Selection Of Teaching Strategies Research Articles

Effectiveness of Teaching and Professionalism of Islamic Education Teachers from the Perspective of Educational Psychology

This study discusses the effectiveness of teaching and the professionalism of Islamic Religious Education teachers from the perspective of educational psychology. Islamic Religious Education, taught at various educational levels, has unique characteristics and content compared to other subjects. Islamic Religious Education teaching emphasizes spiritual and social attitudes, requiring effective teaching approaches. Islamic Religious Education teachers must possess professionalism that includes professional, pedagogical, personal, and social competencies. Teacher professionalism is directly related to their ability to teach effectively, which impacts students' academic achievement. Effective teaching involves a deep understanding of the material, selection of teaching strategies, thorough planning, as well as skills in classroom management, student motivation, and the use of technology. This study uses a literature review method to examine relevant literature on Islamic Religious Education teaching and teacher professionalism, identifying psychological elements that support effective teaching. The results show that professional Islamic Religious Education teachers are those who master various aspects of teaching and the psychological skills needed to create an effective and conducive learning environment.

Facilitators of and Barriers to Effective Preceptorships for Pre-licensure Nursing Students: What Nursing Faculty Need to Know.

Preceptorships offer prelicensure nursing students the opportunity to meet their clinical objectives by working one-on-one with a registered nurse (RN). Although preceptorships can be provided for any clinical course, most prelicensure nursing programs offer them during the final semester. Preceptorships provide a bridge between academic study and the real world of nursing. By acting as a teacher, role model, evaluator, and person who can help a student to socialize with the profession, a preceptor can reduce the reality shock experienced by new nurses and provide them with realistic expectations about the nursing profession. The recent nursing shortage has inadvertently led to a preceptor shortage and forced the nursing leadership to become dependent on available RNs, including those without preceptor training or experience. This practice update paper aimed to address the facilitators and barriers associated with preceptorships for prelicensure nursing students and discuss the proposed solutions for effective clinical preceptorship based on evidence and the author's personal reflections. The major facilitators were the discussion of nursing program expectations, the selection of teaching strategies with real-world examples, the creation of a structured weekly plan to promote learning, and the consideration of alternative teaching approaches. The major barriers were preceptors' dual responsibilities to students and patients, challenging students, and the lack of experienced preceptors. The proposed solutions included obtaining support from the nursing leadership team to ensure that the preceptor had a balanced workload, developing the emotional competence of the preceptor, addressing challenging students through a three-way conference with the student, the preceptor, and the clinical faculty and a written plan to ensure student progress, having the nursing leadership conduct periodic assessments of the preceptor pool, and ensuring that appropriate training was offered to candidates who were willing to become preceptors.

Socio-Economic Effects on Students’ Essay Writing Performance under Selected Teaching Strategies in Senior Secondary Schools in Ondo State Nigeria

This study investigated the effect of socio-economic status (SES) on students’ performance in essay writing after using Reading-writing, Think-Pair-share, a Combination of TPS and RW strategies and the conventional method in secondary schools in Ondo State Nigeria. The study adopted a quasi-experimental pre-test post-test four-group design as well as a descriptive survey-type design. The population for the study comprised all the 25,297 public Senior Secondary School (SSS) II students of the 2019/2020 Session in Ondo. The sample for this study was 308 SSS II students who were selected from public senior secondary schools, using a multi-stage sampling procedure. The instruments used for this study are a questionnaire on Students’ Socio-economic Background Status (SSBS) and the Essay Writing Performance Test (EWPT). The EWPT was a standardized WAEC past question while the SSBS was validated by experts in the Arts and Language Department, Faculty of Education, Ekiti State University. The reliability of the EWPT was established through the test re-test method and the reliability coefficient of 0.70 was obtained. The reliability of the questionnaire was established by subjecting the score from a single administration to the Cronbach Alpha Reliability Co-efficient test. The instrument was found reliable as the calculated value was 0.82. The data collected for this study were analysed using descriptive and inferential statistics. The hypothesis was tested at a 0.05 level of significance. The finding of this study revealed that after being instructed with different strategies in SSS in Ondo State, there was no significant difference in the performance of students from different SES in essay writing.

Outline on Selected Teaching Strategies to Improving the Knowledge of B.Sc., Students in Physics

This research is designed to study about the Effectiveness of selected teaching strategies in improving the knowledge of B.Sc., Students in Physics. Physics is the very important area in Science. The main purpose of the study is to identify the problems faced by the under graduate Physics students and how it can be rectified to generate in their field of Physics. In Physics, teaching methods are different principles and methods that are used to instruct students in a learning environment. The methods used by a lecturer will depend on the skills or information the lecturer would like to convey to their students. Some of the most common teaching methods are memorization, class participation, recitation, and demonstration. While these teaching methods are widely used, every instructor has a specific teaching method. Lecturers must be flexible in their subjects and often adjust their style of teaching to accommodate their students. Efficient teaching methods are essential tools that can help students to achieve success in the classroom. In college level each student has a different personality and learning abilities. There are several factors that a teacher must consider when choosing a teaching method for their students. Some determining factors for selecting a teaching method include the student’s interest and background knowledge, as well as their environment and learning abilities.

