Role In Teaching Research Articles

Exploring Character of Pancasila Students in the English Textbook for the Tenth Grade Senior High School Students

A textbook plays a significant role in teaching and learning process and is seen as a means to convey and strengthen character education. A textbook presents character education values through organized materials which can be utilized as a resource of learning experience. Moreover, it provides a useful choice in teaching and learning process which enables students to comprehend the character education building while they involve themselves during school years. This research examines Character of Pancasila Students which is presented in an English textbook published by the Ministry of Education and Culture of the Republic of Indonesia for grade 10. Type of research is content analysis research. The source of the data for this research is the English textbook for 10th grade students. Based on the result of the analysis in the English textbook, all Character of Pancasila Students dimensions are implemented thus the English textbook is appropriate as teaching material which develops Character of Pancasila Students values of tenth grade senior high school students
 Keyword: character education, independent learning curriculum, character of pancasila students, English Textbook, tenth grade students

:Modernism’s Metronome: Meter and Twentieth-Century Poetics

:<i>Modernism’s Metronome: Meter and Twentieth-Century Poetics</i>

Finnish teachers’ and students’ programming motivation and their role in teaching and learning computational thinking

IntroductionDespite the growing importance of teaching and learning computational thinking (CT) through programming in schools, research has shown major individual differences in teachers’ instruction emphasis and students’ skills in these topics.ObjectiveThis study aims to shed further light on the role that teachers’ and students’ programming motivation plays in CT.MethodsThe topic is approached from the viewpoint of the self-determination theory, which can help to understand teachers’ instruction and students’ learning. Our sample consisted of Finnish Grade 8 teachers (N = 1,853) and students (N = 2,546) who participated in the International Computer and Information Literacy Study (ICILS) in 2018. Focusing on teachers’ CT instruction emphasis, students’ CT test scores, and the Intrinsic Motivation Inventory, we investigate (1) distributions of teachers’ and students’ responses to intrinsic and extrinsic programming motivation questions, (2) associations between teachers’ and students’ programming motivation and their background factors, and (3) associations between programming motivation and teachers’ CT instruction emphasis and students’ CT test scores. The data was analyzed by examining descriptive statistics, computing mean differences and correlation coefficients and by performing (multiple) linear regression models.ResultsThe results showed that teachers had high extrinsic programming motivation, but the extent of their intrinsic programming motivation varied widely based on their prior programming teaching experience, subject taught, and gender. Students, in turn, reported both high intrinsic and extrinsic motivation toward programming, but boys were generally more motivated for programming than girls. High programming motivation was moderately related to teachers’ higher CT instruction emphasis and students’ higher CT test scores.ConclusionThe findings give a strong incentive to pay attention to increasing especially girls’ programming motivation and providing teachers with positive CT experiences relevant to their subject and with a particular objective to increase intrinsic motivation especially among teachers who lack prior programming teaching experience and interest in the topic.

On Application of Blended Teaching of College English

This article examines the nature and definitions of the term blended teaching, which embodies numerous connotations, including its concept as a strategy, teaching mode, or pedagogical approach. As a new teaching form, blended teaching can integrate the advantages of in-class teaching and online teaching on the premise of changing the orientation of teachers and students, and improve the overall quality and effect of English teaching. In order to give full play to the role of blended teaching in college English education in China, based on the current practices, the article clarifies its limitations and problems in application and put forward corresponding practical strategies and ideas.

Impact of Smart Classroom: A Study

The classroom is an important location where learning activities are carried out. It is the most important component in education system since it promotes knowledge transfer from a teacher to a group of pupils. In this digital era, Smart classroom is a digital effort that is fast transforming the teacher’s way of teaching and students learn via the use of technology. During covid time smart classrooms played a key role in online teaching. The study intents are: to determine the effect of smart classrooms, to explain the benefits and drawbacks of smart classroom, to investigate the impact of introducing smart classrooms and what factors are deficient for the better implementation of smart classrooms. The study area was Rajanagaram Mandal, East Godavari district of Andhra Pradesh. In this study survey on impact of smart classrooms was conducted. The respondents selected for the study are both students and teachers from various high schools in the study area. This paper examined both the data qualitative and quantitative through primary and secondary sources. A total of 130 (100 Students and 30 teachers) were selected by using simple and random sampling methods. The Primary data is original and unique which is directly collected by the researcher by using data collection methods like observations, survey, schedule and semi structured interviews according to the requirement of the study. The sources of secondary data are government publications, websites, books, articles in journals and internal records. The result of the study reveals pros and cons of the smart class learning environment and traditional classroom.

