these programs provide models for training a generation of leaders in gerontology who can contribute productively to policy development and debates, illuminate structures and processes of policy making and implementation, and deploy analytic skills needed to evaluate policies relative to multiple and often competing interests.

Challenges and Solutions of Discipline in Contemporary Classroom Education

The concept of classroom discipline refers to the various techniques utilized by educators to regulate the conduct and dispositions of pupils throughout the educational experience, with the aim of promoting compliance with institutional standards and fostering a secure, structured, and stimulating milieu conducive to learning. This article investigates the current methodologies and obstacles encountered by modern educational institutions in effectively addressing classroom behavior management. This article examines the perspectives of aspiring and novice educators on the significance of discipline within the classroom setting. It underscores the criticality of effective communication and collaboration among educational institutions, families, and communities in fostering a conducive and inspiring learning atmosphere. This article examines the perspectives of students in the field of education sciences and novice teachers on the origins of inappropriate student behavior and its impact on the educational process within the school setting. Additionally, the article suggests effective strategies and techniques for fostering responsible and appropriate behavior in the classroom. The article underscores the significance of both initial and continuous professional development in effectively managing student behavior, as well as preventing and addressing incidents of school violence.

Social Transformation in English First Additional Language Teaching and Learning Classrooms: Multilingual Pedagogy

Appreciating indigenous knowledge systems and the rich history and tradition of South Africa as essential factors in fostering the principles outlined in the Constitution, is one of the aims of the South African Language in Education Policy. The main objective of this paper was to propose a multilingual pedagogy in English First Additional Language classrooms that will cater for all learners in order that they benefit in the learning environment. This study was underpinned by the Indigenous Standpoint Theory, which advocates for a renewed look at how various institutions interpret and analyse indigenous knowledge systems. A qualitative approach, entrenched in an intepretivist paradigm, was utilised to gather data from 12 conveniently sampled grade 10 English First Additional Language educators from the Eastern Cape rural schools in the Eastern Cape Province of South Africa through semi-structured interviews, and observations. The results of this inquiry indicated that social transformation could be achieved through the use of the learners’ primary languages through codeswitching, translation, and translanguaging as alternative instructional strategies. Social transformation has emerged as an emancipatory factor in EFAL teaching and learning as learners participate actively when their primary languages, in which they are most proficient, are recognised in the classrooms. Thus, a multilingual pedagogy will benefit all types of learners. The author recommends that the Language in Education Policy should have a transformed look at the recognition of indigenous languages, and further recommends multilingual education to have equal educational opportunities. Keywords: English First Additional Language, Indigenous Languages, Multilingualism, Social Transformation.

Activation of Learning and Cognitive Activity of Intending Teachers During tea Transition from Distange to Classroom Learning

Introduction. The study analyzes activation of the learning and cognitive activity of intending teachers in the context of transition from distance learning, that was carried out in universities of our country during the pandemic, to real classroom education. The purpose of the article is to show that under the conditions mentioned activation of learning and cognitive activity of intending teachers is of vital importance and has some new meaning. Methodology: concept of learning activity, approaches to organise education process (activity, competence, and personal ones). Methods of the study: theoretical – analysis of scientific literature on the problem, anal- ysis of educational programmes for Baccalaureat 44.03.01 (Pedagogical education) of different profiles; projecting educatiinal resources snd means aimed at activating learning and cognitive activity of intending teachers; practical – pedagogical observation, interview. Results of the study. The following components of the learning and cognitive activity of intending teachers are presented: the goal-setting, content-related, operational and activity-based, and evaluative components. The significance is attached to the fact that activation of the learning and cognitive activity of intending teachers is a holistic and complete process. It involves each of the components of the analyzed activity and ensures their consistent realization, starting with the goal-setting component and ending with the evaluative one. In accordance with these components, the article presents the ideas about the activation of learning and cognitive activity of intending teachers in the context of transition from distance to traditional classroom learning. The article concludes by stating that due to quite a long distance-learning period during the pandemic and the necessity to use distance-learning technologies, teachers and students have accumulated a lot of experience working with information and communication technologies. In the realities of the face-to-face classroom education this experience takes them to a new level of interaction in the process when intending teachers study the subjects included in the curriculum. This sets the aims of searching for optimal ways of activating their learning and cognitive activity.

