Classroom Resources Research Articles

Introducing modern particle detectors in the classroom: a slice-by-slice overview

Abstract This paper aims to provide a basis for teachers interested in bringing modern particle detectors into their classrooms. In particular, it gives an overview of the basic principles of modern particle detectors, linking them to concepts that are already a part of the curriculum. In addition, it explains the essential detector components present in all detector systems, and how the information they provide leads to particle identification. By highlighting relevant classroom resources, this paper serves as a valuable guide for teachers seeking to include modern particle physics in their teaching, and to set it within interesting and relevant contexts.

Empowered, Strained, or Stable: Teachers’ Experiences of Occupational Well-Being During the Two-Year Pre-Primary Education Trial in Finland

ABSTRACT Research Findings: This study investigated early childhood education and care (ECEC) teachers’ experiences of occupational well-being during a two-year pre-primary education trial in Finland. Profile groups of the trial experimental group teachers (n = 376) were identified. We also examined whether the identified profiles differed with respect to different ECEC classroom and teacher professional characteristics. Through latent profile analysis, three profile groups of occupational well-being were identified among the ECEC teachers: empowered (n = 34), strained (n = 138), and stable teachers (n = 200). In the majority of the pre-primary groups of empowered teachers, children represented the same age group, whereas the age distribution varied more among the pre-primary groups of strained and stable teachers. Empowered teachers reported having more instructed activity sessions and distributing responsibility more among the personnel teams. Strained teachers reported having more individual responsibility for instructing group activities. Practice or Policy: Attention to ECEC teachers’ occupational well-being should be paid in dynamic and changing circumstances of their work careers, such as the Finnish two-year pre-primary education trial. Nationally unitary and appropriate classroom resources should be guaranteed to support ECEC teachers’ well-being both in trials and in their everyday work.

A Survey of Public Library-Led Digital Literacy Training in Canada: Perceptions of Administrators and Instructors

Objective – This paper presents the results from a survey of administrators and instructors at public libraries across Canada investigating the delivery of digital literacy training led by public libraries. The goal of the survey was to capture a snapshot of the Canadian public library-led digital literacy training landscape and to explore differences in perceptions of training activities between public library administrators and instructors. Methods – An online survey was distributed to administrators and instructors at public libraries across Canada with the help of two national public library associations. The survey instrument was developed based on a theoretical framework from the research team’s prior case study investigations of community-led digital literacy training. The survey included closed- and open-ended questions concerning the availability of adequate/sustained funding, the adequacy of dedicated classroom resources, the competency of teaching staff, the helpfulness of support staff, the amount and frequency of knowledge sharing of best practices, the amount of rigorous and regular performance measurement, the scheduling of the training provided, the skills taught, the pedagogical approaches used, and the marketing carried out. Responses were analyzed using both quantitative and qualitative data analysis techniques. Results – Public library administrators and instructors in Canada are generally satisfied with the delivery of digital literacy training; however, room for improvement exists. Instructors are more positive about the delivery of this training than administrators. Findings support and extend the research team’s conceptual model, specifically in terms of providing more insight and clarity on how the learning environment and program components affect the delivery of digital literacy training led by public libraries. Results highlight how training is situated in context and how libraries need to fine-tune the delivery of this training in ways that are reflective of libraries’ learning environments and program components. Conclusion – Results are of high interest to researchers and library practitioners who wish to leverage evidence-based library and information practice to understand and address the factors affecting the successful delivery of public library-led digital literacy training. Though funding is always an obstacle for any public service organization, libraries can make improvements to the delivery of their training in other ways, such as carrying out more robust performance measurement and using results more transparently, participating in more knowledge-sharing opportunities, and better understanding learner needs and preferences.

Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model

With the rapid development and widespread adoption of artificial intelligence (AI) tools, the implementation of instructional pedagogy has transformed significantly. English teachers need to understand how AI tools can improve their teaching and must acquire the necessary technical and pedagogical knowledge to effectively utilize AI technology. Although the integration of AI into language teaching shows potential benefits, there remains a dearth of comprehensive research on English teachers’ perceptions, readiness, and professional development requirements in relation to AI.To address these knowledge research gaps, our study aims to evaluate English teachers’ current understanding of AI tools and their training needs for integrating AI into the English language classroom. Our proposed model uses the technological pedagogical content knowledge (TPACK) framework, which incorporates English language teaching and information literacy contexts. This framework allows for a holistic assessment of teachers’ readiness for integrating AI within English language teaching practices.A study was conducted with a class of preservice English teachers in Hong Kong. An online survey was designed to assess the readiness of English teachers for applying AI tools in the classroom as well as their understanding and level of information literacy. This study helped identify and address potential issues with the survey before launching it to a wider audience. Our findings confirmed the validity and reliability of the instrument and indicated that preservice English teacher participants are generally prepared to integrate AI tools into the English classroom. Corelation analysis was also conducted to assess the relationships among the constructs and showed that technological pedagogical knowledge (TPK) and instructional literacy (IL) were significant predictors of the overall TPACK construct. The study suggested professional training in the selection, implementation and progress monitoring of specific AI tools for English Language teaching; pedagogy design; and the ability to search for appropriate resources for the English classroom. The framework can be enhanced by using a mixed-method approach and incorporating a qualitative study to triangulate the findings. An explanatory sequential design will be recommended to collect quantitative data first, then qualitative data will be collected for further analysis.

People Don’t Practice What They Preach? Inclusive Educational Policy and Exclusionary Practices for Children with Autism Spectrum Disorders in China’s Compulsory Education: A Critical Assessment

Purpose: Autism Spectrum Disorder (ASD) is a neuro-developmental disorder characterized by behavioral deficits. In China, children with ASD find themselves critically challenged due to inadequate support and insufficient awareness among the general public. Methods: This paper illustrates the implementation of Learning in Regular Classroom Program (LRC) in China, comparing and deconstructing the special education policies in two consecutive phases in a southern metropolis in China. Results: A Critical assessment reveals 1) retrogression in guiding principles, 2) inconsistent models of disabilities, 3) consistent use of enrolment rate as Key Performance Index (KPI) and 4) non-mandatory use of language to guide implementation. Conclusion: The widening gap between the conceptualization and realization of the LRC in China is beyond question. Suggested solutions are: 1) professional projection of possible challenges for children with ASD; 2) adequate supply of resource classrooms and special education teachers appointed for the implementation of the Individual Education Plan (IEP); 3) a statutory code of practice in ASD studies.

Cultura digital na Educação Infantil: Ferramentas, desafios e perspectivas para uma prática pedagógica inclusiva

This article addresses the growing integration of digital culture in early childhood education, exploring digital tools, impacts on child development, advantages and challenges associated with the use of technology in this context. The literature review reveals a growing trend in the use of educational applications, digital games and other relevant digital resources in early childhood education classrooms. While technology offers opportunities for personalization of learning and development of skills such as language and problem-solving, it also presents challenges, including inequalities in access, concerns about inappropriate content, and the need for proper supervision. This study contributes to the field of early childhood education by providing a comprehensive analysis of the benefits and challenges of digital culture, highlighting implications for educational practice, and suggesting future directions for research.

Meta-Synthesis of Effective Practices and Outcomes in the Use of Manipulatives for Teaching Mathematics

Use of manipulatives in mathematics classes has yielded compelling evidence of their value in improving several aspects of mathematics education. This report endeavored to gain a clearer picture of their benefits by using a meta-synthesis technique by integrating findings from 12 previous qualitative or mixed methods studies. They were evaluated using the Critical Appraisal Skills Programme and summarized using a PRISMA diagram. Content analysis identified five main (5) themes: (1) activation of classroom engagement and participation, (2) building of confidence and motivation, (3) enhancement of mathematical proficiency, (4) availability and accessibility of varied resources as manipulative, and (5) teachers’ competency and careful planning. A meta-theme that emerged was Optimizing Mathematics Learning with Effective Classroom Resources through Manipulatives. Thematic study revealed that strategically integrating manipulatives into classroom instruction has a favorable influence on student engagement, confidence, motivation, and mathematical ability. By incorporating manipulatives into mathematics instruction, educators may create inclusive, engaging, and dynamic learning environments that encourage deeper conceptual comprehension.

Teachers’ Perceptions of Implementing Ontario’s Right to Read Report’s Recommendations

In 2022, the Ontario Human Rights Commission released the Right to Read Report that outlined 157 recommendations for literacy instruction in Ontario, Canada. For educators, these recommendations included using structured literacy in their classrooms. The present study investigated teachers’ perceptions of how difficult implementing these recommendations would be and what they saw as facilitators and barriers. Teachers reported that starting structured literacy practices would be easier than both stopping current practices (e.g., cueing, running records) and providing more intensive instruction or intervention to struggling students. They also noted that initial teacher training programs need to do more to prepare teacher candidates. They identified teacher training, classroom resources, funding, and teacher beliefs as the factors that can serve equally as facilitators and barriers to successful implementation. Recommendations are offered by teachers to ease a shift towards structured literacy practices.

Academic Integrity in Existing Classroom Resources and Teaching Learning Process for Children with Vision Impairment in Government Special Education Institutions of Punjab Pakistan

Purpose: The objective of this qualitative study was to evaluate the level of academic integrity in the provision and utilization of classroom resources and flow of the teaching-learning process for children with vision impairment (CWVI) at primary level. Design/Methodology/Approach: Non-participant classroom observations were conducted. Eight special education institutions working in various districts of Punjab were randomly selected. A self-developed, field experts validated classroom observation checklist was applied to conduct the classroom observations. All observations were carried out personally by the principal author. Researchers analyzed the data by descriptive statistics percentages of observed indicators for academic integrity. After that, a thematic analysis was carried out. Findings: The study showed that most observed classes had satisfactory classroom arrangement, teacher competence and classroom illumination. However, many observed classrooms were found with inadequate classroom arrangements and disturbing physical environment. There is a severe lack about effective use of need-based equipment, assistive aids, low-vision devices, lesson plans, student portfolios and any record of Students’ previous performance. Implications/Originality/Value: The study suggested that special education institutions should make all lacking facilities available. Refresher courses should be provided to teachers to improve their personality and teaching skills. The presence of Students’ portfolios and lesson plans should be assured.

Complex thinking and robotics: a proposal for sexual and gender diversity and inclusion training

PurposeThe objective of this proposal was to propose an educational innovation resource for the delivery of workshops with lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) themes aimed at students in high school and middle school to promote complex thinking as a necessary competency for understanding their continuously changing environment.Design/methodology/approachTraining for sexual and gender diversity challenges higher education institutions, some of which have bet on developing complex thinking to meet this need. Although not all universities have sufficient resources to create activities that foster relevant and diversity-sensitive competencies, some have implemented strategies ranging from modifying their curricula to designing specific classroom tasks that support student inclusion. In response to the challenges faced by higher education institutions (HEIs) to promote the acquisition of thinking skills for complexity, this paper proposes deploying a humanoid robot as an educational innovation tool in training initiatives that promote issues of sexual and gender diversity. The deployment model is described, considering design, delivery and evaluation. The value of this proposal lies in using humanoid robotics as a classroom resource within the framework of social robotics, considering its implications in the educational context to develop complex thinking competency and training for diversity in higher education students.FindingsThe data presented here highlight the importance of educational institutions integrating content into their plans, programs and activities (both curricular and extracurricular) that promote inclusion and sexual and gender diversity and attractive teaching strategies to reinforce this perspective. So, this proposal offers a support tool for implementing this content in everyday educational contexts where the objectives focus on triggering complex reasoning competencies.Research limitations/implicationsThe varied responses and perceptions of students towards robotics and sexual diversity, as well as the lack of clear methods to assess educational outcomes, may compromise the effectiveness of the intervention.Practical implicationsThe workshop proposed in this paper is configured as a series of iterations and repetitions in different educational fields, whether disciplinary (e.g. design or engineering) or transversal (e.g. entrepreneurship). The goal is to achieve educational strategies that generate a more significant impact at the institutional level. In this sense, the present proposal joins the actions implemented by other higher education institutions to make sexual and gender diversity visible to university students.Social implicationsThe overall aim is to bring awareness, understanding and education to students with an inclusive, respectful and equitable perspective.Originality/valueSocial robotics is an innovative and attractive tool for young people at the higher education level. We consider our study a pioneer in the area.

Integration of Ideological and Political Education in College Physics Courses Under the Reform of Smart Teaching

The development of the times has prompted China to enhance the quality of education and the value of talent. As guides for students, teachers should conscientiously implement ideological and political education, create college physics courses that are more in line with modern talent cultivation, eliminate the fixed and singular nature of traditional teaching, and find the integration points of ideological and political education. Teachers need to use the textbook itself, the expansion of resources in smart classrooms, and current technological progress to implement ideological and political education in order to cultivate more high-quality and high-level comprehensive talents for society.

Facilitating Knowledge Exchange, Knowledge Building, Research Competence, and Digital Literacy: Student-Led Wikipedia Group Project in an Undergraduate Class of Public Administration in Hong Kong

This article provides a detailed description and reflection on a student-led Wikipedia group project conducted in a large undergraduate class on public administration in Hong Kong. It was offered to senior undergraduate students in a research-intensive university. The project is framed within four key educational principles, namely knowledge exchange, knowledge building, research competence, and digital literacy. These principles are weaved together into an integrated learning sequence that includes essential assignment items and supporting tasks and activities. The sequence serves as a systematic and rigorous scaffolding for students. This article aims to contribute to the scholarship of political science education in three ways. First, this article outlines the sequential steps and approaches, as well as the attitudes and norms involved in integrating Wikipedia into political science classrooms. It also highlights the practical considerations and pedagogical justifications underlying the project. Moreover, this article primarily focuses on the classroom-level perspective, examining the actions of teachers and the dynamic responses of students. Lastly, this article proposes a series of key recommendations for political science educators worldwide. These recommendations aim to provide abundant learning opportunities and create a conducive learning environment when utilising Wikipedia as both a pedagogical tool and a classroom resource.

Text Analysis for Classroom Resources and Materials: Considerations for English Teachers

Text Analysis for Classroom Resources and Materials: Considerations for English Teachers

Improving Critical Thinking by Using Technology in the Learning Process

Improving Critical Thinking by Using Technology in the Learning Process

A Christmas story about quantum teleportation

Quantum teleportation is a concept that fascinates and confuses many people, in particular, given that it combines quantum physics and the concept of teleportation. With quantum teleportation likely to play a key role in several communication technologies and the quantum internet in the future, it is imperative to create learning tools and approaches that can accurately and effectively communicate the concept. Recent research has indicated the importance of teachers enthusing students about the topic of quantum physics. Therefore, educators at both high school and early university level need to find engaging and perhaps unorthodox ways of teaching complex, yet interesting topics such as quantum teleportation. In this paper, we present a paradigm to teach the concept of quantum teleportation using the Christmas gift-bringer Santa Claus. Using the example of Santa Claus, we use an unusual context to explore the key aspects of quantum teleportation, and all without being overly abstract. In addition, we outline a worksheet designed for use in the classroom setting which is based on common naive conceptions from quantum physics. This worksheet will be evaluated as a classroom resource to teach quantum teleportation in a subsequent study.

Dialogues across time and space in a video-based collaborative learning environment

In this study, we investigate how pre-service teachers’ group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can support learning as both a collaborative activity and a classroom resource. We applied interaction analysis methods to recordings taken during the production of the mind map as well as the videos made by students within the mind map itself to analyze synchronous and asynchronous dialogues among group members as they viewed, recorded, and uploaded videos. The findings offer an in-depth understanding of how collaboration occurs in different space-time configurations within and across groups as mediated by video resources. We discuss how these findings contribute to computer-supported collaborative learning (CSCL) research on the ways collaboration can emerge across different levels of activity as well as the pedagogical implications for introducing video-based dialogues into the classroom.

El tratamiento del consumo intensivo y la generación de residuos en los libros de texto de Educación Secundaria

Intensive consumption and massive waste generation are considered some of the most important current socio-environmental issues. In view of this, education is considered key. In this paper, we analyse one of the most widely used teaching resources in secondary school classrooms: the textbook (TB). The results of the analysis of 14 TB of 7th and 10th grade indicate that they do not establish adequate connections between the causes, consequences and possible solutions to the problem, nor do they contextualise them in the students' possibilities for action. Furthermore, the images used do not provide relevant information and are inoperative, while the activities do not favour the development of the responsibilities and commitments needed to promote changes in behaviours. Therefore, the TBs analysed do not contribute to the desired awareness, neither to the promotion of more sustainable attitudes and habits in the face of this socio-environmental problem.

Essay x-ray: using an in-house academic writing tool to scaffold academic skills support

This paper introduces a project to develop a digital academic writing tool at Leeds Beckett University (LBU). Essay X-ray is an interactive online tool designed to help students get to grips with the structure and style of academic writing and was developed using the Articulate Storyline 360 platform. The aim was to expand LBU’s academic skills support for students tasked with essay assignments, especially at Level 4, enabling independent learning using a self-paced format available open access and 24/7. This would complement existing academic skills provision (one-to-ones, workshops, drop-ins, static online resources), with the interactive element facilitating active, hands-on learning (Lumpkin, Achen and Dodd, 2015). Following a successful development, review and rollout process, the utility of Essay X-ray as an independent learning tool but also as a classroom resource was reported by students and colleagues. Tentative talks about additional versions (Dissertation X-ray, Report X-ray) have taken place, indicating its potential for rollout to other subject areas and assessment types. Finally, in-house digital academic skills tools like Essay X-ray are posited as a potential response to the recent upsurge in Generative Artificial Intelligence (GenAI) tools. Essay X-ray requires users to think critically about essay structure, style and content to create their own original pieces of writing, thus responding to questions about the maintenance of academic integrity in a digital world. These features enable users to develop their essay writing skills, in contrast to passive engagement with a GenAI programme that merely writes an answer for them.

Field Experts’ Evaluation of a Web-based Academic Vocabulary Learning Resource for ESL Pre-university Learners

Evaluating web-based learning resources during the development process before implementation with target learners is essential to ensure their efficacy. This study examines field experts’ perceptions of a web-based academic vocabulary learning resource developed by the authors for ESL pre-university learners. The main aim is to evaluate the resource’s technical, design, content, and pedagogy aspects, following Kartal and Uzun’s (2010) criteria for good language learning websites. A questionnaire survey was distributed to six field experts from various Malaysian tertiary education institutions specializing in vocabulary learning and e-learning. The quantitative data collected were analyzed descriptively using SPSS. The results indicate that the experts highly evaluated the web resource, suggesting it meets the essential criteria for a well-designed English language learning website. With the recommended improvements, the web resource has the potential to enhance academic vocabulary learning for ESL pre-university learners significantly. This study contributes valuable insights for developing and implementing effective web-based learning resources in ESL classrooms.

The role of formative feedback in teaching and learning: Grade 10 Physical Sciences teachers’ perspectives

This study examined the role of formative feedback in the teaching and learning of Physical Sciences. Several scholars have recognised the pedagogical value of formative feedback in science education. However, there is a need for significant improvement in the quality of formative feedback provided by teachers in science classrooms. The empirical investigation explored the nature of formative feedback, pedagogical challenges, and pedagogical practices employed by teachers when implementing formative assessment in Physical Sciences classrooms. The study is underpinned by the Assessment for Formative Purposes Cycle as the underlying theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing phenomenology as a means of inquiry. The empirical investigation involved 12 Grade 10 Physical Sciences teachers selected purposively from Inkosi Sambane Circuit Schools, under UMkhanyakude District, KwaZulu-Natal, South Africa. Data were collected through semi-structured interviews and classroom observations, and thematic analysis was used to analyse the data. The findings revealed that meaningful formative feedback could have been enhanced by addressing contextual factors such as overcrowding and lack of resources in Physical Sciences classrooms. While teachers valued the quality of formative feedback, they expressed concern about learners' inability to utilise formative feedback to improve their learning. This paper recommends providing teachers with the necessary training to effectively utilise formative feedback and enhance learners' academic achievement in Physical Sciences.