Strategies For Teachers Research Articles

Enhancing LMS Effectiveness in Language Centers: A Case Study of V-Hub at VUS Vietnam

This mixed-methods study investigates the effectiveness of V-Hub, a Learning Management System (LMS) implemented at VUS, a prominent language center in Vietnam, focusing on homework completion rates and teacher strategies. A survey of 27 teachers and in-depth interviews with six teachers reveal that while V-Hub's user-friendly interface and learning content is positively perceived, technical limitations, such as device compatibility issues and the absence of answer explanations, hinder its full potential. Teachers employ various strategies to motivate and support students in using V-Hub, including rewards, personalized guidance, and clear communication. The study highlights the crucial role of teachers in effectively integrating LMS into language teaching and underscores the need for platform enhancements and comprehensive teacher training to maximize the benefits of technology-mediated language learning. Future research directions include exploring student perspectives, investigating the impact of specific LMS features on learning outcomes, and examining the potential for LMS materials to replace traditional textbooks.

Teaching strategies for moral education in colleges and universities based on 5G network and big data technologies

ABSTRACT The necessity to determine optimal teaching strategies for the development of moral education in the context of implementing 5G technologies has motivated the goal of this research: to study the personal aspects of students’ value orientations in the dynamics of their formation depending on the pedagogical strategies of teachers in the context of education based on 5G and big data technologies. The study was conducted at Shandong University of Science and Technology (SDUST), involving 279 instructors and 582 undergraduate students in the full-time program. A survey of the instructor group was carried out using a specially designed questionnaire, and a longitudinal study of students’ value orientations in the first year of undergraduate studies was conducted using the Morphological Test of Life Values (Sopov and Karpushina), This allowed assessing how teaching strategies influence indicators of students’ moral development. Identifying the leading pedagogical strategies of moral education in one of China’s largest universities revealed how general principles are refracted through ethnocultural peculiarities, evaluating the effectiveness of these strategies in shaping the personalities of future professionals who will work with large databases in the 5G network.

A CASE STUDY ON ENGLISH TEACHERS TEACHING IN AN INDIGENOUS PEOPLE SCHOOLS: LANGUAGE ADAPTATION IN FOCUS

The purpose of this study was to explore the experiences and unique strategies of English Teachers in adapting the language of their Indigenous students using a qualitative approach, specifically a case study design. McCombes, (2020) defined case study as detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research. Also, in an appropriate research design when the researcher wants to gain concrete, contextual, in-depth knowledge about a specific real-world subject. The following major findings are English teachers teaching in IP schools experiences difficulties such as encountering language barriers, having difficulties in teaching the language towards the students, utilizing an approach like grammar translation method, and experiencing difficulties in adapting student’s language. In adapting the language of indigenous students, the English teachers implemented different strategies and techniques. It can be concluded that there are ways that the English teachers could adapt the language of their IP students, even though the English teachers encountered language barriers, and experiencing difficulties in adapting student’s language. English teachers also wish to emphasize the importance of understanding the culture and tradition of their IP students, and value the preserving culture of their environment. To effectively teach the IP students, English teachers believed that they must exhibit unflinching patience and passion in dealing and teaching them. KEYWORDS: English Teachers, Indigenous Students, Language Adaptation, Qualitative, Philippines

“I Wish There Was a Way to Share”: The Changing Campus Ecologies Around Community College Life Science Courses

ABSTRACT We present a case study of changing campus ecologies for students in life science courses at an urban community college. Through analysis of six surveys (n = 583) over a three-year period, we note how changes in students’ coursework affect their virtual and physical developmental ecologies. Students’ abilities to access peers for academic and social support declined and rose relative to social distancing activities, but upon return even when students could identify accessible peers, they expressed a lack of knowledge for how to form social and academic relationships on campus. Changes in social-distancing policy shaped students’ access to socio-academic integrative moments. Students expressed appreciation for their instructors during the transition to online learning, but encountered a number of social and technical roadblocks to participating effectively. Competing demands on their time, lack of access to the internet and digital tools, constraints produced by digital tools like proctoring software, and a general frustration with the amount of “screen time” that the transition required all undermined students’ formation of learning communities. The lack of third spaces – publicly accessible space that is neither home nor work – created a challenge for students who could not demarcate academic space in their homes. Among life science students were a considerable number who worked in health sciences, a field where pandemic-related burnout was considerably higher. Many of these students expressed plans to slow down their education or leave community college entirely. We identify implications for practice including strategies for instructors to foster community in their classroom.

