Teaching Management Research Articles

Hurdling obstructions on instructional management of science teachers in schools with challenging laboratory resources

Lacking the resources for hands-on scientific experimentation could impact both students' educational experiences and their long-term proficiency. Without access to laboratories, students miss out on crucial opportunities to engage in practical applications of theoretical concepts, hindering their ability to comprehend scientific principles fully. The purpose of this exploratory study was to analyze the experiences of science teachers (n=20) from last-mile schools in the Philippines. Narratives from science teachers were the primary data in this study being collected through one-on-one interview. Thematic analysis revealed that the science teachers were challenged by insufficient resources available in their laboratories while others conduct experiments only in their classrooms while having class. Adapting to their concerns, teachers were able to maintain their instructional competence through hands-on demonstrations, visual and audio-visual presentations, interactive activities, and printout instruction. For science teachers, addressing these challenges requires concerted efforts from policymakers, educational institutions, and stakeholders to ensure equitable access to resources and professional development opportunities for teachers. The study emphasized the need for sustainable solutions to bridge the gap between resource-rich and resource-poor schools, ultimately enhancing students' educational experiences and long-term proficiency in science.

A Study of The Identity Process of Novice Teachers and Their Professional Adaptation

The aim of this study is to explore the identity process of novice teachers at the beginning of their careers and their professional adaptation, and to analyse the challenges they face and their strategies for solving them. The study begins by reviewing the theoretical foundations of identity and highlights the complexity of novice teachers' identity processes in the early stages of their careers. Then, it examined the major challenges faced by novice teachers in their professional adaptation, including teaching management, workload and emotional adjustment, and explored the interaction between identity and professional adaptability. It was found that teacher education and practice, social support, and personal factors had significant effects on novice teachers' career adjustment and identity. Specifically, high-quality teacher training and practice, effective campus support systems, and positive personal reflection and career development planning can significantly enhance novice teachers' career adjustment and identity. The study concludes with strategies for optimising teacher training and continuing education, building campus support systems and promoting novice teachers' self-reflection, and points to directions for future research, including an in-depth exploration of novice teachers' adaptability in different educational settings, the effectiveness of support mechanisms and the impact of technology on teaching and learning. The findings provide useful guidance for educational practice and lay the foundation for further research.

Academic Management and Teaching Effectiveness in Chinese Universities

This research utilized descriptive methodologies, integrating both quantitative and qualitative investigative approaches. In the qualitative analysis phase, the researcher plans to conduct in-depth interviews with the participants, aiming to obtain their intuitive perceptions and personal experiences of instructional management and teaching effectiveness. In this study, 2000 faculty members from three different universities were selected and 323 samples were calculated by Raosoft and 325 questionnaires were finalized to be distributed based on the professor s revised approval in order to explore the important relationship between instructional management and teaching effectiveness.

Classroom Strategies for Delivering Effective Instruction Management and Academic Achievement

Classroom Strategies for Delivering Effective Instruction Management and Academic Achievement

I. I. von Felbiger and the creation of the European school education system

Introduction. One of the most important conditions for the success of any type of activity is its systematic nature. This statement fully applies to such an important area of the spiritual life of society as education. The creation of the educational system in Europe is associated with the name of the outstanding teacher-reformer Johann Ignaz von Felbiger (1724-1788), who vividly proved himself as a scientist, founder of educational institutions, author of important documents and textbooks that for many decades determined the content and nature of schooling in European countries and in Russia. Materials and methods. The author uses the following research methods: analysis of historical and pedagogical literature, biographical and historical methods, an axiological scientific approach to the study of the value content in the activities of I. I. von Felbiger. The work uses publications by foreign and Russian authors. Results. The period of I. I. von Felbiger's life and his organizational activities coincided with the age of Enlightenment, which led to an increase in interest among a significant part of the population of many European countries in science and its practical use in the interests of society, as well as to the problems of educational development. I. I. von Felbiger acted as the organizer of educational institutions designed for various groups the population and the levels of training of students. He substantiated the idea of the first public school system in history and partially implemented it into practice. Over time, this system, which in some countries was called Sagan, became generally accepted in Europe. His ideas were developed in the process of creating a school education system in the Russian Empire. Discussion. Von Felbiger's activities in the field of education were multifaceted. He carried out the practical management of the educational institution, was a teacher, the general commissioner for education of the whole country, and finally, he created valuable legislative acts that received approval from the monarchs and ordinary teachers. He also authored methodological and educational manuals for teachers that corresponded to the current needs of society. Conclusion. The famous educational reformer von Felbiger left a vivid mark on the history of European science and culture. He went down in the history of pedagogy as the creator of the Sagan school system. The history of his life and work, as well as the genesis of the first education system he created in Europe, deserve further comprehensive study.

