Regular Classroom Settings Research Articles

Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers.

It can be risky to be different. The healthy context paradox notes that a reduction in classroom bullying exacerbates problems for those who remain victimized (Huitsing et al., 2019). The present study extends this work by examining the costs associated with being a victimized social outlier [known also as a "social misfit" (Wright et al., 1986)] in (nonintervention) regular classroom settings, to determine whether students who are outliers in terms of classroom victimization respond with increasing adjustment problems. Participants were 706 public primary and middle school students (ages 9-14 years, Mage = 11.80, SDage = 1.13) in the United States (80 girls, 85 boys) and Lithuania (259 girls, 282 boys). Peer nominations of physical victimization and disruptiveness along with self-reports of physical victimization, conduct problems, and delinquent behavior were collected twice during an academic year (4 months apart). Longitudinal group actor-partner interdependence model analyses indicated that increases in adjustment problems over the course of the school year were a product of the degree to which a child was a victimized social outlier. Specifically, the discrepancy between individual victimization and classroom victimization norms at the beginning of the school year predicted increases in disruptiveness (d = -0.11), delinquent behavior (d = -0.10), and conduct problems (d = -0.08) from the beginning to the end of the school year. The results are consistent with the assertion that the risks of being a social outlier extend to those who stand apart in terms of their victimization experiences. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

RECONSTRUCTION PROGRAM IN ELEMENTARY READING USING BLENDED LEARNING: A QUALITATIVE INQUIRY

Reading is important because it develops your mind and gives you excessive knowledge and lessons of life. It helps you understand the world around you better. It keeps your mind active and enhances your creative ability. Reading improves your vocabulary and develops your communication skills. It helps you learn how to use your language creatively. Not only does it improve your communication but it also makes you a better writer. Good communication is important in every aspect of life. The ability to read is an important skill in today’s modern world where so much information is transmitted in written form. People must have reading skills whether they are in school or not. This is a challenge to teachers at the elementary level on how they nurture learners to learn proper reading in their respective grade levels. This need is evident as educational studies on how to teach reading in a specialized classroom setting like the elementary classroom that indicated that teachers do not spend enough time teaching reading strategies determined that teachers often have only limited knowledge about how to teach reading strategies and tend to draw from what they learned in their own school experiences when comprehending texts. Strategies such as summarizing or asking questions are commonly used by teachers to assess reading comprehension, but they are rarely taught how to improve it. Indeed, on an overall basis, reading instruction in a regular classroom setting often fails to reflect scientifically-based practices. Lack of student interest and motivation can be quite a challenge for teachers to combat. KEYWORDS: Reconstruction, program, elementary, reading, blended, learning, qualitative

Using modified schema-based instruction to teach problem-solving to students with autism and language impairments: a single case design study

This study evaluates the effect of modified schema-based instruction to teach additive group problem-solving abilities to four students (aged between 11 and 16 years) with autism spectrum disorder and language impairments. The intervention was specifically designed to address language difficulties and to promote the participants’ independence by implementing a progressive withdrawal of supports. Results from a multiple-probe design across participants showed evidence of a functional relation between the intervention and the improvement of the participants’ problem-solving abilities. All four participants improved their performance with respect to baseline. Three of them acquired problem-solving skills in both addition and subtraction problems, with the acquisition of subtraction skills being less evident for one of them. These three participants generalized their abilities in their regular classroom setting, and also to solving two-step addition problems. Two participants were assessed post-intervention, confirming skill maintenance at three and four weeks, respectively.

CRITICAL PEDAGOGY IN THE 21st CENTURY: CHALLENGES AND POSSIBILITIES

A pedagogical approach known as "critical pedagogy" encourages instructors to support students as they analyse systems of authority and opportunities that are based on "critical theory," which involves becoming conscious of and challenging the status quo in society. Through critical pedagogy, instructors motivate pupils to explore and confront social and familial injustices by drawing on their own enlightenment. The current social structure is still battling against social evil, injustice, and equality. Worker exploitation, disdain for those from other sociocultural backgrounds, mob lynching, and a decline in values all serve as stark examples of how the educational system has failed to instil civilization in society. Although we may have advanced materialistically, a progressive mentality has not yet been attained. As a result, critical pedagogy practise in the twenty-first century becomes pertinent. Critical pedagogical strategies are challenging to put into practise in regular classroom settings. Developing measures to ensure these obstacles begins with an understanding of some of these barriers and how they appear in higher education institutions. Thus, this paper discusses the challenges that could occur while attempting to employ critical pedagogy. This paper also discusses the possibilities of using critical pedagogy in the classroom for the benefit of the students.