Analysis on Teacher’s Roles in Lead-in Activities of College English Class

Lead-in activity is the most important part of English classroom teaching and plays an important role in English teaching. At the same time, the role of teachers in English class is also very crucial, which not only affects the quality of teaching to a great extent, but also greatly affects the teacher-student relationship and teaching atmosphere in the class process. After reviewing relevant literature, it is found that the combination of the two studies is relatively rare. What kinds of roles teachers play in classroom leading activities, and what kind of role each role has, there is still a lack of substantive research. Therefore, this paper tries to study the role of teachers shown in the lead-in link of the 30 excellent teachers who participated in The National Final of the "Teaching Star" Competition of in 2020-2021, and tries to extract the efficient classroom lead-in methods and the effective teacher roles, so as to improve the teaching quality and promote the overall progress of teaching. Three revelations are drawn from the whole study: the effectiveness of classroom introduction, teachers' language literacy and the optimization of teachers' roles jointly determine the quality of English classroom teaching.

Tiny Machine Learning for Resource-Constrained Microcontrollers

We use 250 billion microcontrollers daily in electronic devices that are capable of running machine learning models inside them. Unfortunately, most of these microcontrollers are highly constrained in terms of computational resources, such as memory usage or clock speed. These are exactly the same resources that play a key role in teaching and running a machine learning model with a basic computer. However, in a microcontroller environment, constrained resources make a critical difference. Therefore, a new paradigm known as tiny machine learning had to be created to meet the constrained requirements of the embedded devices. In this review, we discuss the resource optimization challenges of tiny machine learning and different methods, such as quantization, pruning, and clustering, that can be used to overcome these resource difficulties. Furthermore, we summarize the present state of tiny machine learning frameworks, libraries, development environments, and tools. The benchmarking of tiny machine learning devices is another thing to be concerned about; these same constraints of the microcontrollers and diversity of hardware and software turn to benchmark challenges that must be resolved before it is possible to measure performance differences reliably between embedded devices. We also discuss emerging techniques and approaches to boost and expand the tiny machine learning process and improve data privacy and security. In the end, we form a conclusion about tiny machine learning and its future development.

Not drowning, waving: The role of video in a renewed digital learning world

While online teaching involves a range of contemporary digital tools, there are strong indicators for an ongoing place for video in a new digital learning world. For example, the use of video during the pandemic, to urgently translate on-campus lectures to online content, refocussed the argument on the role of video into the next phase of digital learning. Beyond a much-appreciated tool of convenience, what is video’s pedagogical role in higher education? This article draws from the literature, including reviews, theory, and case examples, to offer a typology to represent the role of video in university teaching practices, including intentional reasons to employ video beyond passive viewing. The typology is offered in three role types: functional purpose, academic focus (or knowledge type), and pedagogical strategy. It is recommended that university educational practitioners (including teachers, developers, and designers) consider video as multidimensional, and consult all three role types when designing video-based learning experiences, to maintain the human design processes within the complexity of teaching and learning. The typology is dynamic and adaptable to further emerging contexts. Implications for practice or policy: A typology of video roles demonstrates the multidimensional nature of video as a university teaching and learning tool, and thus signals the inherent complexity in digital teaching design practice. The video typology is offered for university educators to consult for intentional video-based learning design choices including to prompt considerations beyond passive student viewing. The typology is open for further adaptation into the future, for example, upon application to new cases.

How head start professionals use and perceive teaching strategies gold: Associations with individual characteristics including assessment conceptions

This sequential mixed methods study examined Head Start professionals’ use and conceptions about Teaching Strategies GOLD (TS Gold) assessment system in the Northeastern U. S. We conducted 17 interviews which then informed a survey (N = 153). We analyzed all data sources together, with three primary findings. Professionals endorsed recommended uses of TS Gold. The demands of using TS Gold often outweighed resources available to Head Start professionals, especially teachers. Respondents with a background in education or in a teaching role used TS Gold more, and those who generally agreed that assessment improves educational outcomes also reported more positive TS Gold conceptions.

