Teaching Program Research Articles

Evaluating Employability Skills Integration in a Citizenship Education Textbook

The International Labour Organization (ILO) generated a strategic plan for skills and lifelong learning from 2022 to 2030, aiming to improve students’ access to future jobs. One of the target goals of the ILO's plan was to ensure that educational programs meet the changing needs of labour markets. Therefore, there is a rising need to assess whether teaching programmes can prepare learners for the requirements of future jobs. In this study, we investigate how employability skills are integrated in teaching resources. For this purpose, 54 learning activities from a Grade 6 Citizenship Education textbook in Bahrain were analysed using 56 predefined codes elaborated by the Conference Board of Canada in a document that was developed by the Corporate Council on Education, a program of the National Business and Education Centre since 2000. This study employs quantitative analysis, including Pearson correlation coefficients and regression analysis to evaluate the integration of employability skills in the learning activities using three major factors: Fundamental Skills (FS), Personal Management Skills (PMS) and Teamwork Skills (TS). The results show that Fundamental Skills (Mean = 3.87, Standard Deviation = 1.26) are well integrated, whereas Personal Management Skills (Mean= 3.17, Standard Deviation = 1.54) demonstrate moderate integration with notable variations. In contrast, Teamwork Skills display a low level of integration (Mean = 1.02 Standard Deviation = 1.88). The correlation analysis confirms a relationship (r = 0.615, p < 0.01) between FS and PMS but shows insignificant correlations between TS and the other skill sets. These findings highlight a critical gap in teamwork skill integration and suggest a need for increased focus on teamwork in educational materials, while recommending further research to focus on expanding the sample size, incorporating more qualitative analyses, and exploring effective strategies for integrating employability skills into educational resources.

NGHIÊN CỨU CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN VIỆC THỰC HÀNH PHÁT TRIỂN VỐN TỪ CHO TRẺ CHẬM NÓI 18-24 THÁNG CỦA GIÁO VIÊN MẦM NON TẠI HÀ NỘI

This study focuses on evaluating the impact of resources, the coordination between preschool teachers and other educational forces, and the individual capabilities of teachers in facilitating/supporting vocabulary development for children with delayed speech aged 18-24 months in Hanoi, involving 255 teachers. Grounded in theories of early childhood education, the research employs quantitative methodology through data collection from questionnaires, aiming to understand the methods and factors influencing this process. The results not only provide a comprehensive view of language development practices for children with delayed speech but also propose strategies for improving training and professional development programs for teachers. Thus, the study highlights the importance of enhancing resources and improving coordination among stakeholders to best support children's language development, while also contributing to the formulation of appropriate policy recommendations.

Exploring diverse educators’ language ideologies: how lived experiences shape understandings of bilingual education goals

ABSTRACT This study explores the ways diverse educators’ lived experiences shape their understanding of dual language bilingual education (DLBE) goals, responding to calls for research to better understand how educator ideologies impact the equitable implementation of program goals. This qualitative case study highlights the voices of DLBE educators who identify as transnational, Latinx and African American and includes data from classroom observations, interviews, focus groups and pláticas. We offer a conceptual framework that reveals how ideologies related to language acquisition, status, and variation are impacted by teachers’ prior schooling/teaching, institutional positioning and understandings of racialization and cultural identity – sociocultural factors that are co-constructed across micro and macro-level discourse. Our findings suggest that through teaching in DLBE programs and reflecting upon their lived experiences, educators’ ideologies are constantly developing and can shift to foreground equity and center multilingual learners in DLBE programs. Our study has implications for teacher education and professional development that recognizes educators’ diverse experiences (e.g. transnational and/or lived experiences related to race/ethnicity and institutional positioning) to support the ongoing development of ideological clarity that has bearing on the realization of DLBE goals in the pursuit of equity.