Digital learning: Differentiated teaching models using ICTS in Greek context – good practices: “I learn Europe through its cultural tradition: Traditional gastronomy products and traditional games Alanas"

It is supported by modern pedagogy for individuals with special needs to be included in regular classroom settings. A free public school is accessible to everyone. A nation's cultural traditions evolve and are largely preserved through intergenerational learning, or the transfer of information from one generation to the next. The use of new technologies in education can help achieve this goal by converting traditional instruction into differentiated instruction that adjusts to the unique needs, skills, interests, and experiences of each student. This creates learning environments where students can approach the material at their own pace and convenience. This project offers an example of customized instruction within a cultural heritage project.

Pedagogical Approaches for Meeting Gifted Students’ Needs: Literature Review

In recent decades, there has been significant interest internationally level in the field of gifted education, which has led to a vast amount of research. This widespread interest stems from recognising what might be seen as the intrinsic value of developing giftedness. Nurturing gifted students has become an essential part of the mainstream educational system of developed countries. Furthermore, more countries around the world are now becoming aware of the potential benefits of investing in gifted education and the role that such investment can play in their growth and development. However, many gifted students may not receive educational opportunities that match their abilities and needs as instruction in regular classroom settings is usually not tailored to meet the needs of more gifted learners. Much research has shown that gifted children need tailored educational opportunities for their talents to flourish and to stimulate their individual potential in appropriate environments. This paper reviews and analyses the relevant literature on the pedagogical approaches to meeting gifted students’ needs. The four main approaches to meeting diverse students’ needs, comprising acceleration, grouping, enrichment and differentiation, are discussed to explore and understand how to provide adequate support for gifted students.

Whole-of-school physical activity implementation in the context of the Dubai Fitness Challenge.

Physical activity (PA) promotion among school-aged youth is a global health priority. Recommendations for such promotion include implementing whole-of-school approaches that maximize resources across the school environment. This study examined schools' participation in an annual, government-led, and emirate-wide initiative in Dubai, called the Dubai Fitness Challenge, in which the goal is to accrue 30 minutes of PA every day for 30 days (as such, the initiative is colloquially referred to as "Dubai 30x30"). A mixed-methods design was employed for this study. Three schools were recruited using convenience sampling. Participants were 18 physical education teachers, 20 classroom teachers, 2 principals and 45 students. Data sources included surveys, focus groups, and interviews. Data were analyzed using descriptive statistics, multinomial logistic regression, and open and axial coding to develop themes. School staff reported that most Dubai 30x30 activities were provided in physical education, at break times during school, and before and after school. Students reported that they mainly participated in Dubai 30x30 activities during physical education and occasionally participated in activities after school and on weekends. During school, students were more likely to reach higher PA intensity levels when they were in contexts other than the regular classroom setting. Among school staff, physical education teachers were most involved and classroom teachers were least involved in promoting Dubai 30x30. Parent engagement was high. Staff perceived that Dubai 30x30 brought the community together, but physical education teachers also indicated there was a lack of implementation guidance and they felt burdened. Participants believed Dubai 30x30 increased PA participation and helped to promote their schools. This study provides an initial glimpse into schools' participation in Dubai 30x30 and suggests that a whole-of-school PA lens is useful in gleaning information that could help to increase and optimize PA opportunities for students.

