Quality Of Teaching Research Articles

Development and Validation of the Teachers’ Perceptions of Classroom Climate Scale for the Portuguese Population

To improve learning outcomes, evidence-based processes suggest that classroom climate is a means of creating more sustainable schools committed to improving the quality of teaching and learning. Therefore, valid measures of classroom climate are necessary to enable comparative studies focused on teachers' perceptions, including important dimensions such as cooperation. As no validated instruments exist for the Portuguese context, we developed and validated the Teachers' Perception of Classroom Climate (TPCC), consisting of five dimensions: teacher support, peer support, academic competence, satisfaction with the school, and cooperation. Following a quantitative research approach, the construct validity was analyzed using Confirmatory Factor Analysis, internal consistency was evaluated using Cronbach’s Alpha coefficient, and test-retest reliability was assessed using univariate and multivariate General Linear Models and Spearman’s rho correlations. The study supported the five-factor structure of the TPCC and demonstrated good psychometric properties. These results support the use of the TPCC to evaluate teacher perceptions of classroom climate.

Study of the usage of STEM technologies in the context of training Ukrainian teachers of computer science in accordance with the social needs and challenges of today

Abstract The article discusses the use of STEM technologies in the training of competitive specialists to meet social needs and challenges in the context of the war in Ukraine. The authors analyse the theoretical foundations and the impact of the STEM approach on modern education, focusing on the introduction of STEM technologies in the process of teaching future computer science teachers. The significance of STEM education as an important trend due to its natural science component and innovative technologies is discussed. The key components of the model of teacher training in STEM are identified, such as target, content, activity, evaluation and result. In order to verify the proposed model, an experimental study was conducted to determine the indicators of students’ attitude towards STEM technologies. The necessity of ensuring a high level of teacher qualification for the effective formation of STEM knowledge and skills, as well as solving practical problems of various levels of complexity, is substantiated. The article determines how modern STEM technologies can meet social needs and challenges, especially in times of war. The authors aimed to identify strategies and approaches for the effective use of STEM technologies in education, which will ensure the competitiveness of Ukrainian specialists.

Application of Facial Analysis Based on Convolutional Neural Network and Iterative Decision Tree for Teaching Evaluation in Smart Classrrom

The creation of intelligent classrooms has been expedited by the rapid advancement of the Internet and computer vision, and intelligent teaching has increased the interactivity and effectiveness of learning. Teachers’ teaching and students’ classroom learning state ultimately affect the teaching effect. Students’ facial expressions during class can reflect emotional changes and the current learning state. The computer camera in the smart classroom collects students’ face image data, uses texture-based information, edge-based information, geometric information, and global and local feature extraction to identify and analyze and process the students’ facial expressions. Research has shown that the combination of expression recognition and an intelligent teaching classroom can accurately identify and analyze students’ emotions and learning status, and can effectively evaluate the teaching effect of the intelligent classroom, which helps to improve teaching quality and learning efficiency. Therefore, applying facial expression recognition in the intelligent teaching classroom has far-reaching significance.

Beliefs of German Prospective Physical Education Teachers: A Qualitative Examination Through the Lens of Teaching Quality

Purpose: Prospective physical education teachers (PPETs) acquire beliefs during acculturation, which is the time before teacher education begins. Beliefs are based on shared experiences and influential in PPETs’ professional development. We examined German PPETs’ shared beliefs through the lens of teaching quality, comprising classroom management, student support, and cognitive activation. Method: Three focus group discussions were conducted, in which 13 German PPETs were instructed to work on shared lesson planning. The data were analyzed using reflexive thematic analysis. Findings: The PPