Teacher Enthusiasm Research Articles

The reform of computer experiment teaching based on O2O model

AbstractIn this work, through integrate that teaching management system, the learn mode of the O2O is used to build a learner‐centered frame of the teaching reformation. This frame is supported by the O2O learning platform, with themed practical teaching and O2O model as the main body, and the “Thousand questions plan” and “Teachers guiding” system as two guarantee supports. In order to achieve high quality results, specific implementation plan, including management system and implementation measures has been formulated in teaching reform of O2O platform. The questionnaire shows that this system has mobilized the enthusiasm of teachers and students. By comparing the practice results of the experimental class and the control class, the effectiveness of the O2O teaching framework is verified, and the teaching reform is successful. Finally, this paper provides teaching inspiration and future research direction for educators and researchers.

A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning

AbstractThe benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short‐form drill‐and‐practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in‐depth, semi‐structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms.

Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school

In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students’ liking of the teacher and a teacher’s popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers’ ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students’ learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students’ academic development and teacher effectiveness.

Workshop of Thematic Learning for Elementary School Teachers Working Group of Group I Sungai Ambawang Kubu Raya Regency

This workshop provides training, manufacture and implementation of thematic lessons for teachers of group I Sungai Ambawang, Kubu Raya Regency conducted with the aim to improve understanding of thematic learning concepts, improve professionalism and ability of teachers in designing learning by using thematic learning as well as improve student learning activities through the implementation of learning by using thematic learning. The results obtained from the workshop activities are enthusiastic participants in following the activities on thematic learning, improving teachers' understanding in designing thematic learning and teacher skills in implementing thematic learning. This is supported by several factors, including the willingness and ability of elementary school teachers group I Sungai Ambawang, Kubu Raya Regency to get thematic lessons, resource persons with professional and experienced skills, and enthusiasm of elementary school teachers in group I Sungai Ambawang, Kubu Raya Regency In the preparation of the implementation plan of learning.

School Happiness: Parents’ Opinion on Required Qualifications for School Happiness

In this study it was aimed to determine the parents’ opinions on the required qualifications for students’ happiness in school. This study was designed as a qualitative research design. Study group consists 20 parents. A semi-structured grid form was used as a data collection tool. The main-themes for school qualifications were physical equipment, learning environment, school environment, teacher qualifications, communication and collaboration, learning activities, social activities, school management, and education policy. The participants’ views focused on hygienic school environment, fair assessment, job enthusiasm of teachers, and the appealing school. In addition, school-parent cooperation should be increased, learning activities should be compatible with talent, and social activities should be sufficient for school happiness. School administrators should have leadership skills and school education should be continued based on democracy and laicism.

MENGGUGAT PERNIKAHAN DINI

The purpose of this study is to describe the preparation, implementation and results of the grand design of SMS in MBS for consummating an effective and excellent school at SDN 3 Tambak, Tambak Subdistrict of Gresik Regency in 2015. This study was conducted in SDN 3 Tambak Tambak Subdistrict Gresik in 2015 using school profile data. The implementation of study was carried out for 3 months from August to October 2015 with the observation and documentation method. The result shows that the SMS method has improved the academic and non academic achievement of students, enthusiasm and competence of teachers, infrastructure, financial management, school management and PSM. The conclusion is that the implementation of SMS in the grand design of MBS can consummate an effectiveness and excellence school of SDN 3 Tambak Tambak District of Gresik Regency in 2015.

When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions

It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students’ enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students’ emotions. Study findings are discussed with respect to teachers’ emotional well-being and teaching effectiveness.

