Teacher Input Research Articles

The Consequences of Professional Learning Communities on Teacher Professional Development in Oman

Teaching is a complicated profession that involves constant fulfilment of several traits and qualifications for the entire length of the teacher’s career. Ideally, professional learning communities (henceforth PLC) have the potential to boost teacher professional development (henceforth TPD). Nevertheless, the execution of the PLC is not always implemented as planned. This research aims to determine the situation of PLC and the consequences of these communities on teacher professional development in some schools in Oman. Qualitative research using the descriptive approach was employed. Document analysis, interviews, and observation were triangulated to probe the consequences of PLC on teacher professional development. An intended sample of 13 informants participated in the study. These include teachers, principals, supervisors, and policy makers selected from six primary schools in the Ministry of Education in the Sultanate of Oman. The study revealed that there are not enough training programs for teachers, principals, and supervisors on how to implement these communities. Moreover, principals and teachers are all heavily burdened with administrative duties that impede them from focusing on the developmental implications of PLC. Furthermore, the lack of opportunity for teacher input in the entire teaching-learning system is a stumbling block to the recognition of the consequences of PLC on teacher growth. Despite that, the PLC offers a great opportunity for teacher growth if implemented in the right way. Keywords: Oman, professional learning communities, teacher professional development. DOI: 10.7176/JEP/13-24-06 Publication date: August 31 st 2022

Understanding Realist Reviews for Medical Education.

Understanding Realist Reviews for Medical Education.

Evaluating A Mid School Program in Bekasi: The Building Learning Power

The Building Learning Power program aims to optimize all student capacities in developing cognitive and soft skills aspects as well as designing and realizing students' short-term and long-term goals. This research is evaluative research with the CIPP evaluation model which includes four pillars, namely: Context, Input, Process, and Product. This study aims to determine the success of the program Building Student Learning Power. The results of the study are as follows: 1) Context evaluation shows that this program is very much needed by students to improve self-ability and soft skills, 2) input evaluation shows that the input of teachers, students and infrastructure is in a good category, 3) process evaluation is in a good category, but obstacles in program implementation still need to be overcome, 4) product assessment in the good category. In short, the achievement program to build learning power must continue to be improved because the benefits of the program can be felt by students and parents. Even though, there are some aspects that have not been achieved in each pillar of daily activities needed to be improved.

Evaluation of Tahfizh Program Taajul Waqoor Li Tahfiizhil Qur’anil Kariim at an Islamic Boarding School in Bekasi

This research is evaluation research using the CIPP (Context, Input, Process, Product) model developed by Stufflebeam. Data was collected using interviews, observations and document studies, while the analysis was carried out using the Milles and Huberman model. This study aimed to evaluate the running of the Tahfizh Taajul Waqoor Li Tahfiizhil Qur'anil Kariim Program at an Islamic Boarding School in Bekasi. From the results of the evaluation, it is informed that the formulation of the vision, mission and objectives of the program is in a good category, only in the formulation of the vision there is one criterion that has not been met, namely vision is not static. From the input component, the input of teachers, students, curriculum and facilities and infrastructure is in a good category, only for student input that still does not meet the ideal criteria for memorizing the Qur'an. The input of the Tahfizh study room facilities in some rooms is comfortable, but there is still a need for a review of the Qur'an laboratory facilities. From the process, the use of Tahfizh's methods, media, materials and learning time is in a good category. For materials, the determination or selection of materials and targets for tahfizh is still the same in general between students with upper-middle abilities and students with low abilities. Lastly, the product components are also in a good category. To conclude, this program has already been good enough to carry on.

