Classroom Processes Research Articles

Navigating Teachers’ Occupational Well-Being in the Tides of Classroom Processes and School Structures

Navigating Teachers’ Occupational Well-Being in the Tides of Classroom Processes and School Structures

Correlation Among Teacher ICT Teaching, Teacher Immediacy Behaviors, Teacher–Student Rapport, and Student Engagement in Smart Classroom Teaching

With the constant evolution of information and communication technology (ICT), smart classrooms have profoundly influenced Education for Sustainable Development (ESD) by presenting advanced ICT that markedly improved the effectiveness and quality of teaching and learning. Teacher communication technology teaching and immediacy behaviors are crucial for leading and reforming the teaching and learning process in smart classrooms. Meanwhile, teacher–student rapport and student engagement are also key factors that influence ESD. This study aims to investigate the correlation among teacher ICT teaching, teacher immediacy behaviors, teacher–student rapport and student engagement in smart classroom teaching. We surveyed 1032 Chinese university students using the questionnaire method and analyzed the data using structural equation modeling (SEM). The findings revealed that teacher ICT teaching and immediacy behaviors exerted a noteworthy positive impact on student engagement and teacher–student rapport. Meanwhile, teacher ICT teaching markedly positively correlated with verbal immediacy but markedly negatively correlated with nonverbal immediacy. These findings have practical implications for ESD: in smart classrooms, teacher ICT teaching and their immediacy behaviors serve as vital factors in augmenting teaching quality, encouraging student engagement and fostering harmonious teacher–student rapport. Thus, teachers must harness their ICT teaching skills, flexibly assimilate instant behaviors into the teaching process and interact with students in a richer and more diversified manner to effectively augment teaching quality and promote the overall and sustainable growth of students. Furthermore, this study can inform the expansion of smart classrooms, which in the future should not only offer teachers a convenient teaching and learning environment but also evade ICT that limits teacher nonverbal immediacy behaviors.

English Teacher’s Figurative Language in Classroom Teaching Process

This study aims to analyze the teachers' use of figurative language in their classrooms. Figurative language plays a crucial role in enhancing communication and fostering a conducive learning environment. The objectives of the research were to describe the kinds of figurative language on English Teachers' on teaching process in classroom at eight grade, the meaning of Figurative Language on English Teachers' on Teaching Process in Classroom at Eight grade at SMP N 3 Bandar Lampung. This research was descriptive qualitative research. The research design involved observational methods to capture and analyze instances of figurative language used by teachers. The subject of the research was the teacher and students at eight grade of SMP N 3 Bandar Lampung. Data was collected through direct observation and recording. The analysis found that from eight figurative languages in the classroom, only two types which included in the learning. They consisted of 2 similes and 15 metaphors. Therefore, irony, personification, hyperbole, allusion, metonymy, and symbol were not found in this research. The findings of this study contributed to understanding the impact of figurative language on classroom dynamics and student engagement, offering valuable implications for educational practices

Uso de imágenes como contenidos multimodales durante la enseñanza de las Ciencias Sociales

This text presents, broadly speaking, the development and research results obtained from the work carried out with some social sciences teachers from the municipality of Manizales (Department of Caldas, Republic of Colombia). With them, sought to verify the impact of technological innovation and its ability to strengthen teaching processes in classrooms is recognized. Likewise, the assumed hypothesis was that such processes can be successful, if visual and multimodal texts are used; in order to transmit knowledge in a more interactive way and without sacrificing the complexity of the content. At the same time, the unforeseen circumstance, at the time of the beginning the investigation, of the Covid-19 pandemic is considered: this fact meant an opportunity for teachers to solve, with creativity and patience, the different educational challenges posed by an event of global magnitudes. To demonstrate the use of said visual and multimodal texts by Social Sciences teachers, before and during the Covid-19 pandemic, the case study method was used as a basis for the application of semi-structured interviews with eight educators from the Educational and University Institute of Caldas (IEUC) in the city of Manizales, between the years 2021 and 2022. From the results obtained from these interviews, the need to implement actions and strategies, such as public policies, is concluded to achieve new literacy in the digital and visual field; also considering the cultivation of critical thinking in the classrooms.