The Content and Evolution of Practical Theories of Teaching: Experiences of Professionally Unqualified Teachers in Rural Zimbabwe Secondary Schools

Practical theories of teaching are critical for teacher effectiveness as they provide basis for their actions and choices of pedagogies, learner activities, and curriculum materials. This study explored the content of professionally unqualified practicing teachers’ practical theories and the changes that occurred as they progressed through a school-based Postgraduate Diploma in Education program. Drawing on concepts around practical theories, qualitative data generated through interviews and photo elicitation from six professionally unqualified teachers in rural Zimbabwe secondary schools were inductively analyzed. Findings indicate that content of the teachers’ practical theories gradually evolved and developed as they progressed through three stages in the program: (a) Survival or “self-concerns” where content was composed of mediocre pedagogy—relationship focus, lesson preparation and delivery, and classroom management; (b) “task-concerns,” where content constituted effective performance of teaching tasks portrayed by thorough lesson preparation, learner-centered pedagogies, student assessment, lesson evaluation, collaboration, creating conducive teaching/learning environments, and teacher enthusiasm; (c) “pupil and teacher learning concerns” with content encompassing identification and handling of student diversity, student engagement, moving students from known to unknown, self-evaluation, reflection, and research. Data further indicate individualistic and dynamic nature of practical theories through the nonuniform elements of fully developed theories after completing the program. This article illustrates that emersion in practice can promote professionally unqualified teachers’ understandings of and attendance to underlying principles of teaching/learning which enhances modification of their views of teaching and development of well-developed practical theories.

Investigation on the Way of Curriculum Diversity Assessment in Hybrid Teaching

With the rapid development of IT technology and the deep integration of classroom teaching and information technology, web-based hybrid teaching has become an important teaching method. "Hybrid" teaching is an education training mode based on ability cultivation and quality education. Its teaching goal is from the single "teaching" to "learning" and "teaching", from knowledge to ability training, by emphasizing the two-way communication with the teacher and the students to fully mobilize the initiative and enthusiasm of teachers and students both sides. However, the existing traditional curriculum learning effect evaluation cannot fully adapt to the reform and development needs of "hybrid" teaching mode. Based on the reform of mixed teaching mode, this paper explores the new mechanism of diversity assessment and evaluation of Curriculum.

Organizational Culture: A Case Study Measuring the Importance and Presence of Organization Values at a Higher Education Organization in Saudi Arabia

This paper presents the findings of a study that was conducted to investigate the levels of organizational culture values that are present in students and instructors in a higher education organization in Saudi Arabia. A Survey was prepared and conducted to obtain primary data from students and instructors perception of thirty two basic and common values that are relevant to the study of organizational culture. The study findings gives valuable insights into how students and instructors see the importance and presence of organizational values and beliefs in the organization. Moreover, the enthusiasm of instructors and students gave a clear indication of how significantly important the surveys were to them. Higher education organizations may look at this paper’s findings and may choose to apply its methodology to their organization and utilize its outcomes to better understand and then improve their organizational culture. Finally, this study provide a thorough investigation of a higher education organization culture by ranking the thirty two common values and measures their presence in the students and instructors community. The study will hopefully open an area of interest that could provide considerable insight for researchers interested in this topic.

Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support

Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.

What Does Professional Rank Mean to Teachers? A Survey of the Multiple Impacts of Professional Rank on Urban and Rural Compulsory Education Teachers

Professional rank is an important indicator of the professional capacity of compulsory education teachers. A rational professional rank evaluation system plays an important role in mobilizing the enthusiasm of teachers, improving the overall quality of teachers, and promoting the development of education. Based on stratified random sample data from compulsory education teachers in 23 counties and cities in 12 Chinese provinces, this study analyzes the multiple impacts of urban and rural compulsory education teacher professional rank on teacher salaries, development opportunities, and work duties. The authors found the following: (a) Urban-rural differences exist in the opportunity to access compulsory education teacher professional rank; rural school teachers are disadvantaged in accessing professional rank, especially senior rank; (b) Significant salary differences exist among teachers of different ranks, as well as significant urban-rural differences in the total monthly incomes and monthly salary among teachers of the same rank; (c) Teachers of different ranks have different opportunities to participate in training and undertake school duties. Within the same rank, rural teachers have fewer opportunities to participate in high-level training and have a higher proportion of school duties; (d) Significant differences exist among teachers of different ranks in terms of average classroom hours per week and important duties undertaken. There is a significant urban-rural difference in average weekly classroom hours and important duties among teachers of the same rank; weekly classroom hours are higher for rural teachers, while they have more opportunities to undertake important duties.

