Regular Classroom Research Articles

Special education Teachers' attitudes to teaching students with disabilities in the regular school system in the United Arab Emirates

AbstractSpecial education teachers' attitudes to teaching students with disabilities in the regular classroom were investigated alongside demographic characteristics. They had positive attitudes to inclusive teaching, with males, expatriates and Cycle. Two teachers being more positive. Attitudes towards inclusion were not, however, significantly correlated with age, place of residence, education, teaching experience or specialty. These findings offer the Ministry of Education important evidence on teacher attitudes to inclusive education, for the promotion of collaboration, respect and equality. Through inclusion, students with disabilities can form positive relationships with peers and grow to become fully participating members of the learning community.

The effect of an escape room game on college nursing students’ learning attitude and game flow experiences in teaching safe medication care for the elderly: an intervention educational study

BackgroundIn the context of an aging population, the Gerontological Nursing course is becoming more and more important. Escape room games have been shown to have a positive effect on nursing education, but they have not been applied in the Gerontological Nursing course. The purpose of this study was to investigate the effects of adding an escape room game-based learning activity at the end of classroom teaching in a Gerontological Nursing course on nursing students’ learning attitude and game flow experience.MethodsIn April 2023, a total of 84 nursing students from two classes at a medical school in Northeast China were selected for the study, and the classes were divided into a test group (n = 41) and a control group (n = 43). Both groups received regular classroom teaching on “Safe Medication Care for the Elderly”, and the test group participated in an escape room game at the end of the classroom teaching. General information about the nursing students in both groups was collected prior to participation; learning attitude were measured before and after participation; and game flow experience was measured before and after participation in the test group. Data were analyzed using independent samples t-tests and paired samples t-tests.ResultsThere was no statistically significant difference in the general information and learning attitude of nursing students between the two groups before participation. After participation, the total learning attitude score of nursing students in the test group was (73.17 ± 1.67) and that of the control group was (61.63 ± 2.66), and the difference was statistically significant (p < 0.001, Cohen’s d = 5.196). The game flow experience of nursing students in the test group before and after participation was (63.27 ± 2.48) and (81.29 ± 2.49), respectively, and the difference between before and after was statistically significant (p < 0.001, Cohen’s d = 5.253).ConclusionsDuring the teaching process of the Gerontological Nursing course, an escape room game added at the end of classroom teaching can improve nursing students’ learning attitude and also help them to have a good game flow experience. These findings suggest that teaching activities based on the escape room game have considerable practical application value.

University-based mentoring program for School-going gifted students

ABSTRACT Academically gifted students or high potential learners don’t feel challenged in regular classrooms. Teachers in schools are also note quipped with pedagogical interventions to meet the advanced learning needs of gifted students. Mentoring is considered an effective method to guide, motivate and optimize learning abilities of gifted students. The present paper discusses the process of developing a mentoring program for 32 gifted students in Science and Math who were selected through a two-tier identification process. Students were selected from three different locations in India and were invited to attend residential mentoring program in University of Delhi, Delhi. Students were administered Wechsler Intelligence Test (WISC) IV, Test of Intelligence and were closely observed during the mentoring session. Statistic alanalysis of WISC IV composite score and composite observation score indicated high positive correlation between the two scores and 93.75% students scored in top three categories of intelligence as specified in WISC IV score interpretation norm. Detailed qualitative analysis also helped to develop both learning profiles and a specific mentoring program for individual students.

The Role of Principal Management in Improving Teacher Performance

This study aims to analyze the role of the principal in improving teacher performance in the school environment. Writing this article uses the Literature Review approach, namely book reviews, journals, papers, notes and sources related or relevant to the research topic to form the basis of this research. In this literature analysis, several important findings can be identified. First, the principal has an important role to play in creating a work environment that supports and motivates teachers to improve their performance. Principals need to provide clear direction, provide adequate support and resources, and involve teachers in making decisions related to learning and curriculum development. Second, the principal plays a role in developing and facilitating training and professional development for teachers. Providing relevant and ongoing training, principals can help teachers improve their skills, update their knowledge, and implement best practices in teaching. Third, the principal also plays a role in providing constructive feedback and evaluating teacher performance. Through regular and continuous classroom observations and performance appraisals, principals can identify teachers' strengths and weaknesses and provide feedback that focuses on their professional development. In the context of this research, the role of principal management in improving teacher performance is very important. By creating a supportive environment, providing relevant training and constructive feedback, principals can contribute significantly to improving the quality of teaching in schools.