Applying Change Management Theory in Schools to Meet the Requirements of Educational Innovation and Training in Vietnam

The application of change management theory to the management of teaching and learning activities in schools in Vietnam in recent years has attracted much attention, but this theory has not been systematically and clearly defined. The purpose of this article is to establish a theory of change management in schools to apply to school management in the context of education and training innovation in Vietnam today. Based on the approach of the Theory of Change, the article builds a system of theoretical issues on change management in schools. The research aims to establish directional criteria on change management capacity, requirements for change management, and methods of practicing change management. The research results provide a systematic approach to change management in schools that is suitable for the requirements of current education innovation in Vietnam.

Management of Educators and Education Personnel from an Islamic Perspective

This article discusses the concept of management of teaching staff and educational staff from an Islamic perspective. The type of research used in searching for data is a library research study. This article explores Islamic principles that can be applied in managing human resources in educational institutions. The results of the study show that Islamic values ​​such as trust, fairness, shura, and ihsan have strong relevance to modern management practices, and can provide a solid ethical foundation for the management of teaching and education personnel. Several important things discussed in the implementation of Islamic teaching and education management in educational institutions include: (1) planning, (2) recruitment and selection, (3) development and training, (4) performance assessment, (5) compensation and rewards. Thus, teaching and educational staff in an Islamic perspective not only aim to achieve organizational effectiveness, but also to form individuals who are professionally and spiritually qualified.

Enhancing Education and Teaching Management Through Data Mining and Support Vector Machine Algorithm

This study investigates the effectiveness of the SVM+TLBO approach for predicting student performance and evaluating learning abilities in educational settings. By integrating Support Vector Machines (SVM) with Teaching-Learning-Based Optimization (TLBO), the research aims to enhance predictive accuracy and efficiency compared to traditional methods, including Decision Trees, Ant Colony Algorithms, Clustering Algorithms, Convolutional Neural Networks (CNN), Neural Networks, Support Vector Machine (SVM) without Optimization. Results indicate that the SVM+TLBO model significantly outperforms these methods, providing robust predictions and valuable insights into student learning patterns. The findings underscore the importance of data-informed decision-making in education, enabling educators to identify at-risk students and tailor instructional strategies effectively. This research contributes to the growing field of educational data mining, highlighting the potential of advanced machine learning techniques to optimize educational outcomes and foster personalized learning experiences.

Research on Vocational Education Reform and Innovation Based on Information Technology Practice

Based on the perspective of information technology reform, higher requirements have been put forward for student management and course teaching in vocational colleges. Therefore, teachers should actively explore suitable opportunities and practical paths to introduce information technology and rely on advanced technology, equipment, and software to promote the reform and development of virtualization, datafication, and intelligence in course teaching. Due to the limitations and influences of various practical factors, teachers face many problems in the application of information technology, which to some extent hinder classroom teaching reform and innovation. Given this, this article discusses the application of information technology, which plays an important role in classroom teaching reform and student ability improvement. This study will briefly explain the concept and characteristics of information technology, analyze the existing problems in current information technology teaching, and finally propose specific reform and innovation practice paths.

An exploration of teaching reform of management course based on rain class and participatory teaching under OBE concept

Management is the core course of business administration majors. In order to drive educational modernization through educational informatization, this article explores the teaching reform of management based on the concept of learning output education (OBE). It is guided by student output and follows the principle of "reverse design and positive implementation". In terms of implementation, it is specifically divided into learning goal reconstruction, course content integration The teaching process and the construction of an evaluation system are four steps. During the teaching process, the implementation of rain classroom and participatory teaching mode has broken through traditional time and space limitations, extending the interaction and communication between teachers and students from the classroom to pre class and post class, achieving a good loop of "pre class in class after class". This teaching reform practice can promote the improvement of the quality of management teaching and is conducive to cultivating high-quality management talents.

Practical Construction and Reflection on the Curriculum Development of Early Childhood Education Programs in Vocational Colleges

As society's demands for the quality of early childhood care services continue to rise, the construction of early childhood education programs in higher vocational colleges has become increasingly crucial. Scientific course design not only affects students' professional skill development but also has a profound impact on the overall advancement of the early childhood care industry. This paper first analyzes the definition and characteristics of early childhood education programs and outlines the theoretical framework for course construction. Next, it provides a detailed discussion of the practical aspects of constructing early childhood education programs in higher vocational colleges, including curriculum design, teaching methods, and evaluation mechanisms, as well as the implementation and management of practical teaching. Finally, based on actual conditions, the paper explores the challenges and issues encountered during the course construction process and proposes suggestions and strategies for improvement.