Meningkatkan Kemampuan Dasar Kognitif Melalui Permainan “Rainbowling” Pada Anak Kelompok B-1 Tk Islam Al Falah Kecamatan Pesantren Kota Kediri

Berdasarkan pengamatan terhadap kegiatan pengembangan anak kelompok B-1 TK Islam Al-Falah Kecamatan Pesantren Kota Kediri, ditemukan rendahnya informasi anak tentang cabang olahraga terutama olahraga bowling, serta kurang antusias dan semangat dalam kegiatan belajar mengajar yang kemungkinan disebabkan cara penyampaian pendidik yang kurang menarik dan cenderung pasif untuk anak-anak. Sesuai permasalahan tersebut, diperlukan strategi pembelajaran yang menarik, efektif, dan menyenangkan sehingga dapat mengembangkan kemampuan dasar kognitif anak.Melalui Permainan Rainbowling diharapkan dapat mengembangkan kemampuan dasar kognitif anak dengan mudah dan anak tidak merasa bosan. Bentuk tindakan yang akan dilakukan yaitu dengan melalui Permainan “Rainbowling” dapat mengembangkan kemampuan dasar kognitif pada anak didik karena melalui permainan ini anak tidak merasa bosan dan memberi kesempatan anak untuk aktif. Berdasarkan latar belakang yang terjadi, penulisan ini dilakukan dengan tujuan untuk mengetahui bahwa melalui Permainan “Rainbowling” dapat meningkatkan kemampuan dasar kognitif pada anak kelompok B-1 TK Islam Al-Falah Kecamatan Pesantren Kota Kediri. Subyek dalam penelitian ini adalah siswa kelompok B-1 TK Islam Al-Falah Kecamatan Pesantren tahun pelajaran 2015-2016 yang beralamatkan di Jl. Brigjend.Pol. Imam Bachri No.123 Kota Kediri, dengan jumlah anak didik 21 anak terdiri dari 7 anak perempuan dan 14 anak laki-laki. Anak didik ini menjadi sasaran dan sekaligus sebagai sumber data penelitian. Berdasarkan data di atas, ketuntasan kemampuan dasar kognitif anak didik mengalami peningkatan. Hal tersebut nampak dari prosentase ketuntasan kemampuan dasar kognitif anak didik pada pratindakan dan pada siklus I yang hanya mencapai 66,7%. Kemudian kemampuan dasar kognitif anak didik mengalami peningkatan pada siklus II yaitu 85,7%. Berdasarkan hasil penelitian dan pembahasan yang dilakukan dapat disimpulkan bahwa melalui Permainan Rainbowling dapat mengembangkan kemampuan dasar kognitif anak didik kelompok B-1 TK Islam Al-Falah Kecamatan Pesantren Kota Kediri Tahun Ajaran 2015/2016. Selain itu minat anak untuk memahami konsep berhitung semakin meningkat setelah dilakukan dengan permainan Permainan Rainbowling.

Mentorship in the health professions: a review.

The importance of mentorship within health care training is well recognised. It offers a means to further enhance workforce performance and engagement, promote learning opportunities and encourage multidisciplinary collaboration. There are both career and life benefits associated with mentorship, and it is increasingly recognised as a bidirectional process that benefits both mentors and mentees. Recently, mentoring has been considered an essentialstep in professional andpersonal development, particularly in the field of healthcare. This article provides a review of the recent literature to assist those considering the implementation of mentorship programmes within their institutions. Discussion includes topics relating to the key elements of effective mentorship, the various phases and styles of mentorship, the need for career-long mentoring, ethical issues and potential difficulties in mentorship. Learning within the workplace includes the development of knowledge and skills, and an understanding of the values important to the profession and the culture of organisations. Within health care training, organisations may encompass hospitals, universities, training organisations and regulatory bodies. The practice of mentorship may help to foster an understanding of the enduring elements of practice within these organisations. Mentoring involves both a coaching and an educational role, requiring a generosity of time, empathy, a willingness to share knowledge and skills, and an enthusiasm for teaching and the success of others. Being mentored is believed to have an important influence on personal development, career guidance and career choice. Ethical issues and potential difficulties in mentorship include conflict of interest, imbalance of power and unrealistic expectations.