Remodeling Classroom Management Through Technology Driven Curriculum In Nigeria: A Sociological Analysis

Remodeling the classroom management through technology driven curriculum will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Nigeria, Remodeling the classroom management through technology driven curriculum is considered as one of the main elements in transforming the country to the future development. The conceptual clarification utilizes the remodeling of the classroom management, technology, and education as the tools affecting remodeling classroom management through technology driven curriculum in Nigeria. The theoretical perspectives that is used for the paper is Humanist choice theory by William Glasser in the year 1998. The concept of remodeling classroom management and relevance of technology driven curriculum in Nigeria is the basic or fundamental impact to the success of this paper. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study of the paper aims to analyze teachers’ perceptions on effectiveness of upgrading the classroom management through technology driven curriculum to support teaching and learning process in classroom. The results indicate that remodeling the classroom through technology driven curriculum has a great effectiveness for both teachers and the students. Findings indicate that teachers’ well-equipped preparation with technology driven curriculum tools and facilities is one the main factors in success of technology-based in remodeling the classroom management for sound teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For the future studies, there is a need for consideration of other aspects of remodeling classroom especially from management point of view in regard to strategic planning and policy making through technology driven curriculum.

Using an evidence-informed reflection tool to develop understandings of feedback talk

ABSTRACT Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback talk framework, enabled teachers to reflect on their feedback talk and effect changes in practice and feedback literacy. The feedback talk framework was refined through a survey and semi-structured interviews with teachers for use as a reflection tool and resulted in three overarching feedback talk themes: informing, confirming and validating, and questioning. Results illuminated how teachers used the tool to identify and reflect on feedback talk, strengthening our argument that using an empirically derived feedback talk framework can support evidence-based approaches to teacher reflection. Suggestions and implications for the utility of the reflection tool in a range of contexts are then provided.

Utilizing Video Game Clips to Teach Principles of Economics

Recent data from across the globe suggest that more than 80% of both men and women play video games, and Gen Z spends 11 hours per week on average playing in 2022 (Westcott et al., 2022). Given the popularity of games as a global trend, we present teaching guides based on video games that could diversify the learning process and increase engagement in an economics classroom. Each guide includes videos and a brief description of the game to encourage educators who are unfamiliar with gaming to use games as a way to illustrate economic concepts. The paper provides an opportunity for educators to help students understand foundation-level economic concepts in an engaging way that resonates with students’ interests.

Examining the Validity of an Observational Tool of Classroom Support for Children’s Engagement in Learning

AbstractHigh-quality early childhood education provides children with opportunities for engaged learning. Yet there are currently no classroom-level measures that focus specifically on how teachers support engagement in the classroom, a key underlying dimension of playful learning. We introduce the Playful Learning Across the Years (PLAY) observational tool, a new tool designed to assess support for engaged learning in early childhood classrooms. Using data from videos of Ghanaian preprimary classrooms (N = 420) coded using the tool, we conduct factor analysis to assess the underlying domains of engaged learning opportunities at the classroom-level and find three domains representing support for exploration, social connectedness, and positive emotional climate. We then examine if these domains are sensitive to impacts of a teacher professional development program and find that the program had large impacts on all three domains (d = 0.55–1.01). Finally, we explore concurrent validity of the tool using classroom process quality scores from a separate classroom observational tool and teacher characteristics and find some evidence from each. This study aims to systematically operationalize opportunities for engaged learning at the classroom-level in an under-studied context, with implications for measuring quality and promoting children’s school readiness in early educational settings globally.