Interrupting the conversation: Donald MacKinnon, wartime tutor of Anscombe, Midgley, Murdoch and Foot

AbstractElizabeth Anscombe, Mary Midgley, Iris Murdoch and Philippa Foot all studied at Oxford University during the Second World War. One of their wartime tutors was Donald MacKinnon. This paper gives a broad overview of MacKinnon's philosophical outlook as it was developing at this time. Four talks from between 1938 and 1941—‘And the Son of Man That Thou Visiteth Him’ (1938), ‘What Is a Metaphysical Statement?’ (1940), ‘The Function of Philosophy in Education’ (1941) and ‘Revelation and Social Justice’ (1941)—give a foretaste of the conception of moral philosophy that he later articulated in A Study of Ethical Theory (1957). We identify aspects of his philosophical outlook and unusual treatment of method that likely shaped his teaching. We trace his influence in the work of Midgley, Murdoch and Foot, all of whom studied with him from Trinity Term 1940 until their finals in 1942. In the case of Anscombe, though she was briefly his student—he taught her Plato—she and MacKinnon moved in shared intellectual circles, and there is reason to think that some of the forces that shaped MacKinnon's outlook also shaped hers. The sketch we offer is incomplete—in particular, we are not able to do justice to MacKinnon's explicitly theological writings—but we hope to achieve three things. First, to go some way towards indicating the importance of the teacher MacKinnon to understanding the work of his better-known pupils. Second, to introduce a philosopher for whom the teaching of philosophy, practical ethics and metaphysical theory were deeply entwined. Third, to reflect on the relationship between, on the one hand, a conception of the practice and significance of metaphysics and, on the other, a view on the role and nature of philosophical teaching and learning.

Contributions of nursing students during their clinical practice in primary care: Adaptation and validation of a scale

AimTo adapt the ‘Nursing Student Contributions to Clinical Settings’ scale (CEEEC, Spanish acronym), designed for specialized care and to evaluate the validity and reliability of a measure in the primary health care setting. Additionally, a description of the contributions of nursing students to primary health care in Spain is presented, based on the perception of preceptor nurses. MethodsA multicenter cross-sectional study was conducted in Spain, involving a committee of nursing experts who participated in a Delphi panel (n = 5) and cognitive interviews (n = 5) and a sample of nursing preceptors (n = 300) from 57 primary health care centers (2019–2020). The CEEEC was reviewed by experts for the conceptual semantic adequacy of the 24 items for its application in primary health care. Nurse preceptors’ responses to the CEEEC scale were used to study the validity and reliability of the measure, including factor analysis, convergent validity with the Health Sciences-Evidence Based Practice scale and a matched test-retest over a three-week interval. ResultsAccording to the consensus of experts, the CEEEC scale is valid for primary health care with minimal modifications (change "patient" to "user"). Based on the analysis of responses to the scale, the corrected item-total correlations of the 24 items were ≥ 0.40 and were grouped into a single factor, explaining 46.3% of the variance. The Cronbach's alpha value was 0.95. Regarding convergent validity, there was a positive correlation between the CEEEC scale and the score of the Health Sciences-Evidence Based Practice scale (Pearson’s coefficient= 0.33; p < 0.001). The overall intraclass correlation coefficient was 0.91. Finally, the mean CEEEC score was 61.9 points (range 0–96). The two most positive contributions were ‘Nursing students enable nursing professionals to perform their teaching role’ and ‘Nursing students become future professionals who know the healthcare facility’. ConclusionsThe CEEEC scale provides a valid and reliable measure of nursing students' contributions to primary health care. Nursing students’ contributions to Spanish primary health care were positive, especially towards the nursing profession and healthcare organizations.

An investigation into gender bias in the evaluation of orthopedic trainee arthroscopic skills.

Women surgeons receive lower compensation, hold fewer academic positions, and hold fewer leadership positions than men, particularly in orthopedic surgery. Gender bias at the trainee level has been demonstrated in various surgical subspecialties, but there is a lack of information on gender bias within the orthopedic training environment. This study investigated whether implicit gender bias is present in the subjective evaluation of orthopedic trainee arthroscopic skills. After institutional review board approval, a web-based survey was sent to American Shoulder and Elbow Surgeons (ASES) members via the society's email listserve. Study participants were informed that the study was being done to develop a systematic evaluation method for trainees. The survey randomized participants to view and evaluate a prefellowship and a postfellowship video of "Rachel" (she/her) or "Charles" (he/him) performing a 15-point diagnostic shoulder arthroscopy. The videos for Rachel and Charles were identical except for the pronouns used in the video. Participants evaluated the trainee's skill level using questions from the Arthroscopic Surgical Skill Evaluation Tool (ASSET). Blinded and deidentified additional comments regarding the trainee's skill were classified as positive, negative, or neutral. Statistical analyses were used to compare scores and comments between Rachel and Charles. Of 1115 active ASES members, 181 ASES members started the survey and 106 watched both videos and were included in the analysis. Of the 106 participants completing the survey, 96 (91%) were men and 10 (9%) were women with a median (interquartile range) age of 44 (38-51). A teaching role was reported by 84 of 106 participants (79%). There was no significant difference between prefellowship scores (P=.87) or between postfellowship scores (P=.84) for the woman and man fellow. The numbers of comments classified as positive, negative, or neutral were not significantly different between the man and woman fellow (P=.19). Participants in teaching roles gave significantly lower scores to both fellows at both time points (P=.04), and participants who had fellow trainees were more likely to give negative comments to both fellows (P=.02). Trainee gender did not influence the ratings and comments participants gave for trainee arthroscopic skills, suggesting that gender bias may not play a major role in the evaluation of arthroscopic skill during orthopedic training.