The Development and Application of a MCPS (Motivation and Creative Problem Solving) Instructional Model in Computing Liberal Arts for Non-Majors

The purpose of this study is to develop and validate a learning motivation and creative problem-solving MCPS instructional model for non-majors in a computing liberal arts course. This study aimed to propose a specific method for conducting a computing liberal arts class tailored for non-majors. The research was divided into two phases: model development and model application studies. In the model development study, we formulated the MCPS instructional model and lesson design by integrating Papert's constructionism learning principles, addressing the challenges in computing education for non-majors, and incorporating various teaching methods identified from related research. In addition, to improve the completeness of the instructional model, we developed an evaluation rubric that considered both content and evaluation aspects through expert review. In the model application study, we validated the effectiveness of this instructional model by implementing it in a university class. We employed various research analysis methods to derive further insights and implications. Research suggests that the traits of Papert's constructionism learning theory can enhance learner engagement and foster creative problem-solving in computing education when utilizing the MCPS instructional model. This model, as proposed in the study, can effectively serve as a pedagogical approach for delivering semester-long or more extensive computing liberal arts courses tailored for non-majors in college. We anticipate that the outcomes of this study will contribute to the establishment of robust computing education programs in universities, particularly at a time when the demand for computing education among non-majors is increasing, and its significance is growing.

The centrality of English as one legacy of Lau: An interest convergence theory analysis of Massachusetts policy for English Learners

ABSTRACT Using the theoretical framework of interest convergence, this document analysis explores the legacy of Lau v. Nichols as a gateway to instructional programs for classified English learners in the state of Massachusetts that maintain the hegemony of English as the primary goal of schooling. Findings reveal that interest convergence is an organizing principle for how instruction for classified ELs has historically been organized and delivered throughout Massachusetts as a move both toward and away from English-only instructional policy.

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing

ABSTRACT Purpose We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US participated. The teachers included 6 White individuals, 2 Asian Americans, 1 Hispanic individual, and 1 person from another racial or ethnic background. Among the students, 46% were Asian American, 33% were Hispanic, 14% were White, and 5% were identified as multiracial. Teachers were randomly assigned to the SRSD Plus or business-as-usual (BAU) condition; students were assessed at pretest and posttest on writing, oral language, transcription, and reading skills. Results Multilevel model results showed that students in the SRSD Plus condition outperformed those in the BAU condition in spelling, vocabulary, sentence proficiency, planning from source text, discourse knowledge, and writing productivity and writing quality in source-based informational genre (.14 ≤ Effect Size [ES] ≤ .72), but not in word reading or handwriting fluency. Furthermore, although not the target genre, there was a positive transfer effect on writing outcomes in the opinion genre (.22 ≤ ES ≤ .34). Conclusion Integrated reading and writing instruction in SRSD Plus can improve primary grade students’ writing, discourse knowledge, planning, oral language, and spelling skills. Theoretical and practical implications and future directions are discussed in the context of the Science of Teaching Reading.

“Effectiveness Of Planned Teaching Programme On Knowledge Regarding Assisted Reproductive Technology (ART) Among Final Year Nursing Students.”

“Effectiveness Of Planned Teaching Programme On Knowledge Regarding Assisted Reproductive Technology (ART) Among Final Year Nursing Students.”

Examining the Respondability of the English Course Curriculum (2nd, 3rd and 4th Grade) to the Needs of the Digitalized Age, According to the Opinions of English Teachers

In this research, the responsiveness of the English course curriculum (2nd, 3rd and 4th grade) to the needs of the digital age was examined, according to the opinions of English teachers. The research was conducted using the phenomenology design, which is one of the descriptive research designs. The study group of the research consisted of English teachers teaching English in primary schools in Sakarya province, affiliated with the Ministry of National Education. In the research, a semi-structured interview form was applied to determine teachers' opinions on the responsiveness of the English Language Teaching Program to the needs of the digital age. Content analysis was used to analyze the data in the research. As a result of the analysis, teachers' opinions about the responsiveness of the primary school English course curriculum to the needs of the digital age, how often digital education tools are used, whether the program improves students' English speaking, listening, reading and writing skills, and whether it provides the skills needed in the digital age; opinions have been reached. According to the opinions of the teachers, it was learned that the English language teaching program has improved compared to the previous programs, but it is not yet sufficient for the current era. In addition, it is among the information obtained that the treatment of the subjects has become easier with the inclusion of developing technology in the program