Quality Improvement in Inclusive Education for Support Systems and Attitudes - Evidence form the Sichuan Province of China

The global trend of inclusive education has accelerated the process of education inclusion worldwide. China has embraced this trend through the practice of inclusive education in regular classrooms. Using the quantitative methods of descriptive analysis and regression analysis, this paper examines the relationship between the quality of inclusive education and the supporting environment and attitudes in Sichuan Province, China. A total of 6,000 respondents from 21 cities and prefectures in Sichuan Province participated in the survey and completed questionnaires. The collected data were analyzed using IBM SPSS Statistics 29.01 software. The study analyzes public perceptions of inclusive education, views on the quality of inclusive education, evaluations of student participation, and perceptions of the supporting environment. The results indicate that the quality of inclusive education is influenced by attitudes towards inclusive education, teacher support, societal and environmental support, and parental support. To enhance the quality of inclusive education, the focus should be on cultivating positive attitudes toward inclusive education, developing inclusive education policies, and strengthening support systems. Furthermore, the analysis reveals that increasing student participation in school activities, enhancing knowledge and teaching strategies related to inclusive education, and improving support resources can effectively enhance the implementation quality of inclusive education.

A Qualitative Research of School Bullying Among Children with Intellectual Disabilities in Regular Classrooms

The number of students with intellectual disabilities in regular classrooms has been expanding yearly, but the problem of school bullying has severely impacted their physical and mental health and future development. Seven ordinary teachers were invited to participate in semi-structured interviews, and qualitative data analysis was performed using MAXQDA 2022. The results showed that children with intellectual disabilities who were bullied lacked social skills and anti-bullying consciousness. Children with intellectual disabilities were often isolated and treated differently by ordinary students. Furthermore, schools failed to address school bullying, and teachers did not deal with school bullying properly. There were also problems in the parenting of those who had been bullied, and the parents’ attitudes towards their children were often negative. In view of this, relevant countermeasures were proposed.

Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE

ABSTRACTThis study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the principles of content focus, active learning, and duration of training, the model aimed to promote the capability of teachers to meet the needs of all students in their regular classrooms, including ‘students of determination’ (students experiencing special needs). A convergent parallel mixed method research paradigm evaluated the impact of this evidence-based initiative. Analysis suggested that the model verified the criteria upon which it was predicated, and demonstrated its utility in effecting authentic, positive change with regard to teacher learning and encouraging inclusive teaching, evidencing its value as a generalisable model of teacher PD within the UAE. Key contributions to the model’s effectiveness are discussed along with the model’s potential to promote sustained change, and relevant implications.

Barriers to Early Identification and Intervention for Children with Special Education Needs (SEN) in Public Kindergartens (KGs) in the Sagnarigu District of the Northern Region, Ghana

This descriptive study examines the barriers to early identification of pupils with Special Education Needs (SEN) and its related intervention in 25 public Kindergartens (KGs) randomly selected within the Sagnarigu District of Northern Ghana. A total of 50 KG1&amp;2 teachers and 25 Headteachers answered our questionnaires. The data collected were cleaned, presented in a tabulated form, and analysed using descriptive statistics and thematic analysis. The study revealed that only 12 learners with SEN were identified and supported in 7 schools out of a total of 25 schools. This shows that there were more children with SEN in those schools. Yet, they were not identified because most teachers had inadequate knowledge of special education and relied mostly on observational techniques to identify such children in their classes. Also, most Heads of schools and teachers were unconcerned. They had no plan to identify SEN children in their schools because the inclusive education policy in Ghana only proclaims the rights of SEN children but does not make any provision for their identification and integration in the regular classroom. The study recommended, among others, that the National Teaching Council (NTC) should review the teacher education curriculum in Ghana to include some core courses in SEN in order to equip all teachers with the needed knowledge to identify and handle learners with SEN at all levels in Ghanaian basic schools. Also, the Ministry of Education and Ghana Education Service should provide sustainable funding for early identification and support systems for SEN learners in public KGs.

3How do constructivism learning environments generate better motivation and learning strategies? The Design Science Approach

Higher education strongly focuses on shifting from a more traditional teaching approach - “instructivist” to a more student-centered approach – known as “constructivist” to encourage learning imperative key skills in a future turbulent environment. This study examines the application of new learning environment creation, integrated from applying the Design Science approach and Constructivism learning environment, on two critical elements of student evaluation, namely, students' learning motivation and their learning strategy in higher institutions. Quantitative research was adopted for the study. To do so, a new teaching and learning approach was developed and implemented specifically for one cohort. Instead of regularly joining a regular classroom, students can actively attend workshops to gain the skills, knowledge, and action they need to complete the course successfully. Following three months of implementation, 193 questionnaires were collected from all students who took a Project Management course. The data show that a constructivist learning environment encourages intrinsic and extrinsic motivation. Additionally, the student's learning strategy significantly improved in the new learning environment. These findings demonstrate that further attention should be given to constructivist orientation and implementation in the higher education curriculum.