Implementation of the Concept of Multiple Intelligences Learning in an Islamic Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School (SBP)

This study aims to determine the implementation model of the learning concept multiple intelligences in an Islamic perspective at SMP Bayt al-Hikmah Pasuran Islamic Boarding School (SBP). The type of research used is a qualitative approach descriptive. Data collection was carried out through in-depth interviews, participatory observation, and a review of documents. Data that has been collected were analyzed using qualitative data analysis techniques. The conclusions of this study are: (1) The theory of multiple intelligences can be used as a bridge to transfer a concept of knowledge that can be digested easily easier. The proof is that it can increase interest, talent. (2) Student input; by continuing to hold tests to find out the child's basic abilities about Pesantren and knowing that children are not children who have needs especially because this institution has not been able to prepare the facilities. Whereas the amount received is in accordance with the capacity of the class and available rooms, then held Multiple Intelligences Research (MIR). Teacher input; condition. The main thing is to be willing to continue to learn and be committed, a written test is carried out, practice (micro-teaching), and interviews. Learning process; Composing teacher lesson plan based on MIR and SOP results, implementing multiple strategies bits of intelligence based on how the brain works, and evaluate/assess competence students, accompanied by a consultant “Guardian Angel. Student output. Student outputs; student competencies include cognitive, psychomotor, and effective, which are assessed based on authentic assessment with the concept of ipsative-discovery ability. While teacher competence is assessed based on 4 components (student learning outcomes, lesson plan, creativity, and teacher behavior). Every semester students and teachers receive reports. The teacher's report card serves as a determinant of achievement resulting in an increase in salary and rank.

Implementation of the Concept of Multiple Intelligences Learning in an Islamic Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School (SBP)

This study aims to determine the implementation model of the learning concept multiple intelligences in an Islamic perspective at SMP Bayt al-Hikmah Pasuran Islamic Boarding School (SBP). The type of research used is a qualitative approach descriptive. Data collection was carried out through in-depth interviews, participatory observation, and a review of documents. Data that has been collected were analyzed using qualitative data analysis techniques. The conclusions of this study are: (1) The theory of multiple intelligences can be used as a bridge to transfer a concept of knowledge that can be digested easily easier. The proof is that it can increase interest, talent. (2) Student input; by continuing to hold tests to find out the child's basic abilities about Pesantren and knowing that children are not children who have needs especially because this institution has not been able to prepare the facilities. Whereas the amount received is in accordance with the capacity of the class and available rooms, then held Multiple Intelligences Research (MIR). Teacher input; condition. The main thing is to be willing to continue to learn and be committed, a written test is carried out, practice (micro-teaching), and interviews. Learning process; Composing teacher lesson plan based on MIR and SOP results, implementing multiple strategies bits of intelligence based on how the brain works, and evaluate/assess competence students, accompanied by a consultant “Guardian Angel. Student output. Student outputs; student competencies include cognitive, psychomotor, and effective, which are assessed based on authentic assessment with the concept of ipsative-discovery ability. While teacher competence is assessed based on 4 components (student learning outcomes, lesson plan, creativity, and teacher behavior). Every semester students and teachers receive reports. The teacher's report card serves as a determinant of achievement resulting in an increase in salary and rank.

Progress of Education in Schools of India

This article gives an outline of Indian school education. First, it places India's academic achievement in a broader perspective, concentrating on countries with somebody who is compared, especially notably China. Second, the research examined academic quality in terms of school enrollment, levels of academic achievement, teaching materials, and teacher inputs, but also schooling access in regards of participation and adherence rates. Third, the research considers the role of privatized education in The country, assessing the amount to which private tuition has grown and compared statistics on male and female high school achievement and unit prices. The essay wraps off with an overview of a few key public schools initiatives. The last part recommends a research agenda and demands for a comprehensive review of the benefits and drawbacks of the many availability of educational intervention in order to decide their cost benefit for evidence-based governance.

Gamification strategies and speaking fluency in EFL elementary students

Students in public schools from Ecuador have problems regarding speaking fluency due to the poor development of EFL teaching strategies and motivation issues. Students need constant teacher input, which provokes demotivation and low academic results. Gamification based on connectivism, constructivism, PPP methods, and communicative focus was used to solve and correct class deficiencies. In this context, this article has as objective to analyze the effect of gamification strategies in improving speaking fluency in EFL elementary school students from "Benjamin Sarmiento" School. The methodology used was based on mixed methods following an explanatory sequential design. A pretest and a posttest were created to measure starting points and development. The final result was the creation of a proposal integrating gamification tools into their learning that help them improve class motivation, their speaking fluency, and their acquisition of a new language.

