Teacher Guidance Research Articles

What would it take for relationships and sexuality education to be enacted meaningfully and responsively? Provocations informed by New Zealand policy and teachers’ perspectives

ABSTRACT This paper explores relationships and sexuality education (RSE) in New Zealand secondary schools. After conducting a nationwide survey of teachers and producing a report on the challenges reported by RSE teachers, we began to develop a paper exploring the perennial issues faced by RSE teachers as they enact curriculum policy. Given that these issues endure, we considered how else we could approach the paper: in particular, what different questions could we ask of our data; and what alternative analytics offer potential for thinking in new ways about the perennial issues, and move us beyond telling the same old story? Asking these questions led us to Bacchi’s What’s the problem represented to be? (approach to policy analysis. Using data from our survey to focus our attention on key issues for teachers, we work with extracts from national government guidance for schools and teachers on RSE to apply this approach. Under five headings developed through the data analysis, we present five ‘provocations’ – or deliberately provocative proposals for the future of RSE in New Zealand. We hope the ideas in this paper may spark different ways of thinking about RSE policy and practice, with the ultimate aim of delivering meaningful and responsive RSE in secondary schools.

Current Situation and Countermeasures of College Students' Psychological Cognition of Ideological and Political Theory Course in the New Era

At the Symposium of school ideological and political teachers, it was pointed out that the teaching of Ideological and political theory course cannot be separated from the guidance of teachers. At the same time, we should increase the research on students'cognitive laws and acceptance characteristics, and give full play to students'subjective role. Taking the "the generation after 00s" college students as the research object, this paper explores the current situation of College Students'psychological cognition in the new era [1]. In adjusting the teaching strategy of Ideological and political theory course, teachers formulate the teaching plan of Ideological and political education according to the characteristics of students'psychological cognition, integrate the elements in line with the psychological characteristics of college students in the new era into the teaching classroom, and carry out educational activities in a way more acceptable to students. This is the internal logic of the teaching reform of Ideological and political theory course, It is also an inevitable requirement for college students to grasp the initiative of Ideological and political education and give full play to their subjective role in the new era.

Pronunciation of Hijaiyyah’s letter for New Quranic Learners a Contrastive Analysis Study

Makhraj or pronunciation is an essential element of phonetic rules in the Quranic reading. Studies on the articulateness of Arabic alphabets pronunciation of phonetic aspects due to the influence of native languages ​​have been debated for decades. The Makhraj of Hijaiyyah is related to the learning of reading the Quran as the Quran itself is revealed in Arabic. Therefore, the consonant of Hijaiyyah’s pronunciation must be mastered at the beginning of the Quranic study to produce a clear sound and precise meaning. This study aims to acquire a pattern of Hijaiyyah consonant designation in the aspect of the characteristics of articulation fluency, consonants and phonetic nature of the Malay tongue for the basis of Quranic learning and teaching. Through the content analysis method, a thematic related to the pronunciation fluency of letters has been developed in three levels. The classification of letters is emphasized to serve as guidance for teachers and other researchers in area of teaching the Arabic language and al-Quran education.

How rural school teachers can support the learning adjustment of left‐behind children under the ‘double‐reduction’ policy

AbstractQuality‐oriented education under the guidance of the ‘Double Reduction’ policy aims to ensure all children grow in an all‐around way with different backgrounds. However, many left‐behind children (LBC) whose parents work away in cities have a greater tendency toward academic and mental problems compared with non‐left‐behind children. Teachers are the important adults in the lives of the LBC who spend much time staying with each other. This study draws from interviews with 16 rural primary and secondary school teachers. Guided by social support theory, this qualitative research highlighted the importance of teacher support on children's learning adjustment through social support networks. It argued that strategic guidance of teachers targets individuals' difficulties in the environment through emotional support, material support, information support and companionship. Under the ‘Double Reduction’ policy, teachers adopted tiered instruction and offered after‐school services to meet the needs of LBC. Finally, the result revealed that rural teachers help LBC change their learning attitudes, thereby promoting self‐learning ability.