Fundamentals of e-learning in mathematics teaching: future perspectives

Technology in education has changed math instruction, with e-learning being one of the biggest changes. This article examines the origins of e-learning in mathematics education and its future applications. In recent years, e-learning has become a key part of modern mathematics education, helping pupils study, focus, and become proficient. Recently, e-learning has become vital to mathematical education. By giving students interactive mathematical material, educators may make the classroom more engaging. This enables educators to accommodate different learning styles and make the classroom more entertaining for everyone. Thus, employing a range of e-learning tools in mathematics classes may boost student learning. Future math education in regular classrooms is likely to utilize more e-learning. Artificial intelligence, virtual reality, and student analytics may improve math instruction and personalize it. Hybrid and online learning methods like remote education may also make mathematics education more accessible. Math education has changed significantly due to e-learning technologies and technological advances. These improvements caused these modifications. E-learning's importance as a way to make mathematics instruction more productive and enjoyable has expanded in recent years. Artificial intelligence, virtual reality, and student analytics will likely play a larger role in spreading mathematical knowledge in the near future. Thus, pupils' mathematical skills will increase and their teaching will be more personalized. Due to online and hybrid teaching methods, more individuals can learn arithmetic. Future mathematics instruction will be more effective and efficient owing to modern technology.

Awareness of Enhancing Pragmatic Competence Via Movies and Effectiveness of Teaching Conversational Implicature Using Films

Rapid advancements in language technologies have created enormous opportunities for teaching and learning a second language. Using films as an aid is the best teaching method available to support students and also to enable them to study in a purposeful manner with fun and entertainment. Films are one of the infrequently used multimedia technologies. In this light this study focuses on the value of understanding the meaning behind the individual’s utterances, the complexity of speech in a language, and the knowledge of teaching and learning conversational implicature through movies. This research investigates the perception of implicature via a questionnaire to EFL learners in Saudi Arabia, where, as in East Asian countries, English is acquired as a foreign language. There were 441 respondents. Also this descriptive qualitative study lists the floutings of Paul Grice’s Cooperative Principle (1975) and the implicature in Plane Movie. In real life in queer situations if asked a personal question, to which they are reluctant to reply, 66.5% of the respondents chose to opt for flouting Maxim of Relevance, whereas 32.4% opted for flouting to the quality maxim Their responses to the question of whether language learning can be done through regular classroom studies ormovies, or both, came out in favor of both. In contrast to the 22.1% who said they could only acquire the language through studies and the 23.2% who said they could only learn it from movies, 54.7% of respondents said they could learn the language in both situations. The study suggests that in order to teach pragmatic concepts like conversational implicature, English curriculum should also contain visual aids like movies, and language teachers should use them while assigning homework or assignments. This study’s findings has significant repercussions that might be advantageous to EFL/ESL students, teachers, and curriculum designers.

Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools

ABSTRACT The aim of this study is to analyse attitudes, perceptions of teacher self-efficacy and collaborative practices and teachers’ opinions of the most appropriate placement for students with severe/permanent SEN. The methodology involves a survey based on a questionnaire administered to teachers in three school groups in the central region of mainland Portugal, including scales for the assessment of attitudes towards inclusion, perceptions of teacher self-efficacy and collaboration between teachers. The data was processed using descriptive and inferential statistics with the aid of SPSS software. The results indicate that the teachers have favourable attitudes towards inclusion and a high perception of self-efficacy, and also provide evidence of collaborative practices. In addition, a positive and statistically significant relationship between teachers’ attitudes and perceptions of self-efficacy with regard to inclusion was identified, affirming a statistically significant relationship between these variables and teachers’ opinions of the most appropriate placement for students with severe/permanent SEN. What is still at stake is that, despite inclusive policies, the placement of students with SEN in regular classrooms can still be influenced by the type of SEN. It was also noted that the diversity of students, the reinforcement of collaborative practices represent challenges for the inclusion of these students.

Awareness and perceptions regarding autism among school teachers in Jazan region, Kingdom of Saudi Arabia.

Identification of Autism Spectrum Disorder (ASD) especially at early stages is highly important to improve the quality of life and help to decrease the disease burden. This study was performed to assess the school teachers' level of knowledge and perception regarding Autism. An observational cross-sectional study was carried out in the Jazan region among a random sample of school teachers (males and females) who are working at the governmental primary Schools, throughout the scholastic year 2019-2020. A structured validated self-administered questionnaire was used for data collection. It includes three sections: sociodemographic information of the participants, the Autism Knowledge Questionnaire (AKQ), and statements exploring the teachers' attitudes toward children with autism. The study included 403 primary school teachers. The age of 47.1% of them ranged between 35 and 44 years. Slightly more than half (50.9%) were males. Overall, the total autism knowledge score ranged between 2 and 26, out of a possible 30 with a median (interquartile range "IQR") of 15 (12-18). Teachers who ever encountered a child with autism had higher significant knowledge scores about autism compared to their counterparts (mean ranks were 263.95 and 179.32, respectively), P < 0.001. Female compared to male teachers more significantly agreed that teachers not trained in special education should not be expected to deal with a child with autism, P = 0.018. Teachers aged between 35 and 44 years are more willing to have an autistic child in their class in compare to those ages ≥55 years that they would not want children with autism in their class, P = 0.036 and more interested in attending training in the area of childhood developmental and behavioral disorders, P = 0.010. Postgraduate teachers were more agreed than Bachelor holders that teachers not trained in special education should not be expected to deal with a child with autism, P = 0.001. Diploma-holder teachers were more agreed than postgraduates that children with autism are too impaired to benefit from activities of a general school, P = 0.019 and students with Autism should be given every opportunity to function in the regular education classroom whenever possible, P = 0.028. The knowledge about autism among primary school teachers is average in general, however, they expressed mostly positive attitudes towards autistic children.

Dyslexia: An invisible disability or different ability.

With a global dyslexia prevalence of at least 10%, significant numbers of students with dyslexia go undiagnosed and their symptoms unaddressed, but with timely intervention, 90% of dyslexic children can be educated in regular inclusive classrooms. This study aimed to estimate the prevalence of dyslexia among primary schoolchildren in government and private schools. A cross-sectional study on 128 primary schoolchildren attending selected government and private schools in Western Maharashtra was conducted and evaluated using the Search tool, which is a standardized study tool for screening dyslexia. Microsoft Excel and MedCalc version 3.1 were used for data entry and analysis. The prevalence of dyslexia was estimated, and differences between groups were evaluated using appropriate tests. Of the total sample size of 128 children, findings showed 10.9% of students as dyslexic, 9.3% as vulnerable, and the remaining 79.8% as non-dyslexic. Of 14 dyslexic children, 10 were found to be from government schools and the remaining four were from private schools. The high prevalence of dyslexia even in a small study sample size is a matter of concern and emphasizes the need for extensive research and initiatives, including awareness campaigns among teachers, parents, and school authorities, and the importance of detection of undiagnosed dyslexic children as early as possible and providing them with appropriate interventions.

Strategies for Promoting the Practice of Constructivist Teaching and Learning Process in Tanzanian Schools

This research aimed to investigate the strategies employed by schools to promote the constructivist teaching and learning approach. The study was conducted at Monduli Secondary School and utilized a qualitative research approach, incorporating ethnographic and phenomenological designs. The selection of participants followed a purposeful sampling strategy, including the district education officer, two ward education officers, four school heads, and twelve departmental heads. The data collection methods comprised participatory observation, in-depth interviews, and focused group discussions. To interpret and underscore the significance of teaching and learning activities, the study applied the perspectives of human capital and critical pedagogy theories. The findings revealed that extracurricular programs in schools effectively imparted self-sustainability knowledge and skills to students. These competencies are crucial in preparing students to innovate and create sustainable projects, thereby contributing actively to socioeconomic development. The study recommends that educators integrate extracurricular activities into regular classroom sessions to foster students’ abilities for active participation in knowledge creationConstructivist, Critical thinking, Teaching Pedagogy, and sustainable livelihood

Efficient Teaching Pattern (ETP) Recommendation And Priority-Based Categorization To Enhance The Quality Of Online Learning (QOL)