Several Techniques and methods for Improving english teaching Quality for Students based on Learner-Centered Approach

Vietnam has experiences fast achievements in teaching English for high school students in long time. One of this study’s purposes is to state what are challenges in teaching English and recommendations. Barraket (2005) pointed that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the technical aspects of the curriculum. By using combination of different qualitative methods, SWOT and PDCA analytical techniques, our research results shown, We make suggestions to I,prove teaching quality: 1. Quality control of teacher input (degrees, teaching experience, trial teaching requirements); 2. Develop a set of standards for teacher quality

Community Partnership Program (PKM) Procurement and Management Efforts of Vocational School Libraries August 17, 1945 According to the National Library Standards Agency (BSNP) of the Republic of Indonesia

Partners in the implementation of this community partnership program are SMK 17 Agustus 1945 which is located on Jalan Nginden Semolo no.44 Surabaya. The facilities owned are IT-based, it's just that the obstacles faced by schools in supporting the teaching and learning process, especially the facilities and convenience of libraries, have not met the national library standards. Based on the input of teachers and library staff as well as direct observations made by the service team, there are several problems, namely: 1) There is no arrangement of library material collections according to their field of knowledge; 2) There is no book cataloging in accordance with the field; 3) Inventory of library materials has not been managed properly and correctly, by providing a book slip for each book; 4) There is no circulation service yet, because officers are burdened with routine public relations activities and lack of library personnel; 5) There is no guidebook in managing library materials, officers have not used standard guidelines. There are two stages in implementing the solution that must be completed with partners, namely: 1) the planning stage which includes: coordination with library staff, teachers, and school principals as initial input, direct observation to obtain evidence related to initial input; 2) Implementation phase which includes: Arrangement and classification of library collections, cataloging library collections, inventory, making library circulation services, making manuals. The results of the community service activities concluded that there were significant differences before and after the procurement and management of the library. This is evident from the results of activities in the form of classification, the arrangement of library collections has been well realized, the room layout is neatly arranged, cataloging library collections, numbering and installation of slips have been installed properly, making library circulation services, and making library management manuals. manual has been realized. From a series of community service activities, it has a success rate of 100%. This is shown from all activities that have been completely completed and the results can be enjoyed by students, teachers and visitors to the SMK 17 August 1945 Library and no less important for the sake of school accreditation.

The Influence of Teachers' Corrective Feedback on the Accuracy of English Writing

Feedback plays a vital role in writing. Corrective feedback can be defined as the feedback input of teachers to students in writing. In order to explore influence cognitive factors on students' writing accuracy under teachers' corrective feedback, this study uses sample survey, data analysis and drawing method to analyze corrective feedback and streamline the algorithm. The subjects are 66 students from the 6th class of the first high school in a certain county, and the follow-up study lasted for two months. In addition, for comparative analysis, 66 students were divided into two groups, experimental group and the control group. The results showed that most students believe that teachers' corrective feedback can improve writing accuracy, which basically realized the purpose of this study, and pave the way for further research.

Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education

This study aimed to identify factors influencing student engagement in online and blended courses at one Australian regional university. It applied a data science approach to learning and teaching data gathered from the learning management system used at this university. Data were collected and analysed from 23 subjects, spanning over 5500 student enrolments and 406 lecturer and tutor roles, over a five-year period. Based on a theoretical framework adapted from Community of Inquiry (CoI) framework by Garrison et al. (2000), the data were segregated into three groups for analysis: Student Engagement, Course Content and Teacher Input. The data analysis revealed a positive correlation between Student Engagement and Teacher Input, and interestingly, a negative correlation between Student Engagement and Course Content when a certain threshold was exceeded. The findings of the study offer useful suggestions for future course design, and pedagogical approaches teachers can adopt to foster student engagement.

