Teaching Support Research Articles

Can ‘restorative circles’ build relationships on master’s degrees? Exploring students’ and lecturers’ experiences and perceptions of impact

ABSTRACT Research suggests a connection between student relationships with other students and lecturers, and their outcomes and experiences of higher education. Yet, master’s students are overlooked in this area of practice and research, with few studies investigating relationship building at the postgraduate level. To date, moreover, no studies have used restorative circles – a methodology for designing and structuring dialogue processes that aims to build relationships among a group – on master’s programmes. This article outlines the key findings from a study of a novel project, the ‘MA Dialogue’, on an Irish master’s degree. Using restorative circles, this brought students and lecturers together for regular conversations to build their relationships. The dataset consists of 35 interviews with students (26/51) and lecturers (9/10) who participated in ‘MA Dialogue’ sessions over two academic years, considering their experiences and perceptions of its impact. The findings indicate that the project was experienced as a unique opportunity for relationship building, reportedly perceived to humanise lecturers, facilitate students’ transitions to master’s study, and support teaching and learning. If relationship building is a pedagogical strategy that transcends geographical and disciplinary boundaries, then quantitative research is warranted to investigate the effectiveness of restorative circles for relationship-building in higher education.

The Implementation of the Screening, Identification, Assessment and Support Policy to Manage and Support Teaching and Learning Processes in KwaZulu-Natal

The Screening, Identification, Assessment and Support (SIAS) policy was developed to enable South African schools to respond systemically to diverse needs within an inclusive education (IE) system. This study explored teachers’ role as case managers with the implementation of the SIAS policy in inclusive education in three schools in the Pinetown District of KwaZulu-Natal. One departmental head and one principal from each of the selected schools were interviewed while two focus group discussions per school consisting of six teachers were conducted. The researcher used a reflective journal during the research process to ensure that the study was conducted rigorously as this improves the quality of the study. This qualitative study was grounded by Bronfenbrenner’s Bio-Ecological Systems Theory. The findings revealed that teachers lack adequate knowledge of the SIAS policy, leading to insecurity in its implementation. Overcrowded classes also pose a challenge, hindering teachers’ ability to provide individual support. The research aimed to contribute to a greater understanding of teachers’ challenges in understanding SIAS policy and the effective implementation of inclusive education. This study discusses the inadequate knowledge, understanding, and skills of teachers in implementing the SIAS policy effectively. To remedy this, regular workshops should be provided to teachers, which should explain the SIAS process or protocol, provide information on the responsibilities of all stakeholders, and inform teachers about their roles and responsibilities as case managers. Additionally, collaboration between the DBST, SBST, parents, and teachers is essential for the successful implementation of the policy, as it aims to provide teachers with the necessary support and resources. Keywords: Inclusive Education, District Based Support Team, Case Managers, School-Based Support Team, Screening, Identification, Assessment and Support

Artificial Intelligence Empowering the Innovation of Ideological and Political Course Teaching Models in Universities

With the rapid development of information technology, AI has permeated education, showing great potential in innovating teaching models. Ideological and Political Courses in universities face challenges like a disconnect between content and student needs, low interaction, and poor engagement, requiring urgent reforms. This study explores AI-enabled approaches such as personalized teaching, intelligent assessment, and VR/AR technologies. It demonstrates that AI can enhance interaction, improve learning experiences, and support teaching quality. Despite challenges like ethics and data privacy, AI’s continued evolution will lead to broader applications, deeper integration, and new momentum for teaching model improvements in these courses.

Policies and practices for recruiting and retaining teachers of color

Despite growing interest and investment in building a more racially and ethnically diverse teacher workforce, increases in the share of teachers of color nationally have stalled in recent years. Even with more new teachers of color entering the profession each year, about 80% of the teacher workforce has been white since 2015. This trend highlights the need for researchers and policymakers to view the recruitment and retention of teachers of color as interrelated and critically important to increase the diversity of the teacher workforce. This paper synthesizes what we know about policies and practices at the national, state, and local levels that support recruiting and retaining teachers of color: access to comprehensive teacher preparation, access to mentoring, and supportive teaching conditions. The paper also provides a series of policy recommendations that can improve recruitment and retention for teachers of color based upon the literature.