From an Individual to an Intersubjective Perspective: Reflections for Foreign Language Acquisition

This study will present the results of neurobiological research, in the light of which an intersubjective vision of language learning takes shape. In the field of language teaching, synchronization of the right hemisphere between two brains in communication helps to shift the focus from an individual or subjective vision of learning onto an interpersonal and dynamic one. Therefore, after highlighting the neurobiological and interpersonal mechanisms inside communication in the first part of the article, an analysis of the edu-linguistic repercussions will follow, so that selected teaching strategies can activate more effective ways of working for language acquisition.

Sex Effects on Essay Writing Performance under Selected Teaching Strategies in Senior Secondary Schools in Ondo State Nigeria

This study examined how sex affects students’ performance in essay writing under Reading-Writing (RW), Think-Pair-Share (TPS), combination (RW&TPS) strategies, and conventional methods in secondary schools in Ondo State Nigeria. The population for the study comprised all the public Senior Secondary School (SSS) II students of the 2019/2020 Session in Ondo State. The sample for this study was 308 SSS II students that were selected from public senior secondary schools, using a multi-stage sampling procedure. The instrument used for this study is the Essay Writing Performance Test (EWPT). The data collected for this study were analysed using descriptive and inferential statistics. The hypothesis was tested at 0.05 level of significance. The study revealed that there was a significant sex gap in the performance of students taught essay writing using various strategies in Ondo State’s SSS. Given the importance of sex differences in the performance of students taught essay writing using various strategies, English language teachers should be aware of the differences in the responses of boys and girls in their classes to various essay topics.

TEACHERS’ STRATEGIES IN TEACHING ENGLISH TO YOUNG LEARNERS

This study aims to examine and describe the strategies used by English language teachers in teaching young learners, specifically at Kumon School in Makassar Indonesia. The methods applied in this study are peer observations, and interview methods. The results showed that based on the fifteen principles of teaching English to young learners, the three teachers successfully conducted the fourteen of the principles. The last principle examined was inapplicable in the institution. This study also revealed that the main obstacle in teaching young learners at this institution were; the unequal number of students for each classroom at the same levels, students grouping especially in competitive activities and teachers preferences on teaching aids and facilities. The research is concluded that to ensure the successful teaching and learning process at the early stage or young learners, particularly at this English institution, the continuous teacher training programs; pre-service and in-service are one of the key element. Furthermore, teachers’ creativity of using and selecting teaching strategies in teaching young learners and school’s supports in the form of classroom facilities and teaching materials

Reading Skills Teaching Strategies For Students with Learning Disabilities

The National Education Policy has emphasized education in Malaysia to improve reading, writing, and speaking abilities among all students, including students with learning disabilities. However the problem of reading among students with learning disabilities is getting more serious. This qualitative study was conducted to identify the opinions of special education teachers on the selection, implementation of teaching strategies for students that have multi-level reading problems as well as the impact of the strategy on them. Three study samples were purposely selected in Terengganu primary schools. Semi-structured interviews, observations, and document analysis were used in the data collection of the study. The results of the interviews were transcribed along with field notes and a daily teaching plan (RPH). Based on the results of this study, students with learning disabilities’ learning styles should be given priority in the selection of teaching strategies. Multisensory strategies, interactive multimedia, and group mentoring were used to plan the teaching of reading skills. Students with learning disabilities showed both positive and negative effects on the strategies that the study sample undertook. Therefore, researchers in the future can refer to this study as a reference source on teaching strategies for students with learning disabilities that have multi-level reading problems.

Instruction Tools Recommended for Second Language Acquisition for Learners with SEN

The second language teaching methods applied with categorization strategies, cognitive styles, and behavioral skills are aimed at providing widespread vistas of the language learning domain. Thereupon the skills have got more scope in acquiring the second language (L2) amongst children with SEN. This proposed research paper sheds light on the relationship between cognitive styles (Field dependence- Field independence and certain language learning). The learning disabilities of learners need to be addressed at the early stage with an intervention plan which in turn promotes cognitive growth, hence the modified instruction materials and the categorization styles should be kept in mind at the time of selecting teaching strategies while developing educational curriculum which would help in setting targets and fixing time frame to achieve them. In addition to this blended teaching which is inclusive of teacher-guided, assignment based, use of behavioral perspectives, can be engaged meaningfully with an intervention of a tool called 'mastery learning' tool which can facilitate assessment driven, evidence based teaching and learning with deeper learning at own pace. The research attempts to define the challenges faced by instructors and suggests ways and means to improve teaching of English. The novel ways focus on students learnability and allow students to explore new vistas of education.