Physical Activity in Underserved Preadolescents

Objectives: The purpose of this study was to examine middle and high school students’ cognitive and affective attitude and their cognitive-affective attitudinal structures toward physical education (PE). The effects of cognitive and affective attitude and attitudinal structures on physical activity (PA) in PE and outside of school were also examined. Methods: 1773 Chinese middle and high-school students participated in this study. SEM, Chi-square test, ANOVAs, and Contingency tables were adopted to address the research questions. Results: The results showed that most students (>90%) were holding positive cognitive and affective attitude toward PE. Students’ affective attitude significantly influences their PA in PE and outside of school. Most students were holding the positive cognitive-positive negative attitudinal structure toward PE. Conclusions: All these findings lay important foundations for future theoretical advancement about attitude toward PE and provide guidance for PE teachers on attitude intervention and PA promotion.

Attitude and Attitudinal Structures Toward Physical Education and Their Influences on Physical Activity Behavior

Objectives: The purpose of this study was to examine middle and high school students’ cognitive and affective attitude and their cognitive-affective attitudinal structures toward physical education (PE). The effects of cognitive and affective attitude and attitudinal structures on physical activity (PA) in PE and outside of school were also examined. Methods: 1773 Chinese middle and high-school students participated in this study. SEM, Chi-square test, ANOVAs, and Contingency tables were adopted to address the research questions. Results: The results showed that most students (>90%) were holding positive cognitive and affective attitude toward PE. Students’ affective attitude significantly influences their PA in PE and outside of school. Most students were holding the positive cognitive-positive negative attitudinal structure toward PE. Conclusions: All these findings lay important foundations for future theoretical advancement about attitude toward PE and provide guidance for PE teachers on attitude intervention and PA promotion.

Attitude and Attitudinal Structures Toward Physical Education and Their Influences on Physical Activity Behavior

Objectives: The purpose of this study was to examine middle and high school students’ cognitive and affective attitude and their cognitive-affective attitudinal structures toward physical education (PE). The effects of cognitive and affective attitude and attitudinal structures on physical activity (PA) in PE and outside of school were also examined. Methods: 1773 Chinese middle and high-school students participated in this study. SEM, Chi-square test, ANOVAs, and Contingency tables were adopted to address the research questions. Results: The results showed that most students (>90%) were holding positive cognitive and affective attitude toward PE. Students’ affective attitude significantly influences their PA in PE and outside of school. Most students were holding the positive cognitive-positive negative attitudinal structure toward PE. Conclusions: All these findings lay important foundations for future theoretical advancement about attitude toward PE and provide guidance for PE teachers on attitude intervention and PA promotion.

Understanding dyslexia guidance for parents and teachers: A review of states’ handbooks

Most U.S. states have laws related to supporting students with dyslexia, including dyslexia screening, intervention, and teacher training. Additionally, 40 states have published dyslexia handbooks that include information about defining dyslexia, screening, core instruction, intervention, and progress monitoring. This study utilized a qualitative content analysis to identify the major topics and themes included in these handbooks. Results showed that most of the handbooks included details about the intended audience, defining dyslexia, methods of assessment, types of instruction and intervention, information for parents, and additional resources. Dominant themes in the handbook content were translating research to practice, educator focus, intervention over instruction, and a lack of information related to multilingual learners. The findings suggest that the current handbooks offer consistent information about the definition and features of dyslexia but do not always include information from research-based practices to support students with dyslexia.

EXTRACURRICULAR SPORTS PARTICIPATION OF HIGH SCHOOL STUDENTS IN THE NORTHERN MOUNTAINOUS AREAS OF VIETNAM

Extracurricular sports are voluntary learner-oriented sports implemented during non-class hours and suited for the student's interests, gender, age, and physical base. This paper was written to provide thorough information about the extracurricular sports engagement of 872 students from 11 high schools in the northern mountainous area of Vietnam. The researchers utilized statistical analysis and sociological surveys to collect such extensive quantitative data. Six criteria were also suggested to evaluate the circumstances. The findings show that the number of students who regularly participate in extracurricular sports accounts for 23.19%, of which males account for 23.92% and females 22.40%, and over 28% of them confirm that they love and are actively involved in playing sports after school. Moreover, all of the schools confirm that they do organize extracurricular sports for their students and most of them are conducted with the guidance of teachers. The most popular contents of extracurricular sports include shuttlecock kicking, football and badminton. In the 2022-2023 school year, there have been 18 intramural sports tournaments and 10 off-campus sports tournaments held with a total of 1392 students attending.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0707/a.php" alt="Hit counter" /></p>

