Real Classroom Settings Research Articles

Grade Negotiation Behaviours in Higher Education: Has the Pursuit for Good Grades pushed Learning to the Wayside?

Introduction Allen (2017) describes a grade enquiry continuum (GEC) that seeks to characterize student's behaviours with instructors into four categories: grade neutral, grade enquiry, grade challenge, and grade-grubbing. While the process of discussing grades may promote learning, the de-emphasis of content mastery associated with the latter two categories may have detrimental effects. Concerningly, anecdotal reports suggest a high prevalence of grade challenging/grubbing attempts in higher education, and it remains unknown what motivates these adverse behaviours. Thus, this study aims to explore the prevalence of GEC behaviours in undergraduate medical science students, their perceptions about negotiating grades, and the factors that motivate grade challenging/grubbing attempts. Methods In our first objective, a survey was administered to 2,500 undergraduate medical sciences students (n=367 completed) at our institution to examine students’ self-reported prevalence, perceptions and motivations for grade challenging/grubbing. To determine the validity of these reports, we also conducted an observational study with 31 students (n=4 completed) to explore if their self-reported behaviours aligned with their observed behaviours. In our second objective, we explored whether the perception of losing versus earning grades influenced their propensity to grade challenge/grub through an experimental manipulation of how grades are presented on their learning management system (n=31). Focus groups were used in a follow-up with participants to examine the reason for changed/unchanged behaviour or mindset. Results Our survey results indicated that 50% of students who had met with an instructor/teaching assistant before had also negotiated a grade (n=99). Furthermore, of the 40 students in their 4th year answering this question, 65% had negotiated a grade. In addition, results from our second study showed that ≥14 accounts of grade challenging and four accounts of grade grubbing were self-reported over just the course of one semester (n=31). Qualitative findings suggest that many students within the study population are extrinsically driven by career goals and view their grades as a way to competitively distinguish themselves for post-graduate programs. These motivational factors and perceptions towards grades may be influencing these adverse behaviours. Conclusions: This study was the first to quantify self-reported grade negotiation behaviours at a program level. It was also the first to use an experimental design to document and observe these behaviours in a real classroom setting. Our findings clearly show that GEC behaviours are as prevalent as anecdotally suggested. This understanding is necessary moving forward to further investigate whether these behaviours are getting worse, what causes students to exhibit these behaviours and what interventions or actions can be implemented to deter these behaviours in the future.

Structure Drawing at the Heart of Teaching Chemistry.

Chemistry is all about structures. There are myriads of structural representations that are required for the students to become familiar with when learning chemistry. Structural formula, skeletal formula, Lewis and resonance structures, three-dimensional representations are just a few examples of the drawing styles that should be readily interpreted by a chemistry student. In order to gain the necessary knowledge to understand and manipulate chemical structures, students must extensively solve problems with structural illustrations and practice drawing chemical structures themselves. Here we present Zosimos, an online chemistry educational tool with comprehensive structure-drawing capabilities that allows chemistry teachers to create real chemistry quizzes, share them with their students and get immediate feedback on their learning progress. 5th grade students at Kantonsschule Zug have been learning chemistry with Zosimos since September 2019 and this article also shares insights on how to implement this learning tool in a real classroom setting.

Students’ Speaking Proficiency and Self-efficacy Theory

This study is aiming at investigating the possible source of Saudi EFL students' speaking self-efficacy that effect on their speaking proficiency. The investigation used Banduras' theory of self-efficacy as this theory has great effective factors and role in student’s ability in mastering any task. The study sample included 10 male and female students. Their proficiency was observed and analyzed collectively to find the real behaviors in real EFL classroom settings; and using Bandura's theory of self-efficacy in speaking component as appropriate criteria to study its expected source. The most important conclusion is that not only all the sources in Bandura's theory were found among Saudi EFL students, but also, they differ greatly according to each one’s proficiency experience and social persuasion. Additionally, it was found due to other factors as self-employed strategies and intellectual ability. Thus, the study recommended that it is important to warm-up students with advance activities to ease the positivity and overcome their negativity towards speaking skill. Finally, the study recommends conducting further research targeting a largest number of students for the purpose of studying speaking skill preferences in relation to other English language skills.