Nowadays the main mode of Learning is only through online. Though online Learning is gaining much popularity it also brings a chaos among parents about the students learning pattern. It is more important that the online learning should provide a Quality of Learning (QoL) as much as the regular classroom learning. The proposed system introduced a new mechanism named as Efficient Teaching Pattern (ETP) Recommendation. Here, to engage the students in online learning and to produce the Quality of Online Learning (QOL) the Efficient Teaching Pattern (ETP) is accumulated via Pattern Matching method. The tutors teaching style and easy conveying techniques are observed and the pattern is recommended for other teachers to follow. Through this implementation the Students concentration improved and high-performance is maintained. Further, the system adapted a Priority Based Categorization in E-learning, where the most important preferences in online classes are discussed and priority is produced accordingly. Also, the system produces authority for students to customize their classes and choose their own teachers of their convenience through the Teacher Switch-Over Options. Finally the system incorporates a ‘check-list’ implementation after every class. The check-list collects feedbacks of the online session from both the students and teachers for further improvisation. The performance of the proposed system is produced through the experimental results.

Difficulties and Recommendations for the Implementation of Learning in Regular Classrooms among Children with Autism Spectrum Disorders in China

Developmental disability, known as autism spectrum disorder (ASD), is brought on by variations in the brain. People with ASD struggle with repetitive activities or interests, as well as communication and social engagement. Nowadays, there is an increasing number of children with ASD in China. They are gradually gaining public attention on the improvement in their societal situation from all aspects. Learning in Regular Classrooms (LRC) is the most direct and effective way for children with ASD to overcome social communication barriers and integrate into society. However, educational problems related to LRC arose as well. In this paper, the author studies issues in the implementation of LRC among children with ASD and gives recommendations accordingly. Conclusions can be drawn that issues lie in teachers professionalism, family education, school culture, and social prejudice, and achieving a high-quality implementation requires the joint efforts of schools, society, and the government.

Exploring Students’ Perceptions on Teachers’ Feedback in the Classroom (A Study of Achham Multiple Campus, Nepal)

This study, situated within an interpretivist research framework and conducted at an Achham multiple campus in the Far western province of Nepal, delves into students’ perceptions of teacher feedback and the factors influencing its reception and utilization. Qualitative methods and purposive sampling were used. Twenty participated fourth-year students from distinct classes participated, and a combination of learning notes, semi-structured questions, and in-depth interviews were used to reveal their perspectives on feedback delivery. Thematic and interpretive analyses uncovered that student view teacher feedback as a focused mode of communication, distinguishable from regular classroom interactions, often discerned through cues like personal and task-related objectives. Seeking clarity, students frequently pursued both verbal and written feedback, often through dialogues with teachers. The research underscores the intricate nature of feedback, highlighting students’ recognition of emotional, atmospheric, and expectation-based variables that collectively influence its effectiveness. Implying a need for further exploration into teacher and student feedback expectations, the study also suggests an intriguing avenue of investigation into the role of teacher emotions in shaping feedback. Ultimately, this research enriches our understanding of students’ engagement with teacher feedback, shedding light on the intricate educational dynamics at play.

Policy intents and the enactment of inclusion in prestigious schools in urban China: can equity and excellence coexist?

ABSTRACT This article addresses the policy intents regarding inclusive education in the Chinese basic education sector, prestigious school principals’ and teachers’ understanding of inclusion, and their current enactment of inclusion in delivering education. Through document analysis and semi-structured interviews, we find that inclusion in China can be understood in two broad categories. One concerns even development and equal access to educational opportunities between regions of different economic development, while the other concerns equal rights and educational opportunities between students with special educational needs and students in regular classrooms. In terms of enactment, the teachers and principals at the prestigious schools sampled focus on different issues to those highlighted in policy documents. Inclusion is often discussed in relation to competition, quality, and outcomes in the schools, rather than access to education and the learning process. When it comes to inclusion criteria, prestigious schools substantively exert their influence to exclude certain students, due to their self-image of excellence. However, based on the ideology of human capital theory, excellence and equity are not seen as incompatible goals in the Chinese educational system.

Long-run results of mainstreaming students with special educational needs in lower secondary school

ABSTRACT Policies aiming to promote the mainstreaming of students with special educational needs in regular classrooms have become a focal point of political discussions in many countries. However, there is a scarcity of quantitative evidence with robust empirical designs that can shed light on the long-term educational outcomes associated with mainstream education. This study utilizes extensive longitudinal register data and employs a propensity score matching framework to investigate the disparities in upper secondary education completion between students educated in regular and segregated learning environments. The findings reveal that the likelihood of attaining an upper secondary certificate is significantly higher (by 18 percentage points) among students in regular classrooms. Furthermore, tentative results indicate that higher passing rates at the lower secondary school leaving exam may play a mediating role.