College English Smart Classroom Learning Model Utilizing Data Mining Technology

The integration of Internet technology and the collaborative development of smart classrooms is an essential step for colleges and universities to advance English instruction reform. This study utilized data mining (DM) technology to analyze the learning process in college English smart classrooms. The results indicate that the DM algorithm used in this study outperforms the other two algorithms across all metrics. After conducting 15 experiments, the centrality of the DM algorithm in this study reached 0.58, exceeding the ant colony algorithm's centrality of 0.42. The decision tree algorithm exhibited the lowest centrality, reaching a maximum value of only 0.39. Consequently, the methodology utilized in this study demonstrates a significant centrality within the classroom, indicating its suitability for investigating University English smart classroom learning. Hence, implementing a University English smart classroom learning model utilizing DM technology represents the primary approach to achieving intelligent education.

Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate

AbstractAttitudes have gained much attention for supporting the successful implementation of inclusive education. There is evidence that students' attitudes towards joint lessons with students with special educational needs (SEN) affect peer relations in classrooms. But much less is currently known about the relationships between teachers' and students' attitudes and their effects on inclusive processes. This paper draws on social referencing theory to frame how teachers may affect students' attitudes. It postulates that students' attitudes towards peers with SEN and inclusive practices are affected by their teachers' attitudes towards students with SEN and inclusive practices. It also examines how teachers' and students' attitudes relate to classroom climate and social integration. Using a sample of 1.365 German 6th and 7th graders from 64 classes, we run a series of multilevel path models to investigate relationships between teachers' and students' attitudes with social integration and classroom climate. Attitudes are differentiated by a cognitive and affective facet and by whether they relate to students with emotional–social difficulties (SEN‐ESD) or learning difficulties. Results show social referencing for cognitive attitudes towards inclusive practices for students with SEN‐ESD. Results also indicate that teachers' cognitive attitudes and students' affective attitudes directly affect social integration and classroom climate.

Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy

AbstractOne key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquisition theory into GELT pedagogical practices without relying on theoretical perspectives steeped in some form of native speakerism. At the heart of our discussion is the concept of linguistic knowledge–implicit (unconscious) and explicit (conscious)–emphasizing the role of explicit learning processes in GELT classrooms rather than adhering solely to the idealistic goal of implicit competence. Because L2 learners need to reflect on linguistic knowledge (repertoire) and strategies for effective global communication, we propose that their learning should aim to develop skill sets of using explicit and implicit knowledge dynamically and efficiently in varied communicative contexts. We argue that skill acquisition theory offers a useful framework for GELT, as it can account for the development of automatized explicit knowledge alongside implicit knowledge, aligning with GELT objectives of fostering multicompetent English users. We illustrate how this perspective can inform classroom activities such as shadowing and task repetition. These activities not only promote deliberate, explicit learning processes but also integrate seamlessly with awareness–raising activities commonly employed in GELT, enhancing learners' communication strategies and capacity for effective English use in global contexts.

The shaping of an idea as temporal, multimodal, and collaborative activity: exploring how students develop a board game in L1

Brainstorming activities are quite common in L1 education. However, limited attention has been paid to the concrete unfolding of students’ idea development as a temporal, multimodal, and collaborative process. In this article, we explore how a group of four upper primary students in Year 5 (age 11–12) design a board game in a teaching unit on young people’s communication and toxic language use on social media. The unit was part of an intervention carried out in a study on game-based learning in the school subject Danish L1. Our detailed analysis shows how the students’ development process involved an interplay of different timescales at the micro, meso, and macro level, and a use of different semiotic resources such as spoken and written language as well as drawn sketches for a game board. The layers of meaning expressed through the students’ dialogic talk resulted in a metaphorical chain of reasoning, where the students’ initial loose idea was gradually transformed into a final game concept. This reasoning across modalities was enforced through the choice of bringing in paper and pen for drawing. The study concludes by discussing how we can understand idea generation as a non-linear multimodal process in the L1 classroom, which may have implications for other productive tasks.