Brief Research Report: The Relationship Between College Instructor Affect and Autonomy-Supportive Teaching

Autonomy supportive teaching practices are associated with a variety of positive student outcomes. Past research has identified various intrapersonal, interpersonal, and environmental factors that contribute to instructors’ use of autonomy support. However, the extent to which instructor affect predicts changes in their use of autonomy support, as well as the reverse, has yet to be examined. In the current study, we surveyed 405 college instructors across two timepoints during the Spring 2022 semester to examine the reciprocal relationships between instructors’ positive and negative affect during class and their use of autonomy support. Cross-lagged panel models suggested that instructors’ use of autonomy support predicted an increase in overall positive affect during class over time, while instructors’ overall positive affect in class did not predict an increase in autonomy support in class over time. Reciprocal relationships emerged for the specific affective states of feeling content and determined in class. No relationships between instructor negative affect and their use of autonomy support emerged in either direction. Results highlight the importance of examining the ways in which instructors’ positive affect shape instructional behaviors and the benefits that instructors may experience when implementing autonomy support in the classroom.

Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

Abstract The three principles of Inclusive Green and Sustainable Chemistry Education (IGSCE) are presented to guide the reflection, design, and implementation of potentially inclusive materials and approaches. These principles refer to (i) embracing student-centered learning, (ii) promoting teaching in the five levels of representation in chemistry, and (iii) adapting the curriculum to empower students to apply their academic skills effectively to real-life situations through supportive teaching and social guidance. Educational elements conducive to potentially inclusive classrooms and their interconnections are identified and discussed. These include using the Triangular Bipyramid Metaphor (TBM) to facilitate academic inclusivity for individuals with and without disabilities, such as those who are deaf and blind. Further, the importance of ensuring that all students, regardless of their abilities, can fully participate in the educational experience is highlighted, aligning with Sustainable Development Goal 4 (SDG #4) to achieve inclusive education and lifelong learning opportunities. Green chemistry should be available to everyone, not just a few. It promotes sustainable development and deserves global recognition and support. The change agents targeted by these three principles of IGSCE include, but are not limited to, educators, researchers, teachers, and students in secondary and university education.

Effect of Mastery Learning Combined with Mind Mapping Technique on the Students’ Sculpture Performance Ability for Junior University Students

Background and Aims: The Chinese government has issued a series of policy documents to support the development of the cultural industry, providing policy guarantees and guidance for the development of sculpture education. Traditional teaching methods usually use unified teaching content and teaching methods, which cannot meet the individual needs of students. The comprehensive application of "Mastery Learning with Mind Mapping" theory and methods can provide solid technical support and rich teaching methods for the reform of sculpture education. Through the application of personalized learning plans and mind mapping, students' learning content and space can be expanded, and their learning efficiency and learning quality can be improved. This comprehensive approach can not only meet students' learning needs but also stimulate their learning interest and creativity and promote their all-round development. Therefore, the promotion and application of this method in sculpture education are of great significance and value. This study aims to explore and evaluate the impact of mastery learning combined with mind mapping technique on college students' sculpture learning achievements and performance ability through mastery learning combined with mind mapping technique. Materials and Methods: The instruments for the experiment were four lesson plans. To evaluate the quality of a curriculum plan, it can be assessed using a Likert five-point scale. The quality of the scale can be measured using the Item-Objective Congruence (IOC) The assessment process involves analyzing each component of the lesson plan, attributing scores on the Likert scale, and then calculating the average score and the standard deviation (SD) for each component. The instruments for collecting data were two instruments needed to collect the sampling data, as the detailed list showed: sculpture score assessment and sculpture performance competency assessment. The sample was 30 students (one class) among the 120 junior students in the 2023 academic year. The procedures for data collection are as follows, the sample learning achievement before and after learning through Mastery Learning with Mind mapping and sculpture performance ability after learning through Mastery Learning with Mind mapping with the established 70 percent Results: The study evaluated the effectiveness of employing mastery learning combined with mind mapping techniques to enhance students' learning achievement and sculpture performance ability. Significant improvement was observed, with posttest scores surpassing pretest scores (t =13.06*, p =0.05). Furthermore, students' sculpture performance ability scores after mastering learning with mind mapping (81.1%) exceeded the 70% criterion, with statistical significance (t =11.05*, p =0.001). Conclusion: Compared with previous related studies, the results of this study showed that using mastery learning combined with mind mapping technique teaching had a significant positive effect on the sophomore research on sculpture performance ability. This is consistent with the findings of Chen Linsheng (2022), who found that the use of mind-mapping techniques in art education can improve students' learning achievement. Combining the findings of previous studies and the results of this study, we can conclude that mastery learning combined with mind mapping technique teaching has positive effects on the ability of sculpture performance in sophomore students. However, further research still needs to explore the impact of different teaching methods on students of different grades and specialties to get a more comprehensive understanding of the effects of mastery learning combined with mind-mapping technique teaching.