Examining the Impact of Teachers’ Cognitive Load on Student Engagement and Learning Outcomes in Saudi Classrooms

Background Examining the influence of cognitive load on teacher strategies, engagement of students, and the learning experience as a whole is essential in an age of educational reform and rapid technological evolution in instruction to become more effective pedagogues and positively impact student learning outcomes. This study explicates the experience of cognitive load on teachers and their ability to teach and engage students in the Saudi Arabian 21st-century classroom. Methods The study employed a qualitative research design to investigate the experiences of the 35 Saudi teachers through an essential initiative stratum of how they were selected in a randomized stratified process to ensure as much diversity as possible in the teaching community throughout Saudi Arabia. Data was collected through open-ended questionnaires and analyzed using thematic analysis to ascertain primary patterns and themes emerging from the data. Results The analysis found that (1) cognitive load significantly impacted teachers’ choice of instructional strategies. (2) Classroom performance was also impeded due to cognitive load as teachers struggled to engage and manage the learning of the students inside the classroom; (3) systemic and environmental forces devolving curriculum and integration of technology into instruction increased cognitive demand for the teachers, and (4) teachers employed various adaptive practices to manage their cognitive demands. They demonstrated tremendous resilience and adaptability in their practice. Conclusion The study findings have practical implications for educational policy and practice, primarily that educational policy and practice should focus on providing specific assistance and professional learning for teachers managing cognitive load. Finally, based on the findings, the study’s limitations and recommendations for further research are discussed.

Problems of Information Technology-Based Zoning PPDB Implementation at SMAN 3 Banjarmasin

New Student Admission (PPDB) is a school activity that is carried out every year. The current system for junior, vocational, and high schools uses a zoning system. This study aims to determine the implementation of school policies, human resource development, infrastructure, and technical support related to the implementation of IT-based PPDB at SMAN 3 Banjarmasin. This research involved 1 principal, three members of the PPDB committee, three teachers, parents of students, and 4 students at SMAN 3 Banjarmasin. The research aims to implement PPDB zoning based on information technology, namely policies, infrastructure, human resource development, and supporting factors in PPDB. Data collection is carried out by means of observation, interviews, and documentation. After the data is collected, it is processed and analyzed in a qualitative descriptive manner. The results of this study show that in the implementation of IT-based zoning PPDB, there are several problems faced by the PPDB involved in SMAN 3 Banjarmasin, such as student quota restrictions, data manipulation, lack of understanding of prospective students and parents of the PPDB zoning system, network problems, teacher strategies in adjusting learning to the student zoning path, and errors on websites and networks. Based on the findings, it is hoped that the PPDB committee will prepare carefully related to the technical implementation of this PPDB and simulate registration before the official period begins to help users understand the stages.

Covert Sourcing Strategies as Activism Against Fake News

ABSTRACTIn the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research‐to‐practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms.