The development of mathematical argumentation: A case study on two mathematics classrooms

Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions–similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning skills in learning environments promoting collective discussion and argumentation. Hence, these questions need to be solved in these kinds of environments. In this study, two cases are analyzed to understand the argumentation process in classrooms in depth. Audiotapes of two 8<sup>th</sup> grade classrooms, one from a public school, another from a private school, are analyzed. The same teaching material–a worksheet including skill-based questions–is used in the classrooms. During analyzing, qualified argumentation pattern–a pattern including students’ claims and justifications/evaluations for those claims- is defined. Analysis of classroom audiotapes revealed that that there are significant differences between two classrooms’ argumentation structure and type of dialogues emerged in the classroom. In one classroom there is a more qualified argumentation process than in the other classroom. In addition, analysis of the type of the dialogues indicates that two classrooms have different types of dialogues. Overall, the study reveals that despite the differences, both classrooms mostly included teacher-individual interactions and they have little collective discussion.

Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints

BackgroundDespite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health. AimsThis study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES). SampleThe analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system. MethodsEmploying structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education. ResultsTeacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health. ConclusionsThe results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.

Exploration of Flipped Classroom-Based Blended Learning Teaching Reform

This paper aims to explore the practice and outcomes of teaching reform based on flipped classroom blended learning. By detailing the design and implementation process of flipped classroom and blended learning, as well as analyzing and evaluating the implementation effects, this study reveals the impact of this teaching method on student learning and teaching quality. The combination of flipped classroom with online learning resources and face-to-face teaching facilitates students' active learning participation and personalized guidance from teachers. Feedback from students and teachers indicates that flipped classroom and blended learning contribute to improving learning efficiency, fostering independent learning abilities, and promoting interaction and collaboration between teachers and students. Finally, this paper summarizes the insights from teaching reform and proposes directions for future research to promote continuous innovation and development of educational teaching models.

Speech Act Analysis of Teacher Talk in EFL Classroom

This research aimed to classify the structural forms of utterances in locutionary acts, illocutionary acts types, and the impacts of perlocutionary acts on the students in EFL (English as a Foreign Language) classrooms. This research used qualitative research to analyze the data. The subject of this research is a teacher who actively teaches in the English and Literature Department, at Universitas Islam Negeri Alauddin Makassar. Data were collected through observation checklists in the classroom and semi-structured interview with the teacher. The results showed that based on finding by Yule’s theory, the researcher found three forms of locutionary acts used by the teacher in the teaching and learning process, such as declarative form, imperative form, and interrogative form. Second, based on Searle’s theory, the researcher found the types of illocutionary acts produced by teachers during the teaching and learning process, namely representative (explaining, informing, announcing), directive (commanding, requesting, asking, suggesting), expressive (greetings, thanking, praising), and commissive (assuring, undertaking, promising). Third, based on the utterances performed by the teacher in the EFL classroom process, the researcher found perlocutionary acts such as the students asking questions, and doing something. The research concluded that language has a function in the speech act especially for facilitating communication skills of language learning and shaping the classroom dynamic.

Learning from (re)experience: What mobile eye-tracking video can help us learn about the cognitive processes of teaching

IntroductionClassroom teachers need to monitor a group of students varying in interest, knowledge, and behavior at the same time that they present a lesson and adapt it on the fly to student questions and understanding. Many areas of expertise are associated with special kinds of perceptual skills, and teaching presents its own perceptual challenges. We discuss the special nature of the expert looking that teachers must develop and how it relates to more general models of expertise. Standard methods of classroom video are limited in their support of teacher professional looking, and we explore an alternative using mobile eyetracking that overcomes many of these limits. The combination of mobile eyetracking records and standard video enables the participant to “re-experience” a situation in a vivid way, while also seeing things they missed the first time through.MethodsWe report a study in which pairs of novice and experienced teachers teaching the same students watched their own mobile eyetracking recordings while performing a retrospective think-aloud task.ResultsExperienced teachers were better able to describe high-level features and their significance in the lessons, while novices were more likely to talk about in-the-moment events such as things they failed to see while teaching. This is consistent with work on expertise that suggests there are both costs and benefits to expert looking.DiscussionOur results suggest that the ability to quickly grasp the meaning of a classroom situation may be associated with less awareness of some of the lower-level features on which those inferences are based. Novice and experienced teachers notice different things and have different perspectives on classroom processes; understanding the cognitive process of teachers will require combining insights from each. The methods used in this study are quickly becoming less costly and more accessible, and they have a unique role to play in research and in teacher professional development.

EXPLORING THE READINESS OF TEACHERS IN THE USE OF MOBILE GAMIFICATION TO HANDLE THE DISRUPTIVE BEHAVIOR OF STUDENTS WITH LEARNING DISABILITIES

The problem of disruptive behavior of students with learning disabilities causes special education teachers to experience stress in the classroom often. The purpose of this study is to explore teachers' readiness to use gamification against the disruptive behavior of students with learning disabilities. This study uses a phenomenological design to explain and deepen the experience of a phenomenon. A total of three special education teachers at Sekolah Kebangsaan Bandar Teknologi Kajang, Selangor were selected as the study sample through purposive sampling techniques. A structured interview instrument was used to obtain data from the respondents. This study uses several data collection procedures obtained from the Education Policy Planning and Research Division (eRAS) and the study school. Next, structured interviews were conducted after a pilot study was conducted at the study site. Finally, Nvivo 12 software was used to analyze the data. The study's findings show that special education teachers are still less prepared to use mobile gamification more systematically and consistently in their learning and facilitation of the classroom. The implication of this study is to give special education teachers an idea of the advantages of using various mobile gamification applications in the classroom to overcome the behavioral problems of students with learning problems. Therefore, special education teachers should be prepared for the application of mobile gamification in their learning and facilitation of the classroom for the smoothness of the learning and facilitation of the classroom process and student success.

Analysing the teaching-learning process in the university virtual classroom at the beginning of the COVID-19 pandemic / Analizando el proceso de enseñanza-aprendizaje en el aula virtual universitaria al inicio de la pandemia de COVID-19

The scientific community is facing one of its greatest challenges to solve a global health problem such as the COVID-19 pandemic. This situation has generated an unprecedented volume of publications. The impact of COVID-19 on teaching has meant that moments of social contact have disappeared in exchange for meetings, classes, exams or virtual meetings. In this scenario, the university virtual classrooms when reopened will not be the same. The aim of the study was to identify the scientific publications on the teaching-learning process in university virtual classrooms during the period from 2019 to mid-2020, that is, from its beginnings until June 2020. For this, a bibliometric analysis of the scientific literature was performed. The number of publications in the period of the pandemic in the most diverse disciplines is reported, as well as the interaction between research clusters. The COVID-19 pandemic has revealed the serious deficiencies of our educational system, due to the poor theoretical-methodological preparation of teachers, and, in addition, it has revealed the fallacy that the constructivist model is the only way to educate our students.

PROFESSIONAL DEVELOPMENT: INCLUSIVE PRACTICES IN THE TRAINING OF EDUCATORS FOR SPECIAL EDUCATION

The study highlights Special Education as a comprehensive teaching modality, which encompasses all levels, stages and educational modalities. It focuses on Specialized Educational Assistance (AEE), providing resources, services and guidance to improve the teaching and learning process in regular classrooms. According to educational policy, Special Education must be implemented in all teaching contexts, aiming to serve students with disabilities, pervasive developmental disorders (TGD) or high abilities/giftedness.The current approach emphasizes the coexistence and collaboration between Special Education and regular education, moving away from the previous substitutive vision. In this sense, the responsibility for the education of students with disabilities, TGD or high abilities/giftedness is shared between the regular class teacher, responsible for the curriculum, and the teacher specializing in AEE, responsible for creating conditions that meet the specific needs of these students. This approach seeks to overcome barriers to promote inclusive education, ensuring not only access and retention, but also the effective learning of these students, integrating them in a meaningful way in common classrooms. From this new perspective, Special Education is no longer seen as a substitute alternative to regular education, taking on a complementary or supplementary role. This implies a change in the understanding of the role of the specialist teacher, who now works together with the regular class teacher to ensure inclusive and effective education.