Regular Classroom Research Articles

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.

IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE

This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates that the systematic use of the COT allows educators to identify areas of strength and growth in their teaching practice, leading to targeted professional development interventions. Additionally, the integration of the RPMS ensures alignment between teacher assessments and professional standards, promoting accountability and continuous improvement in teaching practice. Studies have shown that educators who participate in regular classroom observations and performance evaluations experience enhanced job satisfaction and morale, leading to greater retention and commitment to their profession. Moreover, the implementation of these systems has been associated with improvements in student learning outcomes, as teachers are better equipped to meet the diverse needs of their students. However, challenges such as resource constraints and resistance to change may hinder the effective implementation of these systems. Moving forward, further research is needed to explore the long-term impact of the COT and RPMS on teaching performance and student achievement. Overall, this literature review highlights the importance of incorporating systematic observation and performance evaluation mechanisms into teacher professional development initiatives to promote continuous improvement in teaching practice and enhance student learning outcomes in public elementary schools.

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.

Integrating 5E Model with Planned-Incidental Grammar Teaching Approach to enhance grammar competency of eighth-grade Odia medium school students, in a time-sensitive manner

Prompted by the challenges faced by teachers in balancing grammar and content in English classes, coupled with the poor English proficiency of rural Odia medium school students, the study aimed to devise an intervention that could balance content and grammar, thereby enhancing the grammar competency and content comprehension of eighth-grade students. Based on quasi-experimental research with a pretest-posttest nonequivalent group design, two groups were assigned treatment conditions: the 5E Model with Planned-Incidental Grammar Teaching Approach (experimental group) and the traditional Grammar Translation Method (control group) during class instructions. Data were collected from 100 school students, with 52 in the experimental group and 48 in the control group, using pretest and posttest assessments. The mixed ANOVA test results revealed significantly higher posttest scores in the experimental group compared to the control group, highlighting the positive impact of the intervention on students’ grammar proficiency. The t-test for the comprehension test suggested comparable levels of comprehension in both groups, indicating the efficiency of the new pedagogical strategy in seamlessly integrating grammar instruction into regular classroom teaching, optimizing instructional time and ensuring balance between content and grammar, making it particularly valuable for educators facing time constraints. This study underscores the need for professional development opportunities to enhance teachers’ pedagogical skills and knowledge. Further research is warranted to explore the intervention’s impact on various language skills and assess its applicability in diverse contexts, contributing to a broader understanding of its implications.

Students with special educational needs in regular classrooms and their peer effects on learning achievement

This study explores the impact of inclusive education on the educational outcomes of students without Special Educational Needs (non-SEN) in Peru, utilizing official Ministry of Education data and implementing cross-sectional regression analyses. Inclusive education is a complex issue that, without appropriate adaptations and comprehensive understanding, can present substantial challenges to the educational community. While prior research from developed nations offers diverse perspectives on the effects of inclusive education on non-SEN students, limited evidence exists regarding its impact in developing countries. Our study addresses this gap by examining inclusive education in Peru and its influence on non-SEN students, thereby contributing to the existing literature. Our findings reveal that, on average, the presence of SEN students in regular classrooms does not significantly affect their non-SEN counterparts. However, we uncover heterogeneous results contingent on the specific type of SEN and students’ academic placement. These results emphasize the importance of targeted resources and parental involvement in facilitating successful inclusive education, particularly for specific SEN types. In summary, this study underscores the need for tailored strategies and additional resources to foster the success of inclusive education and calls for further research in this field to expand our understanding and enhance educational policy.

Physics Teachers’ Discourses on the Origin of the Universe and the Impact of Personal Beliefs in the Classroom

Conflicts in regular education classrooms due to differing personal views on scientific knowledge are recurrent. This article is motivated by enquiries into the significance of the topic of “the origin of the universe” in the context of elementary school curriculum, as well as concerns regarding how educators handle this topic, their academic preparation to take this tack, and the impact of students’ and teachers’ own personal beliefs on the classroom setting. Focusing on this topic, we investigated the discourses of teachers with a degree in physics, educated at the same public institution, under the same curricular framework, considering their training, teaching methods, and personal convictions. The study was conducted with open-ended interviews designed to be used in a video-communication setup. Through our analysis, it was possible to verify that teachers feel unprepared to handle the issue in the classroom due to the cultural diversity of their students and the need for greater scientific knowledge. In addition, it was determined that everyone has an independence stance about the connection between faith and science, which reduces the likelihood of conflict.