Fostering Teacher Leadership in K‐12 Schools: A Review of the Literature

Teachers are in classrooms with students every day, and therefore it is essential that they be involved in school leadership. Teacher leadership has been shown to improve school culture, benefit teachers, improve student achievement, and improve the greater learning community. Teachers lead by getting involved in school-level decision making, improvement planning, action research, or leading new initiatives. They also lead professional development activities and play the important role of acting as mentors and coaches for their colleagues. In order for teacher leadership to be successful, schools need to develop a culture of collaboration and trust while promoting a shared vision and goals for the school. Shared leadership is a model that can enable the benefits of teacher leadership in schools. Administrators need to value teacher leadership and solicit the input of teachers in school matters. Administrators can promote teacher leadership by encouraging teachers to lead initiatives and creating teams to handle various aspects of running the school. Time must also be available for teacher leaders to carry out their regular duties and for creating opportunities for professional development. Administrators also must reward the efforts of teacher leaders and potentially partner with teacher leadership programs or organizations. In order for shared leadership to thrive, school leaders must create the conditions that allow teachers to share the responsibilities of leading the school. The research shows that when the necessary antecedents and enablers are in place, teacher leadership can grow and lead to positive outcomes for students, teachers, and the greater school community. Through a review of the relevant literature, this article will add to the relevant field of knowledge by analyzing what can be done to strengthen teacher leadership in K-12 schools.

Development of a Tribally-led Gardening Curriculum for Indigenous Preschool Children: The FRESH Study

Development of a Tribally-led Gardening Curriculum for Indigenous Preschool Children: The FRESH Study

Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently

Input is considered one of the most important factors in the acquisition of lexical and grammatical skills. Input has been found to interact with other factors, such as learner cognitive skills and the circumstances where language is heard. Language learning itself has sometimes been found to enhance cognitive skills. Indeed, intensive contact with another language has been found to sometimes boost cognitive skills, even in intensive instructed settings, such as immersion programs (bilingual advantage hypothesis). In this paper, we report a cross-sectional study to assess grammar learning of 79 fourth grade German students learning L2 English in two immersion schools. Verbal teacher input was assessed using the Teacher Input Observation Scheme (TIOS, Items 14–25), and the learners’ L2 grammar comprehension was tested with the ELIAS Grammar Test II. Cognitive skills, including phonological awareness, working memory, and non-verbal intelligence, were determined using standardized assessment procedures. The results show that verbal input quantity and quality correlated significantly with the learners’ L2 grammar comprehension. None of the cognitive skills moderated the effect of input on grammar comprehension but all predicted it independently. The combination of L2 input and phonological awareness was found to be the most robust predictor of L2 grammar comprehension.

A Study on the Communicative Competence of Indonesian Teachers at Bilingual Programs

Teaching with English as a medium of instruction can be challenging for teachers in non-English speaking countries including Indonesia. The use of English as the language of instruction has become a part of marketing strategies for private schools to get more students. Apart from the marketing issue, the quality of the teachers should be on the top priority. Are the teachers qualified to serve as teachers at bilingual programs? Teachers’ communicative competence should add the general teaching competences of in-service teachers at bilingual programs. Unfortunately, schools hardly assess teachers’ communicative competence. This study aimed to find out the level of in-service teachers’ communicative competence and the correlation among the level of communicative competence aspects. This sequential explanatory study involved 82 in-service teachers who taught in English. The results of this study reveal that the subjects of this study were found in safe zone. It indicates that teachers of English speaking programs under this study can perform their tasks adequately although they cannot be called competent yet. From the Spearman correlational analysis, it was found out that the coefficient correlation was above 0.76 indicating a very strong correlation between communicative competence and its aspects and strong positive correlations among the communicative competence aspects. The results of this study provide valuable input of teachers’ communicative competence which can be further followed up with suitable trainings to improve teacher’s English competence.