Inteligencia Artificial en educación matemática: Una revisión sistemática

[Objective] This study aims to analyze the current state of research on artificial intelligence (AI) in mathematics education, its applications, and its role in teaching and learning processes. [Methodology] A systematic review of the literature was conducted in three stages: identification, selection, and inclusion of articles from three recognized databases, resulting in 29 articles. These articles were thoroughly analyzed to identify participants, instruments used, the country of the authors' affiliation, year of publication, type of research, methodological approach, and the role of AI in these studies. [Results] There is a noticeable increase in research related to AI in mathematics education, with most studies being empirical and quantitative. The most frequently used instruments are questionnaires and interviews, with half of the studies employing at least two data collection instruments. Additionally, most studies focused on intelligent learning systems to enhance learning and support teaching, particularly for online assessment. [Conclusions] The reviewed articles show no evidence of research at the early childhood education level and very little related to teacher training. Few studies demonstrate the use of theoretical frameworks or approaches from the Didactics of Mathematics.

Life-Saving-Experiments; Primary School CPR Skills Instruction Improves Teaching in Basic Science Knowledge Support

Basic Life Support (BLS) improves survival in patients after cardiac arrest. Consequently, several worldwide efforts have been made to train all school children in cardiopulmonary resuscitation (CPR) skills. Until now, no methodology has been applied to the school science curriculum that facilitates the teaching of CPR at school.

Needs Analysis to Develop Teaching Material Based on Project-based Learning to Support Teaching Factory

Needs Analysis to Develop Teaching Material Based on Project-based Learning to Support Teaching Factory

Increasing Teacher Competency in Supporting Teaching Sustainability Challenges in the Global Era

Increasing Teacher Competency in Supporting Teaching Sustainability Challenges in the Global Era

The Impact of Participation in Professional Learning Communities on Physical Education Instructional Leaders

This study investigates the assessment of the physical education teachers and department chairpersons in five institutions in Hunan Province, China, about professional learning communities for physical education and their levels of participation. Stratified sampling was used to generate 187 P.E. teacher-respondents and 52 P.E. chairperson-respondents. Under the Quantitative Research Method, this study utilized weighted mean score and multiple regression to predict the variables in professional learning communities. Based on the findings, as for the profile of the respondents with the combined results from the P.E. teachers and P.E. chairpersons, the following emerged from the data: the age bracket of 41–45 has the highest number of respondents with a master’s degree, constituting 29.7%, the male respondents dominated the data with 64.9%, a total of 79.9% of the respondents are Master's Degree holders, and the length of service revealed 29.7% for 16 years and above. Five variables were tested in the study: professional commitment, strategic approaches, pedagogical and technological knowledge, supportive organizational teaching and learning environments, and professional ethics and standards. The combined mean scores of the two groups of respondents resulted in no significant difference in most of the variables and no significant relationship between the respondents’ assessment of professional learning communities and their level of participation. However, some indicators are not rated highly, and the study calls for a teacher development program. The five variables are considered predictors of the participation of the respondents in PLCs. Furthermore, all the variables are predictors in the professional development of physical education teachers. The strongest predictor is professional ethics and standards, followed by professional commitment. Physical education teachers can be motivated by their chairpersons to join seriously in PLCs to further enhance their capabilities in teaching physical education.