How do we know what they know? A case study of classroom-based assessment with multilingual learners

ABSTRACT We employed qualitative research methods to examine student learning in context during a teacher’s unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned and how they experienced and described their learning from regular classroom instruction. Despite receiving the same instruction, student learning, as measured by the summative assessment, differed greatly, and it was unclear if students learned the historical content. Teaching to the test (e.g., lecture-focused, didactic, narrow fact-focused instruction) did not yield improved results on the multiple-choice test. These findings problematize the use of multiple-choice testing, emphasize the need for explicit academic vocabulary scaffolds for multilingual learners, and highlight the importance of formative assessment. We argue that the conception of teacher as curricular-instructional gate-keeper needs to be expanded to curricular-instructional-assessment gate-keeper.

Framework For Performance Management, ICT-Based Digitalization in A Higher Education Institution

By improving teaching and learning, research, and governance, digital technology has altered the educational landscape in academic institutions. Adequate infrastructure, improved internet access, modern digital tools, a secure platform, and professionals with digital competency are all critically needed. Higher education institutions in India are clearly visible from the growing usage of ICT, cloud computing, AI, robotics, and virtual reality in daily operations, which improves competencies and aids in skill alignment with industry-based knowledge. Teaching in a regular classroom is becoming obsolete. The way that education is delivered has changed dramatically since the advent of technology. It provides the freedom for students to access learning at any time or location they want. The lines that were once drawn by understudies and educators being available in a similar spot simultaneously have likewise become more foggy because of education turning out to be more computerized. In the past ten years, internet and remote learning have grown in popularity in India. With the majority of the country now having access to digital technology, online learning courses are becoming more and more popular. Besides, understudy evaluation through digitalization technology is currently a chance on the grounds that to the improvement of learning management systems (LMS). Outside of the classroom, students can socialize with their peers. The pupils' soft skills have also been guided by the peer-centered learning component. LMS would enhance student evaluation and the teaching process.

Research on the Teachers' Dilemma in Inclusive Education under the Background of Learning in Regular Classrooms

Inclusive education has been a crucial education revolution since 1994 the Salamanca Statement, proclaiming that children with diversified abilities should have access to regular schools with appropriate scaffolds and support. Chinese inclusive education is presented as Learning in Regular Classrooms where children with special needs are placed in a regular classroom of a regular school. This article explored and identified challenges LRC faces through teachers roles, standards, and relationships with the childrens families that lead to unsuccessful LRC. The lack of special education knowledge in teachers, mono-teaching-evaluation standards on academics, and disagreements between teachers and families on support for children are some causes of unsuccessful LRC. This article proposed multiple solutions according to the challenges which include cooperating with special education schools to provide systemized special education training and support for teachers, schools providing clear, written, and diversified teaching standards, increase in communication between teachers and childrens families, and schools providing extra support for children.

Problem Solving Seminar for Future Physics Teachers

The paper presents a seminar for future physics teachers focused on problem solving and creativity in problem solving. In this seminar, students are encouraged to find effective strategies for various problems on their own, to use multiple representations, and to be aware of barriers as well as possible clues to solving problems. Students and their teachers reflect together on the goal of each activity or problem, and look for ways to bring them into the regular classroom. The seminar is aimed not only at developing students’ problem-solving competencies, but more importantly to draw them towards thinking like a future teacher.

Tantangan Berkelanjutan: Problematika Guru dalam Penerapan Kurikulum Merdeka Pada Mata Pelajaran Sejarah

The Merdeka Curriculum represents an evolution from the 2013 Curriculum, introducing several changes aimed at providing schools, teachers, and students with opportunities to innovate, improvise, and negotiate for independent and creative learning. This research aims to investigate the implementation of the Merdeka Curriculum, highlighting challenges and efforts in teaching history. The research methodology utilized is descriptive qualitative, employing data collection techniques such as observation, interviews, and document analysis. Data analysis involves data reduction, presentation, and drawing conclusions, with validity ensured through measures of credibility, transferability, dependability, and confirmability. The findings reveal that Vocational High School 2 Banjarmasin has adopted the Merdeka Curriculum since 2021, emphasizing learning to generate products and services. Intracurricular learning is categorized into regular classroom sessions and extracurricular learning activities. The Project to Strengthen the Profile of Pancasila Students (P5) is conducted for a month outside regular teaching hours, with teachers independently preparing teaching materials. Teachers encounter various challenges in implementing the Merdeka Curriculum, including difficulties in analyzing learning outcomes, formulating learning objectives, constructing the flow of learning objectives, developing teaching modules, and selecting appropriate teaching media and methods. Additionally, limitations in technology, student textbooks, and classroom space contribute to these challenges. Efforts to address the obstacles in implementing the Merdeka Curriculum involve collective commitment, specialized training such as upskilling sessions and subject teacher collaboration activities, as well as enhancements to educational facilities and infrastructure. In conclusion, teachers must adapt to curriculum changes, overcome implementation obstacles, and possess the flexibility to ensure the effectiveness of curriculum implementation at Vocational High School 2 Banjarmasin.

Implementation of the Introduce Connect Apply Reflect Extend (ICARE) Model Learning Flow in developing online modules based on U-Learning Class LMS

Online learning has started to be used since the emergence of internet technology and became increasingly popular when the Covid 19 pandemic hit. Online learning during the pandemic has given rise to many unique problems for both lecturers and students, such as limitations in presenting material in the sense that the material presented is monotonous and uninteresting, the difficulty of building activity, the difficulty of creating interaction between lecturers and students and between students. Online learning is more stressful than studying in a regular classroom because students are trapped studying alone, the absence of clearly structured learning steps makes it difficult for students to focus on studying. The aims of this research are: to determine the design of an online learning module with an ICARE learning flow based on the U-Learning Class LMS, to determine the feasibility of an online learning module with an ICARE learning flow based on the U-Learning Class LMS. This research uses a Research and Development (R&D) for Education design with the stages of Analysis, Design, Development, Implementation and Evaluation. All stages have been completed and resulted in an online learning module with an LMS-based ICARE learning flow in the Learning Media course which has met the eligibility criteria as a learning resource for use in learning.

Assessment of the impact of the implemented learning spaces on science achievement: Building Resilience at General Tomas Mascardo National High School

General Tomas Mascardo National High School is currently facing a significant challenge of classroom shortages, posing a threat to the fundamental principle of "education for all." This study aims to evaluate the impact of makeshift classrooms on the academic performance of science subject to students during the school year 2023–2024, adopting a mixed-methods approach. The analysis reveals variations in mean percentage scores across sections and shifts, emphasizing the need to investigate specific factors influencing performance outcomes. Despite small attendance fluctuations, the overall trend suggests a high level of students’ presence, indicating a generally conducive learning environment. However, the study identifies significant disparities in academic performance, particularly in the Quarterly Assessment (Q.A) variable among makeshift classes. The negative impact on academic performance is evident, highlighted by a statistically significant deviation in Q.A scores, emphasizing a specific area of concern. Irregular attendance patterns during September and October further contribute to the negative effect on academic performance, emphasizing the need for targeted interventions to address attendance issues systematically. Themes emerging from student responses encompass environmental factors, comfort, focus, motivation, adaptation, preference for regular classrooms, teacher impact, external factors, and physical environment. Morning shift students highlight noise and discomfort as significant barriers, while afternoon shift students express mixed feelings, acknowledging spaciousness but preferring regular classrooms for comfort. Both shifts discuss motivation, with morning shift students suggesting adaptive measures and crediting supportive teachers. In contrast, afternoon shift students express various emotions, including decreased motivation due to negative thoughts and noise pollution affecting focus. External factors, distractions, and concerns related to the physical environment are prevalent in both shifts, underlining the complexity of challenges students face in makeshift classrooms. Recommendations include a comprehensive investigation into academic disparities, addressing the quality of answers, targeted interventions for attendance improvement, and a holistic approach to creating a conducive learning environment.