How students of primary school understand large scale energy systems: The case of thermal power plant

The aim of this study is to investigate the impact of a constructivist teaching intervention on 6th grade students' cognitive progress on large-scale Energy Generation Systems (EGS), specifically on a Thermal Power Plant (TPP). This intervention was designed according to the constructivist approach for teaching and learning science, and it can be described as an autonomous teaching module appropriate for an elementary science curriculum. With the application of this intervention in real classroom settings, the majority of students were able to construct sufficient technological and scientific knowledge in order to describe and explain the operation of a TPP in qualitative energy terms, as our research data ascertained.

Designing supports for promoting self-regulated learning in the flipped classroom

The flipped classroom model has gained prominence as advances in technology afford increasing opportunities for ubiquitous access to a variety of online resources. Despite the benefit of the flipped classroom model, flipped classrooms are not equally advantageous to all students due to its self-regulated nature. To address the issues in flipped learning, we explored principles for supporting self-regulated learning in flipped learning by synthesizing suggestions provided in previous research. We also conducted an empirical study to validate the identified principles by implementing a self-regulated learning support that combined a learner dashboard with a reflection interface in a real flipped classroom setting. While the dashboard interface utilized students’ learning traces to support students’ self-monitoring and evaluation, the reflection interface facilitated their follow-up reflection, which contributed to the cyclical process of self-regulated learning. The results indicated that the experimental group that used the support for self-regulated learning exhibited higher levels of self-regulated learning skills, behavioral engagement in pre-class sessions, cognitive engagement in in-class sessions, emotional engagement in both pre- and in-class session, learning performance than the control group. Implications for future research and directions for design and implementation of self-regulated learning supports are described.

Teachers’ engagement with learners in inclusive foundation phase classrooms

Background: The research study responded to the need for a deeper understanding of the engagement of foundation phase teachers with learners in our ordinary, public, primary school classrooms in South Africa and the extent to which classroom practices are inclusive. Aim: To examine how inclusive education was enacted by teachers in real classroom settings, with attention paid to ways in which learners experience barriers to learning and the provision of necessary support for these learners. Setting: This study provides an in-depth critical analysis of the engagement of three foundation phase teachers from classes in each of Grades 1–3, with learners in their classrooms at an Eastern Cape public school. Methods: A micro-level analysis was conducted in a single unit case study, using a qualitative research approach in an interpretive paradigm. Questionnaires, in-depth observations and semi-structured interviews generates in-depth data. Results: The study provides evidence of inclusive education practices enacted at the school and in the classrooms, providing examples of what can work in the South African context. It includes an organisational tool for analysing inclusive practice at the micro-level of the classroom. Criteria were identified as indicators of inclusive education of learners in the classroom, including those experiencing barriers to learning. Conclusion: The three foundation phase teachers used numerous inclusive teaching and learning practices, strategies, features, skills and techniques when engaging with learners in their classrooms. There remain various challenges faced by the school, teachers and the Department of Basic Education in enabling the implementation of inclusive education.

Öğretmen Adaylarının Web 2.0 Araçlarını Uygulama Süreci ve Öğretim Ortamlarında Kullanımına Yönelik Görüşleri

Teknolojinin eğitim alanına girişiyle öğretimde yeni anlayış ve yöntemlerin kullanılması yaygınlaşmış; bunun doğal bir sonucu olarak teknolojik araçların ölçme-değerlendirme sürecinde kullanımı gündeme gelmiştir. Bu süreçte Web uygulamaları da gelişim göstermiş ve öğretimin birçok basamağında kullanılabilir Web 2.0 araçları eğitim teknolojisinin bir öğesi olmuştur. Söz konusu teknolojiye yönelik değişimin ve gelişimin matematik öğretiminde gerçekleşmesi için en önemli faktörlerden biri de hiç kuşkusuz geleceğin öğretmenleri olacak olan öğretmen adaylarıdır. İlgili açıklamalar doğrultusunda bu çalışmada; ilköğretim matematik öğretmen adaylarının Web 2.0 araçlarını (Plickers, Kahoot, Edmodo ve ZipGrade) kullanarak etkinlikler ve ders planları hazırladıkları, gerçek sınıf ortamında uygulamalarını gerçekleştirip etkililiklerini tartıştıkları bir hizmet-öncesi eğitim süreci üzerine düşüncelerini incelemek amaçlanmıştır. Özel durum çalışması kapsamında gerçekleştirilen araştırmanın katılımcılarını, bir devlet üniversitesinin ilköğretim matematik öğretmenliği programı dördüncü sınıfında öğrenim gören 24 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak yazılı görüş formları kullanılmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Çalışmanın sonunda Web 2.0 araçlarının öğretmen açısından mesleki gelişime, öğretime ve öğrenci-öğretmen-veli etkileşimi boyutlarına katkısı olduğu; öğrenci açısından ise duyuşsal özellikler, öğrenme ve beceriler boyutlarına katkısı olduğu ortaya çıkmıştır. Çalışmada Web 2.0 araçları için internet ve teknolojik araç gereksinimi öğretmen adayları tarafından önemli bir sınırlılık olarak değerlendirilmiştir. Çalışmanın sonuçları doğrultusunda farklı Web 2.0 araçlarının alan öğretimindeki etkilerinin her bir yazılım için araştırıldığı ve karşılaştırıldığı hizmet-öncesi çalışmaların yapılması önerilebilir.