Correction of clip thinking among pedagogical students in the process of solving practice-oriented tasks

Introduction. One of the characteristics of modern society is the emergence of a phenomenon known as clip thinking. The presence of clip thinking in a future teacher may hinder the development of competencies that are essential for professional success. Aim. The aim of this paper is to present a scheme for addressing a practice-oriented task, specifically designed to correct clip thinking in future teachers. Methodology and research methods. The methodological foundation of the study was based on system-activity, systemic, and practice-oriented approaches, which facilitated the identification of the characteristics of clip thinking. The study involved 250 undergraduate students from Nizhny Tagil Branch of the Russian State Vocational Pedagogical University. The authors employed the method described by S. D. Polyakov, L. A. Belozerova, and V. V. Vershinina, along with a questionnaire developed by the authors themselves. To confirm or validate the hypothesis of the study, a comparative analysis was conducted using the Student’s t-test. Results. A scheme has been proposed for addressing practice-oriented tasks that facilitate the integration of viewing information fragments related to future professional activities and their comprehension. The effectiveness of using practice-oriented tasks to correct students’ clip thinking has been demonstrated. The diagnostic tool “Clip-Integrity Thinking” (by S. D. Polyakov, L. A. Belozerova, V. V. Vershinina and colleagues) has been adapted to evaluate the level of clip thinking among students in higher education institutions. Scientific novelty. The results of the study enhance scientific understanding of how to address clip thinking and also consider its presence when developing strategies for training future teachers. Practical significance. The data obtained can be utilised to develop a methodology for training future teachers in the field of digital technologies, aimed at addressing the issue of clip thinking. The proposed assessments of clip thinking levels can be employed to identify the unique characteristics of each student and to construct individualised educational trajectories based on this information.

Strategi Pembelajaran Guru PAI dalam Meningkatkan Akhlakul Karimah Siswa

This study aims to determine the learning strategy, describe the noble character, and describe the impact of the learning strategy of Islamic religious education teachers. This study is a qualitative descriptive study using a spiritual, psychological and pedagogical approach. The types of data used are primary and secondary data. Primary data sources come from the principal, vice principal, and Islamic religious education teachers. Secondary data sources come from teacher data, student data and infrastructure data. The main research instrument is the researcher himself then developed using observation guides, interviews and documentation checks. Data processing and analysis techniques go through three stages, namely the process of selecting data, presenting data and drawing conclusions. The results of the study indicate that the Islamic religious education strategy used at MI Asy Syifa Balikpapan is an inquiry, expository, cooperative, affective and problem solving learning strategy, consisting of questions and answers, discussions, lectures, habits, exercises, group work, assignments, punishments and rewards. Description of the noble character of students with assessment indicators, namely religiousness, social discipline, cleanliness, and student responsibility. The impact of learning strategies on students' noble morals is quite good, students begin to be diligent in worship, disciplined, responsible for their relationships and themselves. However, this strategy has not achieved what is expected, so this strategy must be developed by finding learning strategies that can further improve students' noble morals.

Research on Psychological Pressure and Coping Strategies of Female University Teachers

Research on Psychological Pressure and Coping Strategies of Female University Teachers

Pedagogy of Power

Abstract Students in a first-year seminar gained a deeper understanding of Arthurian literature and its modern adaptations by studying the 2018 animated series She-Ra and the Princesses of Power in conversation with Chrétien de Troyes's twelfth-century story Perceval. She-Ra and Perceval share many motifs, symbols, and character elements due to their common heritage in medieval romance. Students analyzed how the inclusive, diverse She-Ra recuperates the themes of the Grail story from Perceval and extended its tradition of coming-of-age stories, which provides strategies for other teachers to use in bringing together historically and generically disparate texts. Studying She-Ra in the context of medieval literature enabled my students to deepen their understanding of both works and to think critically about how modern media transforms and transmits the stories and ideologies of the past.