Lexical frequency and target language input in the primary languages classroom

ABSTRACT This paper presents an exploratory study of L2 input in the primary languages classroom. Teacher talk in 33 videorecorded lessons taught to Year 3 French beginners by a specialist teacher of French was analysed, in order to document the extent and nature of L2 vocabulary input. Further analyses compared the lexis of teacher talk in this primary setting with high-frequency wordlists derived from two reference corpora designed to support the teaching of L2 French. Results showed that children were exposed to c 45,000 words (tokens) of French, reflecting a teacher vocabulary of c 650 lemmas. Intentionally taught lexis such as foods or animal names typically received massed practice, not always supplemented by distributed practice. The teachers’ partial but consistent use of French for classroom management contributed to a well-balanced distribution of word classes. There was considerable overlap with both reference wordlists, and divergence could largely be explained by the teacher’s choice of topics, and incidental use of French to personalise and engage childrens’ individual interests, as well as for classroom management purposes. In discussion, the need for careful planning and management of vocabulary instruction is highlighted, as well as the significant potential of L2 classroom management to enrich lexical input.

Challenges, Opportunities and Countermeasures of Education and Teaching Management in the Digital Age

In the digital age, education and teaching management is facing many challenges and opportunities. The challenges mainly include difficulties for teachers and students to adapt, information security issues and the digital divide. In addition, the rise of online learning platforms has also brought about the quality of education and the difficulty of management. However, digitization also provides rich opportunities, such as personalized learning, sharing and optimization of educational resources, innovation of teaching methods, etc. Addressing these challenges requires enhanced teacher training, improved information infrastructure, data security, and relevant policies to bridge the digital divide. By actively adopting advanced technology and scientific management strategies, the quality of education can be effectively improved and the fairness and efficiency of education can be realized.

Using Scrum in Solving Business Reality Cases

Objective: This teaching innovation proposal aims to dynamise and bring the teaching of the subject Business Management and Organisation, taken in the fourth semester of the bachelor’s degree in Business Administration and Management (GAD), closer to the business world. Theoretical Framework: It is necessary to bring the university closer to business in order to reduce the gap in the skills training demanded by companies and to achieve better employability of graduates. Method: To do this, we propose the resolution of a production case by workshops, through the formation of agile teams, using Scrum and Kanban, using the Trello application for the latter, the iterative and incremental approach of this methodology will allow the student to learn in a simple and practical way concepts that grow in complexity, as it evolves in the resolution of the same. Results and Discussion: This teaching methodology allows the student to simultaneously acquire the specific competences of the subject and the so-called soft competences demanded by the working environment. Research Implications: This type of innovation is necessary in university institutions in order to include in their curricula the competences demanded by recruiters, and can also be used in other disciplines and careers. Originality/Value: The originality of the research lies in the practice of a learning process that makes it possible to include the training required by companies in curricula.

Boardcraft: Learning the Art of Strategic Decision-Making Card by Card

Boardcraft, an interactive, sequential card game, is a powerful tool for teaching Strategic Management in an undergraduate Business Administration Degree. This innovative game provides students with practical experience in strategic analysis, business strategy formulation, and strategic decision-making, addressing one of the main challenges of social science teaching: practical application. The objective of the research to be carried out is to find evidence of a change in students' attitudes towards making strategic decisions. To do this, two questionnaires will be carried out, one before and one after the game's introduction in the classroom, three months apart. The data will tell us if decision-making through a business strategy game changes their perception and attitude towards decision-making by acquiring competencies and skills that prepare them better for decision-making throughout their career and life. This game will streamline the teaching of strategic management in higher education, a subject traditionally based on lectures and case studies. Teaching strategic management is complex since the student is immersed in a context of continuous decision-making that requires the application of an appropriate methodology for proper understanding. Game-based learning (GBL) activities like Boardcraft that bring strategic management closer to real-life contexts are desirable. The application of this game will also allow researchers to analyse the effect of experiential learning, the acquisition of interpersonal and conceptual skills, the importance of aesthetics and the introduction of fun elements in game-based learning.

Remodeling Classroom Management Through Technology Driven Curriculum In Nigeria: A Sociological Analysis

Remodeling the classroom management through technology driven curriculum will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Nigeria, Remodeling the classroom management through technology driven curriculum is considered as one of the main elements in transforming the country to the future development. The conceptual clarification utilizes the remodeling of the classroom management, technology, and education as the tools affecting remodeling classroom management through technology driven curriculum in Nigeria. The theoretical perspectives that is used for the paper is Humanist choice theory by William Glasser in the year 1998. The concept of remodeling classroom management and relevance of technology driven curriculum in Nigeria is the basic or fundamental impact to the success of this paper. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study of the paper aims to analyze teachers’ perceptions on effectiveness of upgrading the classroom management through technology driven curriculum to support teaching and learning process in classroom. The results indicate that remodeling the classroom through technology driven curriculum has a great effectiveness for both teachers and the students. Findings indicate that teachers’ well-equipped preparation with technology driven curriculum tools and facilities is one the main factors in success of technology-based in remodeling the classroom management for sound teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For the future studies, there is a need for consideration of other aspects of remodeling classroom especially from management point of view in regard to strategic planning and policy making through technology driven curriculum.