자기회귀교차지연모형을 활용한 중학생의 수업 방해 행동, 교사 열의 및 강압적 훈육 간의 종단적 관계

본 연구의 목적은 중학생의 수업 방해 행동과 교사 열의 및 강압적 훈육 간의 종단적 관계를 분석하는 데 있다. 이를 위해 경기도교육연구원(Gyeonggi Institute of Education : GIE)에서 실시한 경기교육종단연구(Gyeonggi Education Panel Study : GEPS) 중학교 1학년 패널의 1차년도(2012)부터 3차년도(2014)까지의 자료를 자기회귀교차지연모형(Autoregressive Cross-Lagged Model)을 적용하여 분석하였다. 분석 결과, 첫째, 1차년도(2012년)부터 3차년도(2014)까지의 3개년도에 걸쳐 중학생의 수업 방해 행동, 교사 열의, 강압적 훈육의 자기회귀계수를 측정한 결과, 이전 시점의 중학생의 수업 방해 행동, 교사 열의, 강압적 훈육이 각각 이후 시점의 수업 방해 행동, 교사 열의, 강압적 훈육에 유의한 영향을 미치는 것으로 나타났다. 둘째, 중학생의 수업방해 행동, 교사 열의, 강압적 훈육의 교차회귀계수를 측정한 결과, 이전 시점의 수업 방해 행동은 이후 시점의 교사 열의에는 부적인, 강압적 훈육에는 정적인 영향을 미치는 것으로 확인되었다. 한편, 이전 시점의 교사 열의는 이후 시점의 강압적 훈육에 부적인 영향을 미치는 것으로 확인되었으나, 이후 시점의 수업 방해 행동에는 유의한 영향을 미치지 않는 것으로 확인되었다. 또한, 이전 시점의 강압적 훈육은 이후 시점의 교사 열의에는 부적인 영향을 미치는 것으로 나타났으나, 이후 시점의 수업 방해 행동에는 유의한 영향을 미치지 않는 것으로 확인되었다. 본 연구는 중학교 교실환경에서 나타나는 수업 방해 행동, 교사 열의, 강압적 훈육간의 관계를 종단적으로 살펴보았다는 점에서 의의를 지닌다. 또한 본 연구 결과는 교실 현장에서 학생의 수업 방해 행동을 다루기 위한 교사의 강압적인 훈육은 결과적으로 학생의 수업 방해 행동에는 아무런 영향을 미치지 못할 뿐만 아니라, 오히려 교사의 열의를 떨어뜨리는 부정적인 결과를 초래할 가능성이 높음을 의미한다. 따라서 이러한 결과는 학생의 수업 방해 행동에 대해 교사의 올바른 훈육과 대처가 이뤄져야 함을 보여주는 연구 결과라 할 수 있다.

Innovate to Mitigate: Science Learning in an Open-Innovation Challenge for High School Students

<em>In this exploratory study, we report results from hosting two rounds of an open innovation competition challenging young people age 13-18 to develop a method for carbon mitigation. In both challenges, teams worked within the classroom and extensively on their own time out-of-school. The challenges were structured to engage participants to work collaboratively and independently in an open-ended, goal-oriented way, yet constrained their work by the parameters of the challenge, and supported it by a suite of tools, and resources. Evidence of learning science concepts and practices, student persistence, and the enthusiasm of participants, teachers and coaches, convince us that the Challenge structure and format is highly worthy of further development and investigation. Our findings indicate that Challenges such as this have the potential to enlarge the “ecosystem” of learning environments in the formal education system.</em>

Application Strategy of Modern Network Technology in Higher Vocational Teaching Activities