Tools or Toys? The Effect of Fidget Spinners and Bouncy Bands on the Academic Performance in Children With Varying ADHD-Symptomatology

Fidget tools – such as fidget spinners and bouncy bands – are advertised by manufacturers to improve academic performance in children. Therefore, these tools are often used in the classroom setting, either as a universal tool for all children or specifically for children with elevated ADHD-symptomatology. However, there is a paucity of ecologically valid research on the effectiveness of these tools in elementary school children. This study examined the effect of fidget spinners and bouncy bands on mathematics and listening performance of 233 children (53% boys, Mage = 9.10) in their regular classroom setting. ADHD-symptomatology was assessed by parent report and children’s movement was objectively measured by accelerometers. Linear mixed-effect models revealed that fidget spinners had an overall detrimental effect on academic performance, regardless of ADHD-symptomatology. Likewise, for the bouncy band an overall negative effect on children’s performance was found. However, further exploratory analyses suggested that for children with more symptoms of inattention the use of a bouncy band may reduce the negative effect of these symptoms on mathematics performance. Based on these findings, we advise against the use of fidget spinners or bouncy bands as universal therapeutic classroom tools to improve academic performance in elementary school children. More research is warranted on the potential beneficial effect of bouncy bands for children with elevated inattention symptoms.

Debate as an educational method in Hungary: The policy environment and needs in teacher-training

AbstractThe benefits of using formalized debates in the classroom are widely known as debating develops various skills that students need both inside and outside the modern educational system. Such competences range from communication and research skills, critical thinking, team work, public speaking, and self-confidence (Kennedy, 2007; Medina, 2020; Snider & Schnurer, 2006). However, while debating is frequently used both in regular classroom settings and as extra-curricular activities in various countries, it is still largely neglected as an educational tool in Hungary. This is true both in secondary and tertiary education with the teaching of debate mostly absent from teacher-training programs as well. After an overview of research findings on the key benefits of using debates in the classroom, the paper examines the educational policy environment in Hungary concerning the use of debates and based on various surveys argues that the manifold benefits of debating could also be exploited in Hungary as it is not only enabled by the core and general curricula but also caters for a clear need both in teacher training and daily educational practice.

Special Education Policy in the United Arab Emirates: Knowledge and Implementation in Ras Al Khaimah

The United Arab Emirates has a bold and progressive special education policy that supports the inclusion of special education students, referred to in this paper as the determined ones and students of determination. The General Rules for the Provision of Special Education Programs and Services, an important policy document for educating students of determination, advocates that the “determined ones” remain in the regular classroom setting whenever possible. This policy paper examines teachers’ knowledge of this inclusion policy as well as their perceptions of other school level inclusion policies. The research undertaken found no significant differences in knowledge or perceptions between and among Ras Al Khaimah teachers placed at government, international, and private schools. However, knowledge about the inclusion policy was low. Additionally, teachers expressed limited confidence that their schools could meet the needs of the “determined ones” in inclusive classrooms. To bridge this gap, the authors discuss recommendations centered on teacher training and how such programs could impact field experiences in inclusive classrooms. Furthermore, suggestions are offered for school-based inclusion policies that can be developed by teams of teachers and school leaders to build teacher knowledge, the national policy, and teacher capacity to meet the educational needs of the “determined ones”.

Poe Studies Association Updates

Poe Studies Association Updates

Experiences of Chinese Parents of Children with Autism Spectrum Disorder Advocating for Inclusive Education

"The purpose of this study is to gain an understanding of Chinese parents’ experiences advocating for their children with autism spectrum disorder to be educated in a regular classroom setting. Sixteen parents of children with ASD in China were interviewed to understand their experiences with the ‘learning in the regular classroom policy’(LRC)and its implementation. Our findings revealed three themes: (a) guanxi (social capital) is critical for parental advocacy, (b) Parents’ commentary on educational rights features a self-deprecating tone, and (c) parents indicate they accept and even agree with the stigma attached to children with ASD. The interpretive phenomenological analysis approach is used to gain insight into the policy implementation of inclusive education in China from the perspective of parents. This study demonstrates the toll that social stigma takes on parents when they interact with the Chinese school system within the context of LRC."

Teen Mental Health First Aid: 12-month outcomes from a cluster crossover randomized controlled trial evaluation of a universal program to help adolescents better support peers with a mental health problem