Shaping the future: How robot programming education changes the attitudes of robotics among rural primary school students in a developing country

Shaping the future: How robot programming education changes the attitudes of robotics among rural primary school students in a developing country

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

This study examines the self-efficacy beliefs of English Language Preparatory Program (EFL) instructors in teaching and assessing 21st-century skills and their integration into English classes. Utilizing a single and relational screening research design, data were collected via an online survey from 98 English language instructors employed at university preparatory schools providing intensive English instruction. The survey, including 72 items on eight dimensions of 21st century skills, employed a 5-point Likert-type scale. The results revealed discrepancies between instructors’ knowledge of these skills and their implementation of them in their classes. Instructors implemented these skills in their classes at a moderate level. Overall, instructors’ competency in integrating and assessing 21st-century skills fell below the standards expected in higher education institutions. These findings offer important implications and provide practical suggestions for improving the implementation and assessment of 21st-century skills.

Innovation in Teacher Training: Curricular and Operational Keys in Pedagogy Programs

This study addresses the curricular components and operational conditions required for the success of curricular innovations in teacher education programs. This quantitative study analyzed components related to epistemic meanings, organization, design, and curricular policies, as well as operational conditions for the development of curricular innovations in teacher training. A Likert-scale survey was administered to academics from public universities in Chile that train teachers. The method of analysis used SPSSv28 software, establishing a descriptive and inferential analysis through descriptive statistics of sex, age, gender, and position in the organization. The results show that operational conditions, academic teams, organizational aspects, updating of regulatory frameworks, infrastructure, and curricular policies are essential for the success of curricular innovations. We conclude that curricular innovations at the institutional level require the generation of curricular policies that contemplate the design, monitoring, and evaluation of the curriculum to favor the processes of curriculum review and quality assurance.

BeGrading: large language models for enhanced feedback in programming education

AbstractIn recent years, large language models (LLMs) have gained significant traction across various domains, including education. This paper explores the application of LLMs in grading programming assignments. By leveraging data collected from existing programming assignments and their corresponding grades, we aim to develop a robust LLM-based grading system. We also incorporate augmented data representing various grading scenarios to enhance the model’s performance and ensure comprehensive coverage across all grading levels. Our approach involves training the LLM on this combined dataset to enable accurate and consistent evaluation of programming assignments. The proposed model, BeGrading, aims to reduce the grading burden on educators and provide timely and objective feedback to students. Compared to the Codestral model, our proposed model demonstrates an absolute difference rate of 19%, equivalent to $$\pm 0.95$$ ± 0.95 out of 5. This is acceptable for using a small, fine-tuned model with optimized data. Additionally, the Codestral model compared to the dataset optimized score shows a difference of 15% equivalent to a margin of $$\pm 0.75$$ ± 0.75 out of 5. Preliminary results demonstrate the potential of LLMs to perform grading tasks with a high degree of reliability, opening avenues for further research and practical applications in automated education systems.

Challenges and best practices in training teachers to utilize artificial intelligence: a systematic review

IntroductionThe utilization of artificial intelligence is becoming a hot debate among researchers, academicians, and practitioners. Educational institutions are also training teachers to utilize AI in teaching. However, there is a dearth of investigation on the training of teachers to utilize AI. Therefore, this systematic review aims to highlight the challenges and best practices in training teachers to utilize AI. Strict inclusion and exclusion criteria were set to shortlist the relevant studies for review.MethodsThe review synthesized 10 studies focusing on the importance of AI, AI usage by teachers, challenges faced by teachers and trainers, and best practices that could be adopted by trainers.ResultsThe results highlighted teachers lack the motivation for AI utilization and it is the biggest challenge faced by the trainers. Therefore, the training programs should be motivating, customized, and highlight the importance of AI. Moreover, the training sessions should also provide a trial of the latest AI technologies to the teachers so that they can get hands-on experience.DiscussionThis review can help AI trainers design customized training programs for teachers by keeping in mind the challenges faced by them. An effective training program can be designed if a trainer is aware of potential challenges faced by trainees. Thus, this research has not only discussed the challenges but also provided guidelines for AI trainers training teachers.