Addressing Students’ Need in Mixed Ability Intercultural Classrooms: An Examination of Teachers’ Perspectives and Practices of Interculturally Differentiated Teaching

The challenge teachers and schools face nowadays is twofold: adopting an intercultural education framework and introducing high-quality teaching that will provide an equal opportunity for learning to all students, regardless of their ethnic origin or other characteristics. In this context, after we introduce the framework of Interculturally Differentiated Teaching (IDT), we examine the implementation of IDT in real classroom settings that are characterised by both mixed ability and cultural diversity. Drawing upon interview and observation data, we examine how teachers attempt to deal with this twofold challenge by focusing on their practices, the barriers they face, and their suggestions. Our findings caution that teachers are rather ill-prepared to deploy differentiated instruction in order to address both the goals of cultivating intercultural competence and maximising the learning potential for all their students. Our research bears wider implications, suggesting that for IDT to be successfully implemented in practice, education policy should promote comprehensive approaches of intercultural education and differentiated instruction, both in terms of teaching and teacher training.

The Potentials of Tangible Technologies for Learning Linear Equations

Tangible technologies provide interactive links between the physical and digital worlds, thereby merging the benefits of physical and virtual manipulatives. To explore the potentials of tangible technologies for learning linear equations, a tangible manipulative (TM) was designed and developed. A prototype of the initial TM was implemented and evaluated using mixed methods (i.e., classroom interventions, paper-based tests, thinking aloud sessions, questionnaires, and interviews) in real classroom settings. Six teachers, 24 primary school students, and 65 lower secondary school students participated in the exploratory study. The quantitative and qualitative analysis revealed that the initial TM supported student learning at various levels and had a positive impact on their learning achievement. Moreover, its overall usability was also accepted. Some minor improvements with regard to its pedagogy and usability could be implemented. These findings indicate that the initial TM is likely to be beneficial for linear equation learning in pre-primary to lower secondary schools and be usable in mathematics classrooms. Theoretical and practical implications are discussed.

Pre-service Science Teachers’ Views towards Socio-scientific Issues and Socio-scientific Issue-based Instruction

Today, many countries have revised their science curricula to ensure an effective science-learning environment and Turkey is one of such countries. Thanks to the revisions within this scope, socio-scientific issues were integrated into the curriculum. Their presence has brought about the requirement of knowing what socio-scientific issues are and how to integrate them into lessons. The aim of this study is to explore pre-service science teachers’ views towards socio-scientific issues and socio-scientific issue-based instruction in Turkey. To this end, it utilized qualitative research method. The qualitative data were collected from thirty pre-service science teachers through semi-structured interviews and they were analyzed through content analysis technique. The study revealed that while some participants were aware of socio-scientific issues, some were not. In addition, some did not know those issues existing in science education curricula, and how to deal with them during lessons. Besides, participants did not have sufficient self-efficacy beliefs towards dealing with socio-scientific issues in real classroom settings. These results suggest that socio-scientific issues should be integrated into science education programs of universities and more teaching opportunities should be provided for pre-service teachers to practice SSI-based instruction.

Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math Classrooms

The turn of the millennium has witnessed an increased interest in technology-enhanced embodied approaches for learning in mathematics due to the rapid advancement of motion-based technologies. However, the emergence of technology-enhanced embodied learning brings to the foreground new challenges due to the lack of learning experience (LX) designs, ensuring its successful introduction in real classroom settings. This paper presents a large-scale study on the implementation and systematic evaluation of a LX design, developed and enacted by a cohort of eight primary education teachers to support their students’ engagement and learning in mathematics. The LX design was structured around an embodied educational app for learning in mathematics and was implemented in 13 primary education classrooms (n = 213 children). Analysis of the data collected via pre-post conceptual tests, students’ engagement surveys and testimonials, as well as teachers’ interviews, provided empirical substantiation to the LX design, while also supporting the effectiveness of technology-enhanced embodied learning.