Inclusive Growth, A Gateway of Sustainable Development of Higher Education Through Open and Distance Learning in India

Education play important role for crucial development of society as well as young generation, because it build and developed a person's beliefs, ideologies, values and take a substantial role to inclusive growth of any country. Inclusive education refer to empowering of every children with skills and knowledge’s, given equal opportunity of every children to access education equally. At the present context open and distance learning open horizontal windows of education for increasing learner participations and educational opportunities for many compatible learners who are deprived of to access classroom education due to financial, sociocultural and geographical barriers. Open and distance learning education system focuses on open access to education and learners free from the constrains of time and place and also get the opportunities of flexible learning. Nowadays educational policy of India has been emphasize to integrations of many ICT tools (audio-visual media- radio, television broadcast, video compact disc, video text, computer etc) and e-learning platform(SWAYAM,DIKSHA). For improvement of inclusive growth through open and distance learning for the quality of education and its aims to providing support and facilitated quality, access and equity for learning process in distance learning through interactive activities, by the inclusive growth through open and distance learning advocating peer to peer collaboration and also impact a great sense of autonomy and responsible learning. By the using of ICT integrated tools in education curriculum evaluation can be diversified and building intellectual capability of learners as well as inclusive growth of higher education system. Higher education is the backbone of any knowledge society. Availability, accessibility, acceptability of learning recourses of higher education level can be lead sustainable inclusive growth of education system and also give the opportunity of education for all students at same platform. National Educational Technology Forum(NETF) is a important scheme of Nation Education Policy(NEP)-2020 which will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning ,assessment ,planning ,administration and so on both school and higher education. Open and distance learning one of the most rapidly growing field of education nowadays, because of its major contribution in enhancing the Gross Enrollment Ratio(GER) in higher education and also have a sustainable impact on all education systems specially higher education.

Digital Storytelling and Multimedia Tools for Teaching Language and Literature

This study explains how digital stories are used in teaching language and literature. This paper shows how the art of storytelling can be effectively used with growing digital technology. There is a tremendous shift from print to digital media in the 21st century. The traditional oral storytelling method has changed to visual digital media stories with video, audio, and 3D objects, this helps the readers to interact with stories currently. Digital storytelling is the result of combining different media elements into a coherent story. The digital story presentation is short but it is attractive. They stimulate the senses and imagination and are suitable for different learning styles. Nowadays our student curriculum is different, they have distance education, online education, and direct education. Because of this, we have to blend our classroom education with computers and new technologies. Teachers and professors use computers, scanners, printers, cameras, and the Internet in classrooms. Teachers use effective technology to increase student learning and understanding. In the olden days, people tell stories to children at bedtime, nowadays computers are creating multiple stories, and humans need not want to break their heads to tell stories. Everything is digital now, so it is much easier to create stories for our written literature and second language teaching. The students are very interested in seeing visual stories for their lessons.

Research on the Second Classroom Education in Local Colleges and Universitie

The extensive development of second classroom activities outside the first classroom of college students in local colleges and universities is of great significance to the cultivation of "Four Haves" new people in undergraduate students' ideology, values and outlook on life. In this process, find the fundamental problems and provide targeted solutions, so as to ensure that the second classroom activities play a fundamental role in the ideological and political education of college students in the new era.

Student Diversity and School Climate in the Mediterranean Zone: A Comparative Study

This study aimed to identify the extent student diversity and school climate vary within and across France, Italy, Spain, and Turkey, to investigate and compare the impact of student diversity on school climate in the selected Mediterranean countries. A quantitative research design was adopted by using the data of 41,789 teachers obtained from the dataset of the Teaching and Learning International Survey (TALIS) 2018. The research questions and hypotheses were formulated to investigate the extent of student diversity and school climate variations within and across the selected countries. Accordingly, the variability of general school climate, teacher-student relations, teaching experience in multicultural classrooms, teachers’ self-efficacy in multicultural classrooms, the presence of students from various ethnic backgrounds, and diversity practices were tested in the schools of France, Italy, Spain, and Turkey in the research model. Statistical analyses, including chi-square and t-tests, ANOVA, and multiple regression analysis, were conducted to test the hypotheses and examine the relationships between student diversity and school climate. The findings revealed significant variations in student diversity and school climate within and across the participating countries, and evident relationships between student diversity and school climate were discovered and compared among the selected Mediterranean countries. This study contributes to the knowledge base of educational policymakers, administrators, practitioners, and teachers by guiding them in creating inclusive and supportive learning environments that promote positive student experiences and academic success and suggesting the need for policies and practices that support inclusive education and foster positive school climates in multicultural classrooms.

Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education

Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education

Using Storytelling to Build Resilience Among Learners in the Post-Covid-19 Pandemic Era

The COVID-19 pandemic has created anxiety, depression and loss of existential meaning in local and global communities. It left behind children who bear the pain of losing their parents, siblings, relatives and friends while dealing with their sicknesses, including those that result from psychosocial stress, and/or contending with poverty. The problem is that children did not receive adequate psychosocial interventions that could contain their negative emotional experiences, help them to heal and build resilience that could enable them to deal with future adversities. Post-Traumatic Stress Disorder (PTSD) may manifest later in their lives. This paper investigated the use of storytelling to build learners’ resilience and restore their existential meaning Post-COVID-19 pandemic. This conceptual article has been designed within qualitative research and follows an interpretivist paradigm. Document analysis was employed to collect data. Documents reviewed indicated that there is limited research done on the effects of integrating bibliotherapy in learning processes. The article contends that classroom pedagogies should integrate storytelling to help children build resilience. This paper recommends storytelling as an innovative teaching strategy that could help young children build resilience. Therefore, the relationship between bibliotherapy and resilience has been discussed. The recommended strategy is premised on the understanding that when children are involved in storytelling that aligns with their cultures and experiences, it can foster change in cognitions and mobilise intrinsic and extrinsic assets that enable them to cope with adversities. Keywords: Resilience, Storytelling, Psychosocial, Post-Traumatic Stress Disorder, Bibliotherapy

Quality Improvement in Inclusive Education for Support Systems and Attitudes - Evidence form the Sichuan Province of China

The global trend of inclusive education has accelerated the process of education inclusion worldwide. China has embraced this trend through the practice of inclusive education in regular classrooms. Using the quantitative methods of descriptive analysis and regression analysis, this paper examines the relationship between the quality of inclusive education and the supporting environment and attitudes in Sichuan Province, China. A total of 6,000 respondents from 21 cities and prefectures in Sichuan Province participated in the survey and completed questionnaires. The collected data were analyzed using IBM SPSS Statistics 29.01 software. The study analyzes public perceptions of inclusive education, views on the quality of inclusive education, evaluations of student participation, and perceptions of the supporting environment. The results indicate that the quality of inclusive education is influenced by attitudes towards inclusive education, teacher support, societal and environmental support, and parental support. To enhance the quality of inclusive education, the focus should be on cultivating positive attitudes toward inclusive education, developing inclusive education policies, and strengthening support systems. Furthermore, the analysis reveals that increasing student participation in school activities, enhancing knowledge and teaching strategies related to inclusive education, and improving support resources can effectively enhance the implementation quality of inclusive education.

Promoting teacherpreneurship in creative education through Instagram

Teacherpreneurs use their high risk-taking entrepreneurial leadership skills to create an innovative classroom using modern technologies. Given the changing learning patterns of modern-day students, and the influence of social media in highlighting their creative achievements, Being a popular social media platform, Instagram has the potential to play a valuable role in teaching and learning, particularly in the field of creative education. The objective of this paper is to explore the role of Instagram in promoting teacherpreneurship in tertiary level creative education. Using a digital ethnography approach, Sri Lankan teacherpreneurs’ practices were explored. Higher education plays a critical role in Sri Lankan economic development and has demonstrated it’s potential to develop creative industries. A purposive sample of twelve participants were observed and interviewed over a period of two months. Qualitative content analysis was used to understand this rich visual and textual data. It was revealed that Instagram promotes teacherpreneurship by facilitating edutainment (education + entertainment) via a flipped classroom pedagogy, breaking away from hierarchical structures and snail pace policy changes, fostering innovation, diversifying professional pathways and careers and seamless connections in and out of cyberspace.

Using Google Classroom in Education: A New Tool to Facilitate Blended Learning and Improve Student Outcomes: A Systematic Review

The development of the internet has significantly transformed the methods and approaches used in the realms of education and pedagogy. Blended learning has gained distinction as educators and students increasingly engage in more active participation. The incorporation of online courses has been introduced into the conventional classroom environment to accommodate the diverse demands of students. In addition, other programmes have been developed to facilitate the advancement of educational process, such as zoom, Skype, and Google Classroom. The use of Google Classroom (GC) has significantly increased in response to the Covid-19 epidemic, which has led to widespread educational disruptions. The flexibility of online learning enables learners to promptly respond and access resources that were previously unattainable via conventional classroom instruction. GC is widely recognised as having several benefits compared to other application formats. Hence, a significant proportion of students enrolled in universities and schools demonstrate a rapid adjustment to the General Curriculum. Several studies have asserted that the implementation of GC (game-based learning) has the potential to provide outcomes that are very relevant and valuable for students. Nevertheless, there is a limited amount of research available about the impact of using GC as a platform for English language instruction. The aim of this research is to investigate students' perspectives and challenges pertaining to the utilization of Google Classroom within the domain of English language instruction and development. The findings demonstrate the possible use of GC for collaborative purposes, namely in relation to the learners' acceptance, motivation, and performance. There is an expectation that Google classroom (GC) may be used as a pedagogical tool to improve English language proficiency, perhaps leading to accelerated learning outcomes.