Emotional Support in Online Teaching and Learning Environment: A Systematic Literature Review (2014–2023)

The provision of appropriate emotional support is influential in establishing a positive and stimulating online learning environment that can elevate students’ emotional well-being, improve their learning experience and enjoyment, and increase their academic achievements. In the present study we examine 16 papers on emotional support in online teaching and learning environments. We aim to understand (a) the emotional support given to online learners and (b) the effectiveness of emotional support in online teaching and learning environments. The review shows that the emotional support given to online learners includes empathy, understanding, motivation, and encouragement. These verbal and nonverbal emotional supports are mainly from teachers, family members, and peers as well as some online agents or applications. Most of the emotional supports influence online learners’ performance and have a favorable impact on their emotional states. The systematic review shows that there has been little research on technology-based emotional support and synchronous teaching and learning environments. We propose that more research should be carried out in these areas.

ANALISIS LEARNING LOSS MAHASISWA SISTEM INFORMASI PADA MATA KULIAH ALJABAR LINEAR

This study aims to analyze the phenomenon of learning loss experienced by Information Systems students in the Linear Algebra course, particularly in understanding the concept of Gauss-Jordan elimination during online lectures. A qualitative research method was employed with a sample of 59 third-semester students. A questionnaire was utilized as the research instrument for data collection. The findings revealed that 33% of the total respondents encountered significant difficulties in understanding the Gauss-Jordan elimination concept during online learning. These results indicate a significant impact of learning loss in the context of online education, which may affect students' understanding and academic performance. The implications of this research highlight the importance of efforts to enhance the effectiveness of online learning, including the development of more interactive and supportive teaching strategies, as well as improving the quality of interaction between instructors and students in the virtual environment. Further research is needed to gain a deeper understanding of the factors influencing learning loss and to develop more effective solutions for addressing the challenges of online learning in the future

Behavioral insights in education: Intellectual data analysis for management

This research utilizes intellectual data analysis to deepen insights into educational dynamics by examining university professors' behavioral responses to education management amidst socioeconomic uncertainty. The study applied sophisticated regression and cluster analysis tools to sociological survey data, focusing on professors' attitudes toward distance education. The survey assessed perceptions of its advantages and disadvantages, aiming to uncover factors influencing professors' inclinations toward this mode of teaching. Results revealed six distinct behavioral "profiles" or clusters of professors, each with unique responses to distance education. These insights guide recommendations for educational policy priorities aimed at addressing weaknesses in education management. Key strategies proposed include forming databases of behavioral responses and employing algorithms for deep intellectual analysis. Such measures intend to align educational practices with the values, welfare needs, and communication preferences of the scholarly community, thereby enhancing their propensity for distance education. The study concludes that a higher level of academic engagement in distance education can be achieved by tailoring educational strategies to the specific needs and values of different professor groups. This approach promises to improve the effectiveness of education management and the overall quality of education, benefiting both professors and students by creating a more supportive and effective teaching environment.