Personal and Professional Readiness of In-service Teachers of English for Culturally Responsive Teaching

Purpose: The aim of this study was twofold. First, it investigated the extent to which in-service teachers of English were personally and professionally ready to carry out culturally responsive teaching (CRT). Second, it aimed to understand teachers’ perceptions of CRT. Research Method: This study was carried out in a sequential explanatory mixed methods design. Accordingly, first quantitative data were gathered in the first phase through administering CRT readiness scale. In the second phase, qualitative data were gathered through semi-structured interviews to gain detailed insights about their perceptions. A total number of 415 in-service teachers of English participated in the quantitative phase of the study, and 12 teachers participated in the semi-structured interviews. Findings: Quantitative findings showed significant differences between teachers' personal and professional readiness, novice and experienced teachers, and graduates of ELT departments and graduates of ELL and ACL departments. Qualitative findings showed that experience alone was a distinguishable factor for CRT and also underlined the necessity for and the importance of culture-oriented courses in undergraduate English language teacher education. Implications for Research and Practice: Accordingly, enriching undergraduate English language teacher education programs with culture-oriented courses is a need. Such courses should cover both theoretical and practical sides of multicultural education and CRT. There is also a need to provide more opportunities for teacher candidates to execute teaching practices in real and culturally diverse classrooms. Furthermore, the need for studies focusing on field-specific competencies and real classroom settings are also underlined.

Making a case for Cultural Historical Activity Theory: Examples of CHAT in practice

This paper argues that Cultural Historical Activity Theory (CHAT) provides a practical framework for theory-based research into Technology Enhanced Learning (TEL). Far from being inaccessible, CHAT provides researchers with the concepts, language and tools to create meaningful and manageable data sets that allow insights into complex social situations such as education. Within the context of a pre-university English language program at a Federal institution in the United Arab Emirates (UAE), the paper describes two recent examples of the author’s research into laptop-mediated English language classrooms using CHAT as the theoretical framework. The paper then goes on to describe a theory-based intervention currently in progress that has grown out of the two examples described. This paper aims to demonstrate that theory and practicality need not be separate. CHAT can be used to guide and design research into not only innovation and best practice in TEL but also the actual day-to-day realities of technology usage in real classroom settings, bringing much-needed criticality to the field. The paper concludes by arguing that CHAT can also provide a framework to drive theory-based interventions via the Change Laboratory. Through CHAT, findings from theory-based research need not remain at a conceptual level but can actually be used to create concrete solutions to problems and actual improved educational practice and policy. Keywords: activity theory; CHAT; English Second Language (ESL); English Language Teaching (ELT); Technology Enhanced Learning (TEL); laptops; classroom devices; Change Laboratory; United Arab Emirates (UAE)Part of the Special Issue Debating the status of ‘theory’ in technology enhanced learning research <https://doi.org/10.21428/8c225f6e.dc494046>

Developing intercultural communicative competence by the means of telecollaboration

This paper presents the results of an eight-week quasi-experimental study of English as a foreign language (EFL) learners at the tertiary level in Turkey. The purpose of the study was to reveal the extent to which EFL learners’ intercultural communicative competence (ICC) was enhanced as a result of communication with native and non-native speakers of English with the means of a/synchronous communication tools as compared with the instruction given in a real classroom setting. The data were gathered using a variety of distinct means that entailed questionnaires administered before and after the treatment, weekly reflection papers to explore the participants’ thoughts about experience, and semi-structured interviews held after the treatment. All the data were analysed with the Statistical Package of Social Sciences (SPSS) version 17.0 and Maximum Analysis of Qualitative Data (MAXQDA 10) software. The findings evidenced that telecollaboration had a positive impact on the participants’ intercultural communicative competence. The study explicates the benefit of telecollaboration for developing learners’ ICC over classroom instruction and underpins the necessity of integration of telecollaboration into language learning programs for educators, planners and institutions.

Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development

ABSTRACTThis article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers’ (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their own funds of identity, expanded their own teacher identity, and finally designed curricular proposals that incorporated their funds of identity as valuable pedagogical resources. The second part of the research took place during the two-month practicum that the STs completed in regional high schools, during which period the professional development (if any) that the STs had undergone was collectively and qualitatively assessed in relation to their ability to put into practice their own innovative EFL proposals in real classroom settings.

Using Virtual Rehearsal in a Simulator to Impact the Performance of Science Teachers

This study investigated the use of a virtual learning environment, TeachLivE, using pre-post group design to examine the effects of repeated virtual rehearsal sessions. Based upon past findings on the effectiveness of four 10-minutes sessions, the research team used refined methods to examine the effects of these sessions on 102 secondary science teachers. Teachers who took part in the simulated activities significantly increased their targeted behaviors compared to colleagues who had not taken part in the simulation activities. These results of behavior changes that occurred in the simulation were found to transfer back to the real classroom settings for the experimental group (simulation use). Results from this study further validates the impact of simulation in teacher education, showing professional learning in virtual-reality simulated classrooms can positively impact targeted teaching practices in a concentrated amount of time.

The The Realization of Communication Strategies in Teacher – Student Interactions in Tunas Harum Bangsa Trilingual National School

Recently, the need to communicate has been a major concern by many experts. Learners tend to do better in written test than spoken one. It raises the awareness that students deem speaking as the most difficult task to do in learning a language. It may lead to the vast assumption that communicating in L2 is impossible to do. However, experts find that Communication Strategies (CSs) may become the solution. To fill in the gaps in using a language, learners may use CSs. This study aimed to see the most frequently used CSs by young learners. There were 16 Primary School Students who were divided into two categories based on their proficiency levels: High Proficient (HP) and Low Proficient (LP) Students. The data were gathered from the observation of the usage of CSs in real classroom settings and the result of the interview. The result revealed that HP Students tended to use more CSs than LP Students. Then, the students tended to use more Direct Strategies rather than Indirect and Interactional Strategies. Thus, it can be stated that certain kinds of CSs were more familiar for the students to use and may help them to overcome language problem in communicating using L2.

Uninterrupted Classroom Sitting is Associated with Increased Discomfort and Sleepiness Among College Students.

Acute bouts of uninterrupted sitting has been associated with discomfort and fatigue in adult populations. However, little is known regarding the impact of uninterrupted sitting on such outcomes among college students. Understanding these relations would be useful for informing best practice and future interventions. The present study explored the relation between uninterrupted sitting and perceived levels of physical discomfort and sleepiness among college students in a real classroom setting. We recruited 54 undergraduate students enrolled in a single class at a Midwestern university. Participants remained seated throughout a 2.5 h lecture while completing the Stanford Sleepiness Scale (SSS) and General Comfort Scale (GCS) every 15 min. Linear mixed effect model analyses were used to determine the relations between the independent and dependent variables and the duration at which students reported significant impairments in discomfort and/or sleepiness. Classroom sitting time was associated with increases in discomfort (r = 0.28, p < 0.01) and sleepiness (r = 0.30, p < 0.01). Students reported significant impairments in discomfort and sleepiness after 75 and 15 min, respectively. These findings support further research into the acceptability, feasibility and efficacy of interventions designed to interrupt classroom sitting on discomfort, sleepiness and measures of academic performance.

Wolves’ Conservation through Educational Workshops: Which Method Works Best?

(1) Background: Conservation biology education is an important societal goal, targeting the worldwide promotion of biodiversity conservation. When learning about animals, direct experience poses an ideal opportunity to influence the participants’ attitudes and knowledge. However, in the case of large carnivores, direct experiences are scarcely possible, except at local zoos. School teaching should therefore rely on preserved materials, which are still originals. (2) Methods: Here, we investigated how students’ attitudes and knowledge regarding wolves can be improved in three different teaching contexts: (a) through conventional lectures, (b) through lectures combined with hands-on activities in the real classroom setting, and (c) through lectures with hands-on activities at the university. Students from general and vocational (veterinary) upper secondary school participated in the study. Attitudes and knowledge were tested before and after the teaching. (3) Results: Students displayed positive attitudes toward wolves and their prior knowledge had the highest influence on attitude ratings. Knowledge about wolves improved during teaching regardless of the teaching approach. The highest influence on attitudes and knowledge was observed in the university setting. (4) Conclusion: The university setting evidently produces the strongest effect so it is a recommended approach when designing conservational topics.

THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study.