Fundamentals of e-learning in mathematics teaching: future perspectives

Technology in education has changed math instruction, with e-learning being one of the biggest changes. This article examines the origins of e-learning in mathematics education and its future applications. In recent years, e-learning has become a key part of modern mathematics education, helping pupils study, focus, and become proficient. Recently, e-learning has become vital to mathematical education. By giving students interactive mathematical material, educators may make the classroom more engaging. This enables educators to accommodate different learning styles and make the classroom more entertaining for everyone. Thus, employing a range of e-learning tools in mathematics classes may boost student learning. Future math education in regular classrooms is likely to utilize more e-learning. Artificial intelligence, virtual reality, and student analytics may improve math instruction and personalize it. Hybrid and online learning methods like remote education may also make mathematics education more accessible. Math education has changed significantly due to e-learning technologies and technological advances. These improvements caused these modifications. E-learning's importance as a way to make mathematics instruction more productive and enjoyable has expanded in recent years. Artificial intelligence, virtual reality, and student analytics will likely play a larger role in spreading mathematical knowledge in the near future. Thus, pupils' mathematical skills will increase and their teaching will be more personalized. Due to online and hybrid teaching methods, more individuals can learn arithmetic. Future mathematics instruction will be more effective and efficient owing to modern technology.

Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school

Academic engagement has been shown to deteriorate in lower secondary school, and it is necessary to find ways to prevent this so that students’ engagement and achievements do not decline irrevocably. Teacher support for growth mindset (TSGM) is likely to influence students’ mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students (N = 1608) perceived their teachers’ classroom pedagogy as supportive of their growth mindset and students’ growth mindset beliefs. The study’s main purpose was to test a latent structural equation model specifying that perceived TSGM is directly related to students’ growth mindset, directly and indirectly related to academic engagement (behavioral and emotional), and indirectly related to academic achievement. Students’ perceived growth mindset and academic engagement thus served as intermediate variables. The results verified that TSGM was indeed related to growth mindset and academic engagement, the latter both directly and via students’ perceived growth mindset. Furthermore, TSGM was also related to academic achievement via students’ growth mindset and academic engagement. The results suggest that TSGM can facilitate students’ growth mindset and academic engagement and, thereby, achievement in lower secondary school, a period during which students may struggle with academic motivation.

Navigating complexity in plain English: A longitudinal analysis of syntactic and lexical complexity development in L2 legal writing

Since the 1960s, legal writing pedagogy in the United States has been heavily influenced by the plain English movement, which largely discourages the use of legal jargon and overly complex syntactic structures in legal documents. While these efforts to democratize legal English are laudable, it is unclear whether plain English practices can accommodate the needs of multilingual, foreign legal writers who have not yet acculturated to the U.S. legal discourse. Using mixed-effects modeling, this study tracks the development of syntactic and lexical complexity in 246 hypothetical legal essays written by 31 international Master of Laws students enrolled in a year-long legal language course. Results show that after one year of instruction, students demonstrated a significant increase in the use of nominalizations and sophisticated vocabulary. However, their sentences became notably shorter, and there was a marked decrease in the use of noun phrases with pre-modifying adjective within semesters. We discuss the intersection between plain English and academic writing practices and their impact on second language (L2) writers’ developmental trajectories. We also highlight important caveats to consider when implementing plain English pedagogy in legal language classrooms.

Augmented Reality (AR) Technology on Student Engagement: An Experimental Research Study

This experimental research aims to investigate the potential benefits of integrating augmented reality (AR) technology into the classroom setting. The study hypothesizes that the use of AR technology will enhance student engagement and lead to improved learning outcomes. A sample of participants from a local high school will be involved in this research. The research employs a pre-test/post-test design to assess the impact of AR technology on student engagement and learning outcomes. Data will be collected and analysed to determine the effectiveness of AR technology in enhancing classroom education.

Employment of Multimedia Elements in Classroom Teaching Among TESL Teacher-Trainees in Universitiy Malaysia Sabah

The employment of multimedia in classroom teaching has pushed education into one step higher from the conventional approach teaching method to more participatory and exciting teaching and learning process. The purpose of this research is to explore the degree to which multimedia is used in classroom instruction among TESL teacher-trainees during the practical teaching. A total of 37 respondents comprising of fourth year TESL teacher-trainees from University Malaysia Sabah participated. This study also aims to find out whether or not the TESL teacher-trainees integrate multimedia in classroom teaching and if they do, the study aims to identify the multimedia elements they frequently use and if not, the study wants to find out the reasons for not integrating multimedia in their classroom teaching. As a result, it was observed that even among those that integrate multimedia, there are limitation to using multimedia in the classroom activity. Furthermore, the advantages stemming from the integration of multimedia have also been discovered. The result of the data analysis revealed three major findings namely the forms of multimedia incorporated in classroom teaching by TESL teacher-trainees, the benefits of the integrating multimedia in the classroom and the limitations. Based on the results, numerous discussions and suggestions are formed in order to enhance the incorporation of multimedia in classroom education