Studying the affordances of a technology-based nanoscience module to promote student engagement in learning novel nanoscience and nanotechnology concepts at the middle school level

ABSTRACT Background Nanotechnology, a multidisciplinary field with increasing societal importance, demands for an increase in research abilities and capacities. Yet, nanoscience and nanotechnology (NST) are largely inaccessible to K-12 students. This situation demands efforts in research towards bringing NST learning into K-12 classrooms. Purpose The purpose of this study was to examine the outcomes of an application-based nanotechnology module, developed for late middle school students. The study focused on exploring student readiness to unpack unfamiliar NST concepts, and the effects engagement with NST had on student attitudes towards STEM subjects. Purpose Participants included a total of three science teachers and 169, grade 8 and 9 students from two public school districts from a northeastern state of the USA over two years. Data was collected and used from students who consented for the study. Design and Methods The NST learning module was developed in three phases, beginning with an introductory session to discuss module content and design. We then designed a module for implementation. Drawing from results from the pilot module and teacher inputs, we revised the pilot module for this study. Surveys, content questionnaires, student reflections, and classroom videos were collected for analysis. Results Students demonstrated conceptual understanding of the working of the AFM after working closely with the tool. Our data highlights students’ readiness to unpack unfamiliar NST concepts. Despite no significant changes, we noticed increases in students’ attitudes towards STEM subjects and careers, and an increase in the number of students who plan to take advanced STEM courses. Conclusion Based on our results, we suggest the use of technology-based experiences to introduce novel ideas of NST as early as eighth grade. The technology-based approach created a new space for contextualized learning. Working with teachers is critical to creating new teaching-learning experiences for K-12 learning, especially in the context of NST.

Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes

ABSTRACT In education systems across the world, teachers are under increasing quality assurance scrutiny in relation to the provision of feedback comments to students. This is particularly pertinent in higher education, where accountability arising from student dissatisfaction with feedback causes concern for institutions. Through semi-structured interviews with twenty-eight educators from a range of institution types, we investigated how educators perceive, interpret, and enact competing functions of feedback. The data demonstrate that educators often experienced professional dissonance where perceived quality assurance requirements conflicted with their own beliefs about the centrality of student learning in feedback processes. Such dissonance arose from the pressure to secure student satisfaction, and avoid complaints. The data also demonstrate that feedback does ‘double duty’ through the requirement to manage competing audiences for feedback comments. Quality enhancement of feedback processes could profitably focus less on teacher inputs and more on evidence of student response to feedback.

The challenges of online learning for teachers of children with intellectual disability in the COVID19 pandemic: qualitative method

COVID 19 has raised a challenge for the education and learning environment of special children in Saudi Arabia, Northern Region. This paper aims to analyze all the challenges which have a significant impact on the teaching method for children with disability. The research was carried out on a qualitative design. Several stages of the investigation were carried out which included a detailed survey of literature and the special education environment in Saudi Arabia. Interviews were conducted with 15 teachers to learn about online learning and restriction imposed during the global pandemic Sampling was carried out based on age, gender, and years of experience. The result showed that shutdown periods were more challenging for students as special education required a lead towards physical responses and the online mode was not suited in Saudi Arabia. It was found that the education infrastructure of the country also had a weak for educational professionals. The study showed that teacher inputs are essential in special education and online mode of education cannot satisfy the requirement of children with disabilities.

Automated Evaluation of Telugu Text Essays Using Latent Semantic Analysis

The most productive strategy to improve students' ability to write is to have direct and as much as possible teacher input. However, the workload of the teacher is greatly increased. Automated systems are increasingly required to help students write essays. In the field of educational assessment technology, automated test evaluation is becoming more and more common. We present a framework that is modelled on the programme, following which the school-teachers in the BPDAV School and Govt. High School Hyderabad, Telangana, India present the automatic evaluator of student essays in the Telugu language. Language skills; the structure of the essay and the contents that fit the subject are the principal requirements for evaluating the essays. In this context, we have established a scheme focused on latent semantical analysis and the theory of rhetorical structure. The method has been evaluated in more than 600 different essays, written in different manuscripts by schoolchildren. Overall0.82 with the teacher's assessment was achieved in our method.