Analysis and Guidance Strategy of Flow Intention College Teachers

Analysis and Guidance Strategy of Flow Intention College Teachers

The Role of Self-Efficacy and Religiosity in Determining Female Teachers' Resilience

Resilience is a crucial element in helping teachers manage various pressures and demands stemming from dual roles as educators and homemakers. This study aims to examine the influence of self-efficacy and religiosity on resilience, as well as to test the moderating role of religiosity in the relationship between self-efficacy and resilience. The study involved 167 female teachers from state madrasahs in Medan City as respondents. Data collection was conducted through a survey using online questionnaires employing three measurement tools: the General Self-Efficacy Scale (GSES), the Short Muslim Belief and Practice Scale (Short-MPBS), and the Connor-Davidson Resilience Scale-25 (CD-RISC-25). Data analysis was carried out using Structural Equation Modeling (SEM). This research offers novel insights into understanding resilience among female madrasah teachers by introducing religiosity as a moderating variable. The findings indicated that: 1) there is a positive relationship between self-efficacy, religiosity, and resilience; 2) religiosity does not moderate the relationship between self-efficacy and resilience. This study reveals that although religiosity serves as spiritual support, the dominance of self-efficacy highlights the importance of tangible actions in overcoming challenges. The study underscores the significance of building self-efficacy and provides new insights into developing support strategies for female madrasah teachers. Field data support the hypotheses.

Suggested Coping Strategies for English Language Teachers Teaching Online

Suggested Coping Strategies for English Language Teachers Teaching Online

Exploring and Addressing Factors Contributing to Reading Proficiency Differences: Teachers’ Perspectives

Proficient reading is fundamental to succeed in all academic success. However, there are significant reading proficiency differences among secondary level students in Nepal. This article identifies a multitude of factors contributing to reading proficiency differences and teacher strategies in the classroom to mitigate these differences. By using a qualitative case study design, two secondary level English teachers in Kathmandu were interviewed to explore their experiences with students who exhibit varied reading profiles. Thematic analysis of data revealed three categories of factors influencing reading proficiency differences among students: reader factors, home literacy environment, and text factors. Moreover, teachers employed a number of strategies to address reading disparities among students. These strategies include: differentiated instruction, explicit instruction, fostering motivation and interest, creating a learning environment, building background knowledge, addressing anxiety, and promoting self-efficacy.

A SYSTEMATIC REVIEW ON THE RELATIONSHIP BETWEEN EMOTIONAL REGULATION AND PSYCHOLOGICAL WELL-BEING IN HIGHER EDUCATION

This systematic review examines the relationship between emotional regulation (ER) and psychological well-being (PWB) in higher education from 2019 to 2024. It focuses on how emotional regulation strategies impact students' and teachers' psychological well-being and academic performance in higher education. The review synthesizes findings from 63 studies across multiple countries, highlighting both adaptive and maladaptive ER strategies. Methodologically, most studies employed quantitative approaches with a few utilizing mixed or qualitative methods. The findings consistently show that better ER skills correlate with lower stress and improved psychological outcomes. Additionally, demographic factors and contextual factors like the COVID-19 pandemic significantly moderate these relationships. The review emphasizes the importance of adaptive ER strategies for both students and teachers in higher education, recommending further research to explore more mediating and moderating factors, and suggesting the inclusion of more diverse samples to enhance generalizability.

Child Interpretations of Teacher Behaviors Directed toward Students with and without ADHD Symptoms.

Many students with attention-deficit/hyperactivity disorder (ADHD) have negative social experiences with classmates and teachers. The Making Socially Accepting Inclusive Classrooms (MOSAIC) intervention asked teachers to give positive attention strategies to students at risk for ADHD, at a 3:1 ratio compared to their peers. Evidence suggested that although MOSAIC students at risk for ADHD reported improved relationships with teachers, they were more disliked by their classroom peers, relative to counterparts in a typical practice control group. The current study sought to investigate how classroom peers may have interpreted the teacher strategies. An independent sample of 191 children (ages 5-10; 102 boys) watched video vignettes displaying a teacher using MOSAIC strategies with a student. Participants were randomized into one of four conditions manipulating (a) the ADHD status of the student in the video (ADHD or Neurotypical), and (b) the equality in the teacher's implementation of the strategies across all students in the class (Equality or Inequality). Results suggested that children believed the teacher to be less genuine when delivering strategies to a student with ADHD relative to a neurotypical student. When teachers delivered strategies unequally (preferentially to the target student) relative to equally across all students, children found the teacher's actions to be less justified. Children's ratings of desired social contact with ADHD targets improved after watching the teacher use the MOSAIC strategies, but remained low overall. These findings underscore the importance of assessing children's interpretations of teacher-delivered intervention strategies, and have implications for future iterations of MOSAIC.