Student Perceptions of the Role of Guidance and Counseling Teachers Impact on Subjective Well-Being Ambon City High School students

This research aims to determine the influence of: (1) students' perceptions about the role of teachers guidance and counseling towards subjective well-being high school students in Ambon City. This study used a quantitative approach to the type of survey research. The minimum number of samples according to Isaac and Michael with a population of 10,661 is 264. The sampling technique used proportionate stratified random sampling with a sample of 314 students. The data collection technique used a scale, namely scale of students' perceptions about the role of guidance and counseling teachers, and scale of subjective well-being. The data were analyzed using path analysis, which had previously carried out various assumption tests, namely the normality test, multicollinearity test, and heteroscedasticity test. The research results show that (1), there is a significant positive influence on students' perceptions of the role of guidance and counseling teachers' subjective well-being with a coefficient of 0.287

Teachers’ Competence and Learners’ Academic Performance

Teachers are the nation's development catalysts. They enable the country to generate and nurture learners who could propel it forward and lead to development. This paper aimed to determine the level of teachers’ gained information on Philippine Professional Standards for Teachers (PPST) and its relation to their learners’ academic performance. The independent variable is on teachers’ gained information on PPST Domains through In-Service Training in terms of Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, and Personal Growth and Professional Development while the dependent variable is the learners’ academic performance. This study was conducted at West City Central School in the Division of Cagayan de Oro City. The researcher used the convenience sampling technique and a descriptive-correlational with content analysis research design and employed an adopted questionnaire given to teachers (n=161) while data analysis of learners’ (n=701) academic performance was gathered. The collected data were analyzed and interpreted using descriptive and inferential statistical tools such as frequency and percentage, mean and standard deviation, and Pearson product moment correlation coefficient. Results revealed that the level of teachers’ gained information on PPST domains was at Very High Level of Information while the learners’ academic Performance was at Very Satisfactory Level. Moreover, Teachers’ gained information on PPST domain was significantly correlated with the learners’ academic performance. Thus, it is recommended that schools may provide more trainings and information drive on the PPST Domain Community Linkages and Professional Engagement as it will provide ideas, guidance and assistance for teachers so that they can fully perform well in all of the PPST domains and improve learners’ academic performance.

An analysis of phenomena of consonant substitution and strategies for development for Cantonese EFL elementary learners: A case study

The present study focuses on the phenomena of consonant substitution and strategies for remediation or development for Cantonese primary school students in China. 8 students from the graduating classes of Dongguan Haide Bilingual School were randomly selected as participants, of whom the pronunciation samples were collected after finishing the optional course (fun reading) which lasted for 15 weeks. Focusing on segmental features (consonant substitutions), each audio was recorded by computer, followed by analyzing transcriptions, marking pronunciation errors, and categorizing error types. The result presented that the pronunciation of letters th, pronunciation of the initial consonant cluster and the final consonant cluster, pronunciation of the letter l, substitution of voiceless consonant for the corresponding voiced consonant, substitution of phonemes /w/ for /v/ and /r/ and confusion between phonemes /n/ and /m/ were the common types of errors in consonant substitution of learners in primary school on English learning. By analyzing the phenomena of consonant substitution in the English pronunciation of specific primary school students in Guangdong and exploring its developmental strategies, this paper attempts to provide predictable focus and teaching guidance for primary school English teachers, aiming at exploring and innovating English pronunciation teaching methods, stimulating students’ learning interest and promoting the development of primary school English language teaching (ELT).

Didactic conditions for the organization of self-study and self-assessment of students in the study of biology

Organizing self-study is essential during the COVID-19 pandemic. Many teachers and students are faced with the problems of remote learning of educational material. Therefore, it is advisable to create and highlight those methods that will facilitate the study of biology. The purpose of this research was to develop approaches, in which students are motivated for self-study and self-assessment with minimal teacher guidance. Schools were selected randomly for the study. Each of them had 4 cohorts per course. In such a cohort, three experimental groups and one control group were randomly selected. One experimental group was given both success criteria and a checklist, another experimental group was given success criteria, and a third experimental group was given a checklist. As a result of the research, it can be seen that the method of teaching the material, as well as the means, affect the success criteria. The use of different methods of self-assessment in the learning process increases the knowledge and motivation of students to study biology. For example, after testing, the students were allowed to independently check their work and analyze their mistakes, or use different colors to highlight those tasks that the student wrote himself (the answer is correct), those with errors and those, with which difficulties arose. In addition, one can improve their communication skills and bonding with their classmates by helping others check their work. The findings will help teachers and other educators meet the educational challenges of the twenty-first century.

Development of innovative activity of universities: domestic and international experience

The Republic of Kazakhstan has adopted the State Program of Industrial and Innovative Development for 2020-2025, the purpose of which is to achieve the competitiveness of the manufacturing industry in the domestic and foreign markets. The success of the implementation of this program largely depends on the combined efforts of university science, the potential of research institutes, business, with state support in the field of budget financing and in other areas. The purpose of the study is to identify the challenges facing the modern Kazakh higher education system in the context of economic modernization to increase its sustainability and competitiveness. In this regard, special attention is paid to the innovative component of any field of activity. The article, based on the study of world experience, identifies the main problems that hinder innovation activity at universities in Kazakhstan and provides recommendations on how to overcome them. As the pace of discovery and competition accelerates at the global level, universities are creating a culture in which entrepreneurship and innovative thinking are encouraged. Students under the guidance of teachers actively develop startups, striving to change society for the better by participating in social entrepreneurship. Innovative activities of universities are accompanied by the establishment of partnerships with leading companies and research institutes. The article presents the experience of leading universities in the USA, as well as universities in Central and Eastern Europe, Tokyo University (Japan) to increase the innovation activity of Kazakhstani universities. Traditional methods of analysis and synthesis, logical thinking, systematization and generalization of accumulated material were used to uncover the issues under study.

A Study of Teacher Intervention in Guiding Kindergarten Middle School Role Play

Games contribute to the development of children and reflect the level of development of children[ 1]. In kindergarten game activities, role play is popular among children, and it plays a significant role in the healthy development of children. During the process of participating in role-playing, young children's bodies and minds are fully developed and perfected. Middle class children are in a special transitional period, unlike small class children who do not have much understanding of roles, nor are they mature enough like large class children. Therefore, middle class children need more guidance from teachers. This paper observes and records the intervention and guidance of teachers in the role play of the middle class in Kindergarten A. Through analyzing the identity, methods, time, and attitude of teachers'intervention and guidance, it is found that there are four aspects of teachers'intervention and guidance in the role play: the teacher is mainly a director, and he or she provides authoritative intervention and guidance; the teacher's intervention is inappropriate; the teacher's attitude is not positive; and the time of teacher's intervention is unreasonable. In response to these issues, it is proposed that teachers should pay attention to games and provide guidance at the right time; Teachers should choose appropriate methods for guidance; Teachers should transform. from “directors” to “players”; Respect children's willingness to play and give full play to their freedom.

Deskripsi Kemampuan Motorik Halus Anak Melalui Kegiatan Finger Painting Bahan Alam Pada Anak Kelompok B TK YPK Pniel Malawele Kabupaten Sorong

Finger printing comes from English, involving the use of fingers as a tool to apply paint directly to a surface. This method allows children to freely express themselves by applying a mixture of colored paint to the designated area. The focus of this research is to determine the effect of finger painting activities with natural materials on the fine motor development of group B children at YPK Pniel Malawele Kindergarten, Sorong Regency. Utilizing a qualitative research approach, data collection methods include observation, interviews and documentation. Findings from observations and interviews conducted in Kindergarten showed that, among 10 children, 6 children showed a high level of fine motor skill development, while 4 children were at an early stage of development. This gap is caused by different levels of teacher guidance and attention, as well as irregular attendance in learning activities. Therefore, it can be concluded that finger painting activities, especially if facilitated effectively, can make a big contribution to improving fine motor skills in children.