Backgroundteen Mental Health First Aid (tMHFA) is a universal mental health literacy, stigma reduction, help-seeking, and suicide prevention program designed for adolescents in Years 10–12 of secondary school (16–18 years). tMHFA is delivered by trained instructors, in a regular classroom setting, to increase the knowledge, attitudes and behaviours that adolescents’ require to better support peers with mental health problems or mental health crises.MethodsTo explore the efficacy of tMHFA, a cluster crossover randomised controlled trial was conducted with Year 10 students in four schools in Victoria, Australia, using physical first aid training as the control intervention. Of the 1942 eligible students, 1,624 completed baseline and 894 completed follow-up surveys. Online surveys, administered one week before training and again 12-months later, included vignettes depicting peers John (depression and suicide risk) and Jeanie (social anxiety/phobia), measures of mental health first aid (quality of first aid intentions, confidence, first aid behaviours provided, and first aid behaviours received), mental health literacy (beliefs about adult help, help-seeking intentions), and stigma (social distance, weak-not-sick, dangerous/unpredictable, and would not tell anyone).ResultsThe primary outcome—quality of first aid intentions towards the John vignette—showed statistically significant group x time interactions, with tMHFA students reporting more helpful and less unhelpful first aid intentions, than PFA students did over time. Confidence in providing first aid also showed significant interactions. First aid behaviours—both those provided to a peer with a mental health problem and those received from a peer—showed null results. Ratings of both beliefs about adult help and help-seeking intentions were found to be significantly improved among tMHFA students at follow-up. A group x time interaction was found on one stigma scale (would not tell anyone).ConclusionsThis trial showed that, one year after training, tMHFA improves first aid intentions towards peers with depression and suicide risk, confidence in helping peers with mental health problems, willingness to tell someone and seek help from an adult or health professional if experiencing a mental health problem.Trial registrationThis research was registered with Australia New Zealand Clinical Trials Registry: ACTRN12614000061639.

Creating Inclusive Classroom Environments: A Practitioner-Friendly Typology of Regular Classroom Teachers’ Responses to the Call

ABSTRACT For several decades now, there have been calls for the creation of inclusive learning environments within regular classroom settings. Teachers and other practitioners involved in this task need various types of guidance to assist them. While general principles deduced from empirically-based positivist studies are valuable, micro-sociology based constructions of teacher ‘types’ can also be helpful, particularly in helping stakeholders to clarify their views on their work and suggesting possible approaches worthy of being put to the test of practice. Unfortunately, various existing typologies are couched in the language of the social scientist rather than that of practitioners, thus not making them very user friendly. This paper is offered as an attempt at addressing this deficit. Fourteen teachers drawn from 10 different Western Australian schools participated in the study. The analysis led to the generation of five ‘types’ of teachers in terms of their perspectives on how they have responded to the demand for inclusive learning environments: ‘abstainers’, ‘doggie paddlers’, ‘splashers’, ‘pre-squad members’ and ‘squad members’. The study would be of interest in its implications for educators involved in creating school cultures and professional development related to inclusion, and also, as an ideographic work of theory.

Speaking Skills Enhancement through Digital Storytelling among Primary School Students in Malaysia

Speaking skills can be considered a key measure of success in learning a language. Learning Tamil, as an elective language in Malaysian National Primary schools, is extremely difficult for beginners compared to students in National Type Tamil Primary Schools in Malaysia. The aim of the research is to apply digital storytelling as a pedagogical approach in speaking classes in national primary schools with a view to promote Tamil speaking abilities of children. A collaborative quasi-experimental action research design was adopted to measure the efficacy of digital storytelling in enhancing students’ Tamil speaking skills. Action research was conducted with thirteen 2nd standard students aged between 7 and 8 years old, in a national primary school, in Pasir Gudang district, Johor, on a pilot project. The Tamil digital storytelling modules were developed in a mobile application with pre-and post-test survey tools and the respective class teachers were trained on the module to work with children in a regular classroom setting. The results showed that significant improvements were observed in students' comprehension, vocabulary, and fluency elements of the speaking skills after their participation in the digital storytelling sessions. As a result, the study suggests that digital storytelling may be an effective pedagogical approach to enhance students’ speaking abilities in the classroom and beyond to improve the students’ mother-tongue as second-language learning in schools.

HOW VISUALLY IMPAIRED LEARNERS CONSTRUCT OPPORTUNITIES TO LEARN MATHEMATICS?