The pace of the development of contemporary science and technology is accelerating, and the multimedia assisted instruction technology with computer as the core has become an indispensable teaching means in higher vocational colleges (HVCs), and also an important mark of educational reform in HVCs in China. The development of modern network technology provides a strong impetus to the teaching reform in HVCs. This paper analyzes the research status of modern network technology application in domestic and overseas higher vocational education (HVE). It was found that the research on the application of modern network technology in HVE in China has a certain gap with that in overseas countries, especially the developed countries. Meanwhile, problems also exist that multimedia technology is too backward, the quality of CAI courseware cannot be guaranteed, and the interaction between teachers and students lacks, etc. Focusing on these problems, we suggest the following measures. First, vigorously strengthening the construction of campus information environment, establishing strict introduction and management systems of network facilities, strengthening the construction requirements of software teachers, and enhancing the propaganda of modern network technology. Second, integrating information technology with curriculum teaching, focusing on the inspection and verification of theoretical knowledge and application results, and improving the effect of students’ knowledge acquisition. Third, enhancing the modernization of teaching technology in HVE, improving the memory effect of students’ knowledge, thus arousing the enthusiasm of learning and teaching enthusiasm, and solving the lack of interaction between teachers and students, through the service function provided by network information technology. The starting point of optimizing the atmosphere of teaching activities in HVC is from these three aspects. Improve the application level of modern network technology in higher vocational teaching activities in China, and establish the application strategy of modern network technology in higher vocational teaching activities.

Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.

The Longitudinal Causal Relationship of Class Participation: Concurrent Effect of Teacher Enthusiasm and Teaching Methods Perceived by Students

본 연구는 초등학생이 지각한 수업참여의 종단적 인과관계와 교사열정과 수업방법의 동시효과는 어떠한가, 그리고 남학생과 여학생 간에 인과모형에서 차이가 있는가를 분석하는데 목적이 있다. 연구대상은 한국교육개발원에서 실시한 한국교육종단연구 2013의 초등학교 5학년 패널자료 7315명으로 1∼2차년도 자료를 활용하였다. 측정도구는 초등학생이 지각한 교사열정, 수업방법, 그리고 수업참여 척도이다. 연구모형을 검증한 결과 적합도는 양호한 것으로 나타났다. 연구결과 5학년과 6학년 때의 교사열정과 수업방법은 해당시점의 수업참여에 정적인 영향을 미치는 것으로 나타났다. 5학년 때의 수업참여는 6학년 때의 수업참여에 정적인 영향을 미치는 것으로 나타났다. 성별에 따른 연구모형의 차이를 알아보기 위해서 다집단 분석으로 형태동일성, 측정동일성, 절편동일성 검증을 실시한 결과 동일성 제약은 기각되지 않는 것으로 나타났다. 이에 절편동일성을 기저모형으로 하여 남녀간 경로계수를 비교한 결과 5학년 때의 교사열정은 5학년 때의 수업참여에 미치는 영향에서는 여학생이 남학생보다 높게 나타났으나, 5학년 때의 수업방법이 5학년 때의 수업참여에 미치는 영향에서는 남학생은 여학생보다 높게 나타났다. 본 연구를 통해 초등학교 5학년 때의 수업참여가 6학년 때의 수업참여에 미치는 영향에서 학년별로 교사변인인 교사열정과 수업방법이 학생의 수업참여에 미치는 영향이 크다는 것을 확인할 수 있었다.

A failed marriage between standardization and incentivism: Divergent perspectives on the aims of performance-based compensation in Shanghai, China

The Chinese province of Shanghai has gained international recognition as a high performing education system with strong teaching and learning outcomes. One accountability mechanism in Shanghai’s education reform strategy is statewide performance-based compensation (PBC), also known as performance- or merit pay. Providing a first time account of PBC in the Shanghai context, this study investigated variance in stated and perceived aims of this policy instrument. To explore this variance, the study drew on data from national, state, and school level policy documents, and data from interviews with 20 teachers and the principal in a high performing elementary school. The analysis revealed that PBC was intended to improve teaching quality. However, the teachers’ perceived merit pay was meant to increase teacher enthusiasm, job satisfaction, and participation in teacher and student development activities. Importantly, the teachers perceived these aims as tangential from instructional improvement goals. Based on these findings, I argue that this particular PBC policy, as a manifestation of the marriage of standardization and incentivism, is unable to fulfill the promises of this marriage – to link incentives with homogenous, uniform metrics associated with a generic and shared notion of teaching quality.