The Construction of Engineering Ethics and Management Curriculum System Based on Curriculum Ideology and Politics

The curriculum system is the carrier of talent training and plays an important role in the whole curriculum teaching. According to the requirements of the construction of first-class courses, this paper studies the construction of the curriculum system of Engineering Ethics and Management, based on the ideological and political education of the curriculum, combined with cases and project teaching methods. According to the training objectives and the requirements of first-class courses and professional certification, with the help of the concept of hierarchy, the curriculum objectives are divided into three different levels of knowledge, ability and accomplishment, and the training objectives of the curriculum are defined; With the help of such super projects as the Qinghai Tibet Railway and the Hong Kong Zhuhai Macao Bridge, as well as the craftsmen from large countries, the ideological and political elements and ethical concepts of the curriculum in the cases are deeply explored, and the case teaching method is used to realize the whole process of ideological and political curriculum; Based on the student-centered concept, the teaching content is divided into three different stages and levels to achieve hierarchical teaching content; According to the characteristics of different cases, targeted teaching methods such as knowledge contest and group report are adopted to teach students in accordance with their aptitude and realize the diversification of teaching methods; By improving the composition, measurement and evaluation system of online performance and introducing team members' mutual evaluation and teacher scoring into offline performance, the diversity of teaching evaluation can be achieved. On this basis, a curriculum teaching system adapted to the characteristics of the curriculum has been constructed, and good teaching results have been achieved through two semesters of curriculum teaching practice. The established teaching system can also provide useful reference for similar courses.

Back to basics: A role of reading, writing, and arithmetic teaching

This study has assessed the role of reading, writing, and arithmetic teaching among adult learners in Saudi Arabia. A quantitative approach was used by recruiting 186 students divided into three groups, namely, the write to learn (WTL) group, traditional teaching group, and individual technology use (ITU) group. Statistical Package for Social Sciences (SPSS) was used for the analysis of the arithmetic and literacy test scores of the students. The findings showed that the performance of the WTL group was most effective among the three groups. The results showed that the learning capacity of adults could be improved by refining their writing and reading skills. The formative feedback, collaborative environment, and engagement helped improve the learning scores. It shows that the use of information and communication technology (ICT) should be accurately implemented along with the formation of a collaborative environment.

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students’ backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students’ experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.

Wellbeing and pedagogical role of higher education academics in the COVID-19 pandemic: a systematized review

PurposeThe purpose of this study resolved to evidence worldwide studies addressing the effects of the global COVID-19 pandemic on higher education (HE) academic staff. Particularly in relation to wellbeing and pedagogical role, as part of a parallel study exploring the impact of COVID-19 on academics’ pastoral role.Design/methodology/approachThe systematized review identified eight relevant studies that shed light on the impacts of the COVID-19 pandemic on university academics’ well-being.FindingsThe review highlights the paucity of research in this area, with no studies, at the time of the review, considering how academics responded to a broadening of their pastoral role amidst an evolving academic landscape, and how are universities supporting them.Research limitations/implicationsFirstly, only eight relevant studies were included, affecting generalisability of results owing to uneven distribution between geographic regions. Secondly, participants across the eight studies accounted for less than 0.05% of a population of 6 million university academics worldwide (Price, 2011). Thirdly, most of the studies used cross-sectional design, limiting assessment of the longer-term impact of an evolving HE landscape.Practical implicationsThe findings of this systematized review can be placed in the context of illuminating research deficits within a shifting HE landscape. Specifically, no studies that the authors are aware of have investigated how academics are responding to a broadening of their pastoral role amidst an evolving academic landscape, and how are universities supporting them.Originality/valueIn providing pastoral support to students, the mental well-being of academics is frequently ignored (Urbina-Garcia, 2020). The provision of well-being support by university management for academics appears to be “limited to non-existent” (Hughes et al., 2018, p. 49). Critically, the Coronavirus pandemic appears to have both accelerated and precipitated a step-change to pastoral care within the HE teaching ecosystem. The impact of a broadening pastoral role on academics' well-being has yet to be fully realized and understood. The authors have subsequently conducted an empirical study to address this embryonic area of research.