Many studies view inclusive education practices as having the potential to improve equal access to education, where the existing barriers are reduced. In mathematics specifically, it is believed that providing more opportunities to learn for learners with special educational needs can improve their performance and result in scaling down the mathematics achievement gap. A differing perspective from recent empirical research that focused on mathematics instruction involving learners with special educational needs in regular classroom settings, however, found that these learners did not benefit much in the mathematics lessons when equal opportunities to learn were provided. The present study reports on how learners with visual impairment perceive and engage with the teaching of mathematics in inclusive classrooms of Lesotho. The study follows a qualitative case study design using the framework of opportunity to learn (OTL) as the main theoretical resource through which conditions that facilitate effective teaching and learning of mathematics are examined. The article argues that what are often defined as opportunities to learn do not always translate into effective learning opportunities for learners with special educational needs. The opportunities to learn are mediated through the learners, who select what is and/or is not useful for them at a given point in time. Empowerment of both learners and teachers in the mediation of opportunities to learn will be a critical factor to ensure the success of interventions for inclusion in such mathematics classrooms.

The Impact of Social Environment on the Sexual Self-Regulation of University Students in Uganda

Most societies consider sexual self-regulation to represent a general temptation control mechanism, postponing gratification. This study aims to determine the social environment's impact on university students' sexual self-regulation in Uganda. The data were obtained using convenience technique sampling of undergraduate students at university "X" in Uganda. Students voluntarily completed the questionnaire in a regular classroom setting. The questionnaire elicited information regarding sexual regulative capacities like seeking accurate information from social environments like family, peer, and university environments. The data were analyzed using both univariate analyses (chi-square and analysis of variance and logistic regression. The results indicated that the social environment had a positive and significant relationship with sexual self-regulation and university students with a value of 1t1 ≥1.96, and factor loading≥0.50 was significant. These results should be considered by those working with university students in human sexuality and human development

Effects of a Private Room Versus Group Setting on Math Test Performance of College Students with ADHD

The effects of (a) private room, (b) typical classroom, and (c) high-distraction room test settings were examined on the math test performance of six college students (four females) with ADHD. Participants (aged 18–30 years) completed multiple, equivalent algebra calculation tests (100 items each) under the three test-setting conditions. A multi-element design was used to compare the number of items attempted (test access) and percentage correct (accuracy). Students also rated their level of distraction after each testing session on a Likert-type scale. Results showed that students found the high-distraction setting more distracting than other settings and that five of six students accessed more test items in the private room versus the high-distraction setting, with three of the six demonstrating nonoverlapping data across settings. A regular classroom setting did not produce a high level of distraction, nor did it restrict student access to the math tests relative to a private room setting. These findings suggest that some students with ADHD are affected negatively by highly distracting environments and may benefit from a quiet, private test setting. Single-case experimental designs may be useful for examining individual differences among students with disabilities receiving specific test accommodations.

The Impact of Government Policy on Physically Challenged Children in Lagos State, Nigeria

Children with disability are facing problems of integration into the regular classroom setting in Lagos State which eventually deprived them reach their full potentials. This study looked at the impact of government policy on physically challenged children in Lagos State. The paper explained the concept of physically challenged children’ historical background of physically challenged children in Nigeria and the need for the implementation of policy concerning physically challenged children were discussed. Consequently, recommendations and conclusion were made. The paper concluded that adequate programme should be embarked on by government to educate people on the need to accommodate physically challenged children in classrooms and the society at large.

Agriculture Teachers’ Competence on Skill Acquisition among Students with Auditory Processing Disorder

The inclusion of students with learning disability in regular classroom settings has been identified worldwide as essential to the provision of effective education for all and the creation of a more accessible environment. There have been few empirical studies in developing countries on teachers’ competence to educate students with specific learning disabilities in an accessible environment. This study aimed to explore the influence of agricultural science teachers’ competence on skill acquisition among students with auditory processing disorder. Different types of teachers’ competence were examined, including methodological competence, motivational competence, material utilization competence, and teaching evaluation competence. The study employed a cross-sectional survey design with a multi-stage cluster sampling technique. A survey instrument was developed and distributed to 237 agriculture teachers in Nigeria that were asked about their perception on teachers’ competence in inclusive education in providing agricultural skills and support for students with auditory processing disorder. Therefore, the agriculture teachers were asked to complete the questionnaires given one week. Data revealed that the agriculture teachers reported moderate level of teachers’ competence for teaching students with auditory disorder in inclusive school settings. Implications of these results include the need for further investigation into the training needs of agriculture teachers regarding competencies for inclusive education practices, such as differentiation and universal design for learning to promote social justice.