Improving the Productive Skills of the Students through Selected Teaching Strategies

Improving the Productive Skills of the Students through Selected Teaching Strategies

Lesson study in competence development of accounting teachers

This research aimed to find out and explore the lesson study practice in developing the accounting teacher’s professionalism. This research employed qualitative research using a single instrumental case-study strategy. The data were collected using in-depth interview, observation, and documentation. Then, they were analysed using interactive model. The results of the research showed that with the implementation of the lesson study in schools, it succeeded in improving the four teachers’ competencies. The improvement of the pedagogical competence can be seen from the well preparation of learning, the selection of teaching strategies according to the characteristics of the students and the implementation of memorable learning for the students. Professional competence can also be seen from the teacher's preparation in choosing relevant and up-to-date materials, teaching them by connecting to daily practice and always evaluating the material taught to maintain the quality of the material. The improvement of the social competence can be seen from the more effective communication between the teachers and students and their colleagues. The improvement of the personality competence is indicated by the teachers’ attitudes that are increasingly wise and prestigious in responding to the conditions related to their work. The research implication is that the practice of lesson study can form accounting teacher learning groups that serve as a place for sharing and discussion in developing their professionalism.

Infusion of the Critical Thinking in Chemistry through Selected Teaching Strategies

Critical thinking is one of the 21st Century skills involved in education and is required of students nowadays. The study investigated the critical thinking skills of Junior high school students from three selected public schools in Region 3, Luzon, Philippines. Infusion of the critical thinking in Chemistry through selected teaching strategies of inquiry-based, problem solving, collaborative, and lecture methods. CEU-Lopez Critical Thinking Skills Test (2012) with a reliability test value of 0.87 was used to measure the students' critical thinking skill levels. Triangulation of inquiry-based teaching, problem solving, and collaborative teaching methods was used as an intervention to determine the enhancement of the respondents' critical thinking skills and academic performance. Gathered data were processed statistically through descriptive and inferential tests. Results revealed that there is a significant difference in the critical thinking skill levels of Junior high school students in Chemistry. The critical thinking skill levels of the student respondents were highly comparable with respect on their academic performance in Chemistry. The students demonstrated good knowledge, attitude and performance in Chemistry after the infusion of the critical thinking approach in the intervention. The different teaching strategies utilized in the research were applicable in the enhancement of the critical thinking skills of the Junior high school students in Chemistry.

Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder.

The present investigation examined special education teachers' selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers' classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

The Education of Music of Problems in Chinese and English

At present, music teaching method applied in the practice teaching process is all kinds of, resulting in music teaching environment is uneven, some good and some bad. According to the problems of the current teaching of music and combined with the developing direction of the future of teaching reform, and gives some suggestions on the reform of teaching methods of music and literature. Teaching strategy is a concentrated reflection of teaching plan, it is to reform to promote the music teaching, teaching a scientific method and formulated in accordance with the development direction of music teaching. And making process in the selection of teaching strategies, in accordance with the concrete practice of music teaching, fully consider all relevant factors, combined with the already existing in the process of teaching music or possible future problems, according to the teaching of music standard, conform to the development direction of the teaching reform, in order to cultivate more the modernization of the compound talents with high quality for the purpose of.

Effectiveness of Selected Teaching Strategies in Relation to the Learning Styles of Secondary School Students in India

Effective teaching in schools requires flexibility, energy and commitment. Successful teaching also requires that teachers are able to address learner’s needs and understand the variations in learner’s styles and approaches. Teachers can accomplish these requirements while creating an optimal teaching–learning environment by utilizing a variety of teaching methods and teaching styles. If teachers use a variety of teaching methods and styles, learners are exposed to both familiar and unfamiliar ways of learning that provide both comfort and tension during the process, ultimately giving learners multiple ways to excel. Numerous teaching strategies such as white board, lecture, cooperative learning, writing assignments, demonstration, field trips, grouping, brainstorming, guest speakers, bulletin boards, debates, panel discussion, crossword puzzles, teaching with cases, team-based learning, team teaching, library research on topics or problems, audio-tutorial lessons, making of posters by students, puppets, use of motion pictures, educational films, videotapes, current events and internet are utilized in the modern classroom for secondary education. Each teaching strategies has their own pros and cons. This paper aims to present the effectiveness of selected teaching strategies: group discussions, real objects, audio-visual aids, computer assisted instructions, role play, work sheets, smart boards, quizzes, mind maps, team projects, individual projects, field trip and internet access in relation to the learning styles of the secondary school students.

The impact of transformative learning in a critical service-learning program on teacher development: building a foundation for inclusive teaching

With international and national policies requiring teachers to adopt inclusive practices worldwide, this paper examines the impact of transformational learning in a critical service-learning program on final-year pre-service teachers’ approaches to inclusive teaching. Data from emailed questionnaires and focus group interviews are analysed through a social, critical framework. The results indicate that the critical service-learning program provided the students with an opportunity to consider diversity and inclusion in selecting teaching strategies, and to enact values suitable to inclusive practices and appreciation of diversity in schools. In this paper we argue that transformative learning experiences about inclusivity and diversity are needed if pre-service teachers are to be challenged to adopt inclusive values and practice in schools. A critical service-learning program for pre-service teachers provides a solid foundation on which to develop or build on the ability to think and teach inclusively.

Understanding and Overcoming ȜBottlenecksȝ in Student Learning

Pedagogically, the term "bottleneck" refers to a moment when students may face barriers to understanding content in the process of learning. As instructors identify Ȝbottlenecksȝ within their courses, they are faced with the challenge of how to best assist students in overcoming them. Further, most instructors want to know what selected teaching strategies to implement in the classroom to increase student learning. The seven-step process of Decoding the Disciplines (Middendorf & Pace, 2004) provides a platform for helping students learn how to think instead of what to think to successfully progress through identified bottlenecks. The model also allows for instructors to collect evidence-based results of student learning that contribute to the scholarship of teaching and learning, while infusing deeper meaning and learning into the classroom. The model is particularly useful for instructors who face challenges in incorporating alternative pedagogical strategies.

Comparison of Selected Teaching Strategies Incorporating Simulation and Student Outcomes

Background Teaching strategies need to engage learners and focus on active learning. The nursing faculty shortage challenges us to prepare competent students. Simulation has been suggested as an appropriate teaching strategy. Method The basic experimental posttest-only design of this study evaluated effects of three teaching strategies on the outcomes of performance and retention performance of intervention activities, student satisfaction and self-confidence, and educational practice preferences. Results Students' scores were significantly higher in retention performance than in first performance. There was a significant interaction effect for time and teaching strategy. Nursing education needs to focus on use of high-fidelity simulation as a teaching strategy.

The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development

BackgroundThe National Effective Teaching Institute (NETI) is a three‐day teaching workshop that has been given annually since 1991 in conjunction with the Annual ASEE Conference. Its goals are to improve the participants' teaching effectiveness, promote their engagement in scholarly teaching and educational scholarship, and motivate them to engage in instructional development on their campuses. To evaluate the impact of the NETI on its participants, a Web‐based survey was administered to alumni of NETI offerings from 1993 to 2006.Purpose (Hypothesis)The study was designed to test the hypothesis that the NETI met its stated goals, and to the extent that it did, to identify factors in the workshop's structure and delivery that might have contributed to its success.Design/MethodAn online survey collected information regarding the participants' awareness and use of selected teaching strategies, their students' and their own ratings of their teaching, and their engagement in scholarly teaching, educational research, and giving their own teaching workshops and seminars. The validity of the survey structure is supported by several published studies that compared self‐assessments of teaching with external evaluations by trained observers.ResultsThe NETI has motivated many of its participants to adopt or increase their use of proven teaching strategies known to correlate with improved student learning; made them more student‐centered, scholarly, and reflective in their teaching practice; and induced many of them to engage in instructional development and educational scholarship.ConclusionsThe NETI has satisfactorily met its goals. When interpreted in the light of a theory of adult motivation, the results support the effectiveness of discipline‐specific faculty development for engineering educators.

Effectiveness of Selected Teaching Strategies in the Remediation of Process Errors Committed by Senior Secondary School Students in Mathematics

The purpose of the study was to determine the effectiveness of selected teaching strategies in the remediation of process errors committed by students in mathematics in senior secondary schools. Four hypotheses were formulated to guide the study. The study employed the quasi-experimental design. Sample for the study consisted of two hundred and seven (207) students drawn from six senior secondary schools randomly selected from the three hundred and sixty senior secondary schools in Edo State. The Diagnostic Test on Mathematics (DIATOM) was used to collect data for the study. Data collected were analysed using analysis of covariance (ANCOVA) and z-test for two population proportions. Results of data analysis revealed that the direct instruction was a more effective strategy for the remediation of process errors committed by students in mathematics. Sex and school location were shown not to have had any significant influence on the effectiveness of either strategy. The study recommended that enough practice activities should be given to students during class sessions to assist them develop mastery of content taught.