Exploring Useful Teacher Roles for Sustainable Online Teaching in Higher Education Based on Machine Learning

The COVID-19 emergency necessitated a rapid transition to online teaching by university lecturers. Hence, lecturers need to develop and reorganize their instructions and adjust their teaching roles and activities to the technological demands so as to further facilitate their continuous usage of technological systems after the crisis. Based on the behaviors of lecturers who utilized a particular teaching system—Rain Classroom—during school closure, this study aimed to predict their retention of online teaching beyond lockdown. Classical machine-learning classifiers were adopted to make predictions, most of which had an accuracy greater than 73%. Moreover, through a byproduct of these algorithms—feature scoring—we also aimed to determine the prime activities and roles that have strong relationships with lecturers’ retention dispositions. The domain meaning of feature scoring was revealed based on a specific conceptualization of perceived usefulness and the TAM model, which further enlightened system devisers about strategies to improve technological quality. A coevolution mechanism was thus formed, both providing guidance for lecturers in changing their overt behaviors with respect to online teaching and supporting the customization of system functionalities, so as to foster the mutual adaption of teachers’ pedagogies and artifact affordances. The findings, concerning useful teaching roles (namely, learning assessment, guiding technology usage, and learning support) and activities (such as in-class exercises, monitoring of students’ attendance, formal testing, etc.), are corroborated by evidence from other reports in the literature.

A Analysis of the Contextualization for French Grammar Teaching in Chinese Universities

In the past thirty years, French teaching in Chinese universities has undergone many changes. Language plays a vital role in transmitting information between countries. Grammar teaching should be an important part of foreign language teaching. Of course, Chinese students’ learning habits should be respected. However, investigating their preferred learning style in the process of contextualization is our responsibility as well. Therefore, in order to meet the new requirements of grammar teaching in China, we must combine the role and communicative function in grammar teaching. Finally, based on the results of the analysis, the corresponding teaching suggestions are summarized.

Zero Points and Their Distributions of Real and Complex Functions

The zero point of function is an important feature of function, and it is an important medium for communication between function and equation. This paper analyzes and summarizes the existence, number and distribution of zero points of real and complex functions, and illustrates them with examples, aiming at deepening readers' understanding of zero points of functions and playing a certain reference role for teachers' teaching and students' learning.

Analysis of Approaches to the use of ICT in the Teaching of Mathematics

Information and communication technologies (ICT) play an increasingly important role in learning and teaching. The way they are used in specific lessons is influenced by a number of factors, one of the most important of which is the teacher's beliefs about the use of ICT in education. The way teachers think about modern technologies is very important and greatly influences how they use ICT in their teaching. Our paper presents a partial output of research focusing on the influence of teachers' beliefs on the use of ICT in teaching.&#x0D; Within the presented research, lessons of several mathematics teachers were recorded longitudinally. The recordings from classes were subsequently coded by a team of researchers and analysed in detail on the basis of Grounded theory. Several different aspects of teaching were observed in the analysis:&#x0D; Forms of instruction, Teacher-pupil communication, Pupil activities at the blackboard, Pupil activity on PC or laptop, ICT involvement, Teacher activities, Phenomena in teaching using ICT, Used programs and applications and Testing. The results of this analysis were then compared with how teachers think about the use of ICT and how they characterize their own use of ICT in teaching.&#x0D; Even though all the monitored teachers characterized themselves as experienced users of ICT, the way they used technologies in their teaching was very different and often differed greatly from the positions they declared. As part of the paper, we present a comparison of the teaching styles of individual teachers and a comparison of their beliefs and proclamations with the reality that was observed in the lessons. Attention will also be paid to the impact of the actual use of ICT on the overall course of the lesson and the activity of the pupils. The results of the research show that the way in which the teacher's beliefs affect teaching is really crucial.