Benefits of Practicing Teaching as a Resident: A Single Institute Experience of a Formal Teaching Curriculum for Pathology Residents

Abstract Introduction/Objective The practice of near-peer teaching, both in lecture style and small group formats, has been shown to have benefits for the educator in improving communication skills, gaining knowledge in a subject, and providing a tangible experience that may aid in applying for employment. The purpose of this study is to present the current curriculum and teaching opportunities at the Medical University of South Carolina (MUSC) and their impacts on developing pathology residents’ teaching skills and perceptions of their growth as educators. Methods/Case Report Data regarding curriculum format and learner surveys for various teaching programs at MUSC was gathered from residency program leadership and the MUSC College of Medicine. An anonymous survey was distributed to current MUSC pathology residents to assess their participation, current comfort level, and comfort level prior to the start of residency in regard to various teaching modalities. Results (if a Case Study enter NA) The resident curriculum offers teaching modalities such as small group co-leader for medical students, didactic presentations, and on-the-job teaching. On a Likert scale of 1 to 5, with 5 being very comfortable, residents reported an average comfort level with teaching before starting residency as 2.11 and a current comfort level with teaching as 2.67. Residents were split on their perception of what affect residency has had on their comfort in teaching. Medical student evaluations of their small group teaching sessions co-led by pathology residents averaged 77.6% approval per course. Conclusion Through providing an overview of required and voluntary teaching opportunities offered at one institute and residents’ perceptions on their experiences while teaching there, we hope to both provide curriculum examples for other institutions and to advocate for placing greater importance on providing opportunities for residents. Such opportunities to practice teaching help them develop skills to benefit them as pathologists and in their future employability.

Six years of spreading BLSD skills in schools: empowering teachers as trainers.

To increase the population's ability to handle emergencies, life-saving maneuvers should be universally acquired as an automatic skill starting from school through frequent and practical retraining. Teachers could be ideal multipliers, but it is necessary to design pathways that train and motivate them, since Basic Life Support and Defibrillation (BLSD) skills are not part of their academic curricula. This study explores innovative training solutions and facilitating factors to enhance BLSD education in schools by focusing on the training and motivation of teachers. In the 1st year, an in-service training program for teachers was provided and assessed in a lower middle school in central Italy. The study compared the skills of a group of students trained by teachers with those trained by certified instructors, immediately after the course and 6 months later. Both the procedural skills and the quality of cardiopulmonary resuscitation (CPR) were evaluated, through a hands-on simulation. Over the next 5 years, the project was expanded to three more schools, and a field study was conducted where researchers monitored the teachers in their classroom work, supporting them in resolving critical issues. Quantitative assessments showed significant differences in student abilities immediately after the course, which diminished after 6 months. Qualitative evaluations indicated that teachers, initially reluctant, gained confidence and effectively taught BLSD skills. Over 5 academic years, the project expanded to additional schools, training 5,661 students in life-saving maneuvers with a ratio of 1 teacher for every 111 trained students, over the whole period of time. Sustainability factors included regular retraining of teachers, continually updated and free didactic materials and equipment, internal coordinators, allowing teachers the freedom to structure a customized course schedule in terms of timing and delivery methods. The study highlights the effectiveness of trained teachers as BLSD knowledge multipliers. Standardizing teacher training, including follow-up retraining, is crucial, but flexibility in student training is beneficial, allowing adaptation to the specific needs of schools. Future research should focus on the long-term sustainability of chain training in larger areas, identifying strategies to overcome organizational and motivational barriers.