Invisible Educators: Understanding the Role and Impact of Casual Relief Teachers in Turkish Schools

Casual relief teachers (CRTs) are teachers who take the place of regular classroom teachers (RCTs) in primary schools when they are absent from school for various reasons such as illness, professional development activities, or annual leave. Casual relief teaching, which is not defined as an official duty in the legislation of the Turkish education system, usually occurs when surplus teachers nominated to the provincial order are assigned to crowded schools in provincial district centers. CRTs contribute to the sustainability of education activities in the absence of RCTs. The working conditions of these teachers vary, and they teach in different grade levels. In this study, the working conditions of CRTs in the context of the Turkish education system are analyzed from the perspective of different stakeholders. This study was conducted with the phenomenological research design, one of the qualitative research designs. The participants of the study consisted of school administrators (principals and vice principals), RCTs, CRTs and parents. The data obtained through qualitative interviews using individual semi-structured forms were analyzed using the content analysis method. According to the findings, CRTs were found to suffer from not having a fixed classroom, not being able to adapt to different teaching methods, experiencing various problems in classroom management, and facing disrespect from their colleagues from time to time. While serving as a CRT is an advantage for some CRTs due to family reasons, disadvantages occur in terms of having problems adapting to the school culture and forming organizational commitment. RCTs see CRTs as an important part of the education system and think that they contribute to the sustainability of teaching processes. School administrators, on the other hand, see CRTs as useful stakeholders of the school system. For school administrators, CRTs contribute to the school in terms of providing teacher flexibility and sometimes helping with administrative tasks.

Digital learning in physiotherapy education: Exploring design approaches through meta-analysis

The implementation of internet-based educational designs to enhance teaching and learning could be advantageous for higher education. There is not much research on digital methods of learning in physiotherapy education. The investigation examines and assesses methods of online learning in an effort to raise the standard of physiotherapy education. An extensive meta-analysis and evaluation of both randomized and non-randomized tests are the proposed methods of the research. A map was made of the digital initiatives and research mentioned in the list. Learning impacts for similar interventions were determined by means of meta-analysis. Five cohort investigations and ten randomized controlled trials make up the total of 15 researches included in the evaluation. Blended learning, remote learning, and the flipped classroom methodology were all used in 14 studies. In all, seven of the fifteen pieces of content were referenced in the flipped classrooms have statistically significant effects on learning, according to a meta-analysis for interaction uses on useful skills. Based on the findings, integrating pedagogical approaches is equally, if not more, more efficient than a regular classroom instruction in obtaining learning objectives. Results in online education did not show any discernible variations from traditional classroom training. It has been found that space learning and integrated learning are just as effective as traditional teaching approaches, if not more so, in the field of physiotherapy education. The meta-analysis found that using student-made videos, flipped classrooms, and interactive websites improved students' learning. Larger controlled trials are needed to validate these results. Research ought to investigate the ways in which online learning models can make possible students' assimilation in pragmatic abilities and behaviors, facilitate their understanding of concepts, enhance their memory of contents, and cultivate methods of learning. Further, it needs to examine digital learning materials and information bases.