Perfectionism, emotion regulation, and teacher retention: An examination of Iranian early career language teachers' well-being

This qualitative study examined the experiences of early career language teachers in Iran, exploring the complex interplay between perfectionism, emotion regulation, and their implications for teacher well-being and retention. In this regard, through in-depth interviews with 15 participants, the study provided insights on how self-oriented and socially prescribed perfectionism might affect teachers' sense of well-being. The study findings revealed that while self-oriented perfectionism was associated with a drive for professional growth and job satisfaction, socially prescribed perfectionism contributed to heightened stress and a contemplation of leaving the profession. The study also highlighted the pivotal role of emotion regulation strategies, particularly cognitive reappraisal, in dealing with the emotional demands of teaching, thereby supporting teachers' well-being. Findings also suggested that supportive work environments, opportunities for professional development, and a sense of autonomy are crucial for fostering teacher well-being and encouraging retention. Drawing on relevant theoretical literature, the research emphasizes that addressing the challenges of perfectionism through supportive organizational factors and effective emotion regulation can significantly enhance early career teachers' job satisfaction and commitment to the profession. In light of these findings, the study advocates for targeted interventions that promote a supportive teaching environment, focusing on the development of emotion regulation skills and reducing the pressures of socially prescribed perfectionism. By providing insights into the lived experiences of early career language teachers, this study contributes to our understanding of the factors that might influence teacher attrition, and underscores the importance of nurturing teacher well-being to ensure their retention in the educational sector.

The success, satisfaction and experiences of international students in an immersive block model

Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.

Re-examining Infrastructure: Considerations for How Non-Instructional Interventions Can Support Teaching and Learning Affordances in Online Learning Environments

Re-examining Infrastructure: Considerations for How Non-Instructional Interventions Can Support Teaching and Learning Affordances in Online Learning Environments

The tip of the iceberg: Generalism in undergraduate medical education, a systems thinking analysis.

There is a shortage of generalist physicians globally impacting health equity and access to care. An important way in which medical schools can demonstrate social accountability is by graduating learners interested in careers in generalism. While generalism is endorsed as a matter of principle in medical education, how this translates into curricula is less clear. The aim of this study was to identify how generalism is understood and supported by family physician educational leaders in undergraduate medical education (UME) in Canada. We conducted a qualitative study, interviewing 38 family medicine leaders in UME across all 17 Canadian medical schools. We examined the data with template analysis, informed by the iceberg model of systems thinking. Four themes were identified: (1) Teaching and learning strategies in support of generalism-a consistent range existed across UME curricula; (2) Curriculum patterns-changes in leadership and curriculum reform created positive or negative feedback loops that promoted or hindered initiatives to support generalism; (3) Curriculum structures-organ-system-based curricula and availability of generalist faculty presented particular challenges to teaching generalist approaches; (4) Mental models and ways of knowing-the preponderance of biomedical frameworks of thinking in curricula unconsciously undermined generalist approaches to patient care. UME programmes promoted generalism through a range of teaching activities and strategies, but these efforts were countered by curriculum structures and mental models that perpetuate epistemic inequity between biomedical approaches to medical education and generalist models of care. Novel curricular frameworks are needed to align undergraduate programmes' commitment to social accountability with community-based need.

INDONESIAN EFL LEARNERS AND SPEAKING ANXIETY: INSIGHTS FROM A META-SYNTHETIC ANALYSIS

This study presents a comprehensive meta-synthetic analysis of speaking anxiety among Indonesian English as a Foreign Language (EFL) learners. Speaking anxiety is a common challenge that significantly impacts the language acquisition process, affecting learners' confidence, performance, and overall proficiency. The meta-synthesis method was employed to integrate and interpret findings from multiple qualitative and quantitative studies conducted in the Indonesian context. The analysis reveals several key factors contributing to speaking anxiety, including fear of negative evaluation, lack of confidence in language proficiency, and cultural influences on communication styles. Additionally, the study highlights the role of educational environments and teacher-student dynamics in exacerbating or alleviating anxiety. The findings suggest that targeted interventions, such as supportive teaching practices, anxiety-reducing classroom activities, and the development of a positive learning environment, can effectively mitigate speaking anxiety. This meta-synthesis provides valuable insights for educators, policymakers, and researchers aiming to enhance EFL education in Indonesia by addressing the psychological barriers to effective language learning. By synthesizing diverse perspectives and empirical evidence, this study contributes to a deeper understanding of speaking anxiety in the Indonesian EFL context and offers practical recommendations for fostering a more conducive learning atmosphere for language learners.