Optimization and Three-Dimensional Review of the Reform Path of College English Education System Driven by Information Technology in the New Era

Language learning cannot be separated from the environment, and the environment for second language acquisition is becoming more and more perfect and ideal. It makes the traditional single and limited English learning environment gradually move towards a three-dimensional and diversified learning environment. On the premise of the great development of higher education in China, this study aims to conduct research and discussion on higher English teaching. In combination with other successful or well functioning higher English teaching reforms, it studies and discusses some problems faced in the construction and implementation of vocational English teaching application system in China, and finds solutions and methods. Therefore, this study has practical significance for the reform and development of higher English education in China. This manuscript is based on the design of the college English teaching system module of Web technology to realize the sharing of information resources. In addition, with the deepening understanding of the importance of English teaching in colleges and universities, improving English level and English teaching level is the goal of colleges and universities. English teachers urgently need to understand the factors that affect students’ English level in order to teach students in accordance with their aptitude and find the best teaching methods. The experimental results show that the system realizes the management, query and sharing functions of open level information, and has high security and interactivity. The development of the system conforms to the development trend of network information technology and promotes the informatization and standardization of college English teaching management.

Competencies for Human-Robot Collaboration in the Construction Industry – Academia’s Perspective

ABSTRACT This paper investigates the perceptions of Construction Engineering and Management instructors regarding the competencies for Human-Robot Collaboration (HRC) in construction to determine knowledge areas, skills, and abilities prioritized for facilitating effective collaboration between humans and robots in the industry. A two-round Delphi study was employed to evaluate the perceptions of construction instructors regarding HRC competencies. This study’s findings revealed that human-robot collaboration knowledge areas prioritized by the instructors include HRC ethics and regulation, robot anatomy and technical specifications, construction robot applications, sensors, and task planning. The instructors prioritized skills such as task planning, application of machine learning algorithms, safety management, human-robot interface proficiency, and effective communication. HRC abilities prioritized include decision-making, continuous learning, critical thinking, attention to detail, analytical aptitude, and adaptability. This research established the competencies prioritized by the instructors for implementing HRC in the construction industry and recommended future research directions.

Effect of Construction Management Instructors’ Degree and Industry Experience on Construction Management Graduate Job Readiness

ABSTRACT This study investigates the impact of faculty education and industry experience on the work readiness of Construction Management (CM) graduates within their first three years’ post-graduation. This research hypothesized that the educational background and industry experience of CM faculty significantly influence graduates’ preparedness for the construction industry. Employing a mixed-methods approach, this study surveyed 465 full-time faculty members across 30 ACCE-accredited CM programs, evaluating their degrees and relevant industry experience. Recent graduates and industry leaders were surveyed to assess perceived readiness to work. The demographic findings revealed only 7% of faculty hold doctoral degrees in CM and 47% lack work experience in the field. The results also indicated that there is a linear relationship between programs with higher levels of industry experienced faculty and doctoral degrees in CM with enhanced career preparedness. The study proposes the Construction Faculty Qualifications (CFQ) Score, a metric combining academic and industry experience to evaluate and improve faculty qualifications comprehensively. The CFQ Score aims to drive accreditation requirements toward a more balanced combination of academic achievement and practical experience. This research underscores the necessity for CM-specific educational backgrounds and significant industry experience to enhance the quality and effectiveness of CM education.

A decade of PISA: student perceived instructional quality and mathematics achievement across European countries

This study examines the relationship between instructional quality and mathematics achievement, taking into account socioeconomic status. Data from ten European countries participating in PISA 2012 and 2022 were analysed using the framework of the Dynamic Modelling of Educational Effectiveness. In PISA 2012, instructional quality was defined by student-oriented instruction, classroom management, teacher support, disciplinary climate, and cognitive activation. The finding indicated that teacher support, disciplinary climate, and cognitive activation positively predict student achievement, but dimensions of student-oriented instruction and classroom management were negatively related in several countries. Instructional quality was captured by four dimensions in PISA 2022, namely, teacher support, disciplinary climate, cognitive activation in mathematics of encouraging mathematical thinking and of fostering reasoning. Teacher support and disciplinary climate had a positive effect on achievement, but two aspects of cognitive activation had opposite effects on achievement. SES also had significant indirect effects on achievement through various instructional quality dimensions. Across two PISA cycles, teacher support, disciplinary climate, and cognitive activation consistently benefited low-SES students, while classroom management and student-oriented instruction tended to harm their performance. These results underscore the role of instructional quality in promoting equity for disadvantaged students. Trend data from these two cycles of PISA, give an indication of specific instructional strategies that do consistently contribute to student achievement. Implications and findings are discussed in relation to the policy and practice context in different education systems.