The Effectiveness of a Practicum in Education Model: Teaching Practice at the Bahrain Teachers College

The current study investigates the effectiveness of the teaching practice programme for pre-service teachers at the Bahrain Teachers College (BTC) using a descriptive approach. A survey was conducted to investigate the perceptions of pre-service teachers at BTC towards the effectiveness of teaching practice in terms of college competencies, supervision, and time. The obtained results indicated that the current teaching practice programs helped the pre-service teachers to develop their teaching skills. The findings suggested that restructuring the teaching practice program depends on the new international best practices in the pre-service teachers training field. The current study provides some practical implications on how to improve the influence of supervision to support pre-service teachers’ experience at the BTC and helping them to acquire the skills and knowledge that the society needs whether in terms of developing education or enhancing the values that go with the developments around the world.

Translanguaging in content assessment: voices, experiences and practices of EMI university students

Abstract While translanguaging has gained significant traction as a theory of language that holds implications for educational settings with students from various language backgrounds, its viability in content assessment remains an unresolved issue. Students in English-medium instruction (EMI) programs at a private university in Türkiye participated in content exams that did not impose any language constraints, and follow-up interviews were conducted to probe into the participants’ language-related EMI experiences and the factors that affected their language use in their responses. Student reports showed that L1 was used by instructors to explain complex concepts or when students’ comprehension was challenged. Students used both English and L1 materials for studying, and in group and individual work, a mix of English and L1 was common, driven by the aim of cognitive efficiency and overcoming language barriers. In the content exams, both monolingual and translingual practices were employed by the participants, and their language use was mainly associated with relative proficiency in L2, encoding-retrieval match, and compartmentalization of languages. The study demonstrates that students encounter challenges in L2 comprehension and production in lessons and exams and that offering language flexibility in content exams may serve as a temporary accommodation that allows fuller expression of content knowledge, particularly in time-constrained exams.

The Impact of the Pirie-Kieren Theory on Developing Fraction Understanding in Third-Grade Students

This study aims to examine the impact of applying the Pirie-Kieren theory to enhance third-grade students' understanding of fractions in Kosovo. Fractions are a foundational concept in mathematics, essential for both mathematical competency and general education. However, comprehending fractions remains a major challenge for students, educators, and parents worldwide, including in countries with well-established traditions in mathematics education. By incorporating the Pirie-Kieren theory into the design of instructional programs and textbooks, the content is structured in a coherent and logical progression. This method ensures that each learning unit builds on previously acquired knowledge, thereby transforming present learning into a strong foundation for future understanding. In Kosovo, where the introduction of fractions begins in the third grade, our study utilized an experimental design with a control group, involving a total of 148 students - 80 from experimental classes and 68 from control classes - across three schools in different regions. We started by conducting a detailed analysis of curriculum components and textbooks related to fractions, identifying several didactic-methodological shortcomings, including disorganized content, inadequate visual representations, and material that was not age-appropriate. In the experimental phase, we created detailed lesson plans for teachers and worksheets for students in the experimental groups, ensuring they were in accordance with the principles of the Pirie-Kieren theory. These materials were refined with input from experts and reputable organizations such as UNESCO, the State Department, NCTM, and OECD. The study also designed a specialized test to evaluate outcomes in both the experimental and control groups. The results were analyzed using various statistical methods to compare the performance of the two groups. The study findings reveal that teaching and learning fraction-related content through the Pirie-Kieren theory/model is significantly more effective than traditional instructional methods.

Exploring Learning Dynamics: A Comparative Study of IDEs and Command-Line Interfaces for Learning Java Programming language in the Department of Computer Science, Jigawa State College of Education and Legal Studies Ringim

This study explored the learning dynamics associated with Integrated Development Environments (IDEs) and Command-Line Interfaces (CLIs) for teaching and learning java programming language in the Department of Computer Science at the College of Education and Legal Studies, Ringim. The study evaluates the effectiveness of different programming tools (IDEs and CLIs) in enhancing the learning experience of Java programming students. It seeks to understand how these tools impact learners' confidence, skill development, and overall programming proficiency. The results revealed distinct advantages and challenges associated with each environment, underscoring the importance of context and learner preferences in selecting the appropriate tool for Java programming education. The study provides valuable recommendations for educators on optimizing programming instruction to better meet the needs of diverse learners.