ADRNet-S*: Asymmetric depth registration network via contrastive knowledge distillation for RGB-D mirror segmentation

Mirrors are frequently encountered in computer vision segmentation scenes and can considerably impact salient object detection (SOD) accuracy owing to their complex and variable appearances. In recent studies, several methods have achieved good performance. However, most of their structures are complex and heavy, while lightweight structures fall short in terms of accuracy. In this study, a novel asymmetric depth registration network student model trained with distilled knowledge (ADRNet-S*) is proposed to overcome these limitations. First, to filter redundant red–green–blue information from the image features, a depth maximal guidance module is introduced that orchestrates multimodal feature fusion. Next, a novel pixel-relation graph convolution module establishes global contextual relationships to further expand image understanding. Inspired by contrastive learning and knowledge distillation (KD), a contrastive KD framework is devised that enables the ADRNet-student (ADRNet-S) to significantly enhance its segmentation capability under the guidance of an experienced ADRNet teacher (ADRNet-T) to produce the ADRNet-S*. The proposed design compresses the number of parameters and floating-point operations from 25.93 M and 85.83 G for the ADRNet-T to 2.46 M and 7.32 G for the ADRNet-S, while maintaining 96.7 % accuracy. Finally, extensive experimentation demonstrates the robustness and effectiveness of the proposed method and its novel SOD framework.78.01

The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation

This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.

Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study

AbstractCreating and critiquing explanations of phenomena is a significant goal of many scientific disciplines and therefore also a learning goal of science education. A significant source of explanations is science textbooks; however, the large corpus of text in textbooks means that manual review of explanations by individual researchers is extremely time consuming. In this paper, we introduce a text-mining approach for identifying legitimate and illegitimate forms of teleological explanations in school physics and biology textbooks. An ongoing debate exists about the legitimacy of teleological explanations, that is, explanations which account for a phenomenon by reference to a final end, purpose, or goal. Until recently, researchers tended to view teleology as an illegitimate form of scientific explanation. Recent theoretical cases in biology and physics have emphasized that legitimate teleological explanations exist in both domains. Eight science textbooks used in England and internationally were analyzed for instances of teleological explanations. The analysis reveals the efficiency of the text-mining approach for automating the analysis of textbooks and its potential as a research approach in science education. In considering text mining as a research approach, we report terms that are likely to be associated with legitimate teleological explanations. We found that legitimate teleological accounts are used by textbook authors, and we present novel categorizations of these forms of explanation. We argue that text mining can be a useful approach in science education research and our findings suggest guidance for both textbook writers and teachers related to their selection of legitimate explanatory forms.

A Sufi pedagogy of community-engaged self-cultivation: contemporary approaches to training, accountability, and religious abuse in Sufism

ABSTRACT Contemporary Sufis are addressing the potential danger that stems from asymmetries of power implicit in the student-teacher relationship. This article examines approaches to Sufi pedagogy that acknowledge how gender, power, and abuse can manifest in the tradition. This article posts the emergence of a nascent approach to Sufi training, which I call community-engaged self-cultivation. This approach balances the inviolability of personal conscience (ḍamīr) and moral agency (khalīfah), accountability within community, and rigorous studies under the guidance of a Sufi teacher. The community-engaged self-cultivation model draws from several historical Sufi pedagogies, including the teaching guide (shaykh al-taʿlīm) and training guide (shaykh al-tarbiya) models. The community-engaged self-cultivation model shares three main commitments: 1) resisting patriarchal and oppressive structures discursively and socially, 2) the inviolability of individual moral agency and personal conscience and, 3) practicing shared authority. These three factors work in tandem in mutually reinforcing ways to expand the accessibility of the tradition and foreground accountability as a Sufi value.