Operational performance and environmental satisfaction survey of a university building with large learning commons

ABSTRACT Learning Commons is being actively implemented in the design of university buildings to encourage diverse learning. Because the usage patterns of Learning Commons are different from those of regular classrooms, this design trend also has a significant impact on energy use trends in university buildings. To identify this trend, a one-year energy monitoring was conducted in a university building with a large Learning Commons built in 2022. To adjusted primary energy consumption was 599 MJ/m2year. This is a 55% reduction compared to the baseline, achieving ZEB Ready in the Japan’s definition. To analyze the students’ expectations and impressions of the building, an environmental satisfaction survey was conducted as well. From the questionnaire survey, more than 90% of the students were satisfied with the overall environment, confirming the students’ satisfaction with the building. It was also found that the satisfaction with space environment based on the space size and fixtures has a significant impact on workspace productivity related to study efficiency, as well as overall satisfaction.

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.

ChokeSafe: Empowering Children with Life-Saving Choking-Management Skills.

Choking stands as the fourth leading cause of unintentional injury deaths. This research aimed to evaluate the ability of young schoolchildren to grasp and remember choking-management techniques, as well as to compare the effectiveness of instructors. We conducted a randomized controlled trial to assess the impact of choking training on young children. We randomly selected 180 children aged 4-8 years and divided them into a training group (120 children) and a control group (60 children). We evaluated the students' response to a choking incident with a specific scenario one day before, one day after, and two and seven months after the training, as well as once to the control group. Before the training, there was no significant difference between the groups. However, after the training, the training group's scores showed a significant increase compared to their pre-training scores and those of the control group. Even at two- and seven-month post-training, the training group's scores had decreased but remained higher than their pre-training scores and those of the control group. Choking training can benefit young children. Our research highlights the equal importance of both regular classroom teachers and specialized personnel in imparting these essential skills. However, further research is necessary to confirm these observations and explore methods for sustaining the acquired knowledge from the training.

The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom

Inclusive education is the process of integrating individuals with disabilities into a regular classroom, and it helps reflect the world’s commitment to equal educational opportunities as outlined in UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students who are impaired. This paper examines why it is important to include learners with impairments into mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators and students. Many barriers hinder its implementation such as lack of professional development for teachers, insufficient facilities for learning, difficulty in creating relationships between classmates, inadequate parent participation, and absence of legislations and policies that are aligned towards its practice. The role of several educational theories like social constructivism, humanistic approach and universal design for learning (UDL) have been discussed to show their relevance in addressing challenges found in inclusive learning. Social Constructivism shows how collaborative work can be used inside the classrooms so that peer rejection will be lessened. The approach that is humanistic stresses about the comprehensive growth all individuals while addressing the needs of learners with disabilities. UDL focuses on promoting an accessible learning environment and eliminating physical barriers to foster successful growth for all students. Moreover, this article underlines relevance of awareness on how children with impairments can be incorporated into conventional classrooms and benefits which inclusive education has for both disabled and non disabled students. In conclusion, this paper emphasized the transformative nature of inclusive education in fostering a learning atmosphere that promotes diversity, empathy, and acceptance, contributing to students’ overall development.

Embracing Inclusion: Private School Teachers' Perspective

Background: The concept of inclusive education, which integrates students with and without special needs, is pivotal for fostering equitable learning opportunities. Teacher attitudes are a significant determinant of the success of inclusive education policies. Objective: To ascertain the perspectives of private school teachers in Peshawar regarding the inclusion of children with disabilities in mainstream educational settings. Methods: A descriptive cross-sectional study was carried out over six months at seven private schools in Hayatabad, Peshawar, following IRB and ethical approval from KMU. The sample of 200 teachers was determined using a confidence level of 95% and a margin of error of 5%. Data were collected using the Attitudes Towards Mainstreaming Scale and analyzed using SPSS Version 25 to provide descriptive statistics, including frequencies and mean±SD values. Results: Teachers generally regarded inclusive education as a favorable practice (mean 2.03±0.89), with a significant number expressing strong agreement to the inclusion of learners in regular classrooms. The acceptance varied based on the type of disability, with physical disabilities (mean 2.40±1.12 for wheelchair-bound learners) receiving more agreement than behavioral issues (mean 2.36±0.95 for learners who stutter). Conclusion: Most private school teachers in Peshawar exhibit a supportive stance towards inclusive education. This positive attitude is crucial for fostering an inclusive environment that benefits all students.