Teacher Strategies in Developing Student Identity Through A Culturally Responsive Teaching (CRT) Approach in Primary Schools

Indonesia as a nation has various ethnicities and cultures, which are characterized by unique languages, traditions and values. However, in the rapidly growing dynamics of globalization, this diversity is often faced with challenges in maintaining its authenticity. The erosion of identity is a serious concern today. Identity is not only about how individuals or groups recognize themselves, but also how they are recognized and accepted in society. In Indonesia, the educational process has an important role in forming and strengthening students' identities, especially at the elementary school level. This research aims to describe teachers' strategies in developing student identity through the Culturally Responsive Teaching (CRT) approach in elementary schools. This research uses a qualitative research approach and a phenomenological type. Data was collected through in-depth interviews, classroom observations, and document analysis. The research subjects were the homeroom teacher and fourth grade elementary school students. This research is explained in several steps, namely data reduction, data presentation and drawing conclusions. The results showed that teachers integrated local culture in open materials by including folklore, local history, and traditional crafts. teachers also connect lesson material with students' daily lives to make learning more relevant and meaningful, using examples that come from students' daily experiences; Use of language relevant to students' cultural background; Teachers also use a variety of learning methods. The strategies used by teachers using the Culturally Responsive Teaching (CRT) approach have proven to be effective in helping students understand and appreciate their cultural identity.

STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN PRESTASI SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM KELAS V DI SDN TERPADU BINTUNI

This research aims to analyze the process of implementing Islamic religious education teachers' strategies in improving student achievement in class V Islamic religious education subjects at Bintuni Integrated Elementary School, analyzing supporting and inhibiting factors, and analyzing the impact of implementing Islamic religious education teachers' strategies in improving student achievement. This research uses descriptive qualitative research. The primary data source is the Islamic Education Teacher as the main informant and additional informants: the school principal, class teachers, student affairs and students. Secondary data sources: books, magazines, internet, reports and documentation. The data collection methods used were observation, interviews and documentation. The data analysis processing techniques used are data reduction, data presentation and drawing conclusions. The results of the research show that: the strategy of Islamic religious education teachers in improving student achievement in class V Islamic religious education subjects by implementing the Quantum Teaching learning model in accordance with the four teacher learning strategies: identifying and determining student indicators, choosing teaching and learning strategies, choosing KBM procedures, and minimum KBM learning criteria. The duties of teachers are; pedagogical duties, professional duties, personal duties, social duties. Supporting factors are: teachers, student awareness, and family. Inhibiting factors are: Infrastructure suggestions, religious diversity, influence of globalization, time limitations, honorary teachers. The results' impacts are that the Quantum Teaching learning strategy is in accordance with the students' themes, needs and situations. The results of this learning strategy have a positive impact on the learning process and outcomes of Bintuni Integrated Elementary School students.

Comparison and research for blended teaching and traditional teaching based on AHP—Using basic course of management as an example

With the advancement and progress of information and internet technology, blended learning has garnered increased attention from both students and teachers. By utilizing the Analytic Hierarchy Process and integrating feedback from questionnaires, this study constructs an evaluation index to compare the effectiveness of blended learning with traditional teaching methods. The relative weight or criteria of each index is calculated, enabling a comprehensive analysis of the teaching outcomes between these two approaches. The findings indicate that Blended teaching stimulates student interest and enhances learning abilities, while traditional teaching excels in fostering teacher-student interaction. Based on these results, suggestions are provided to guide instructional strategies for teachers and learning approaches for students. According to a study. This study also focuses on the moderating role of smart technologies between the Knowledge management process and employee performance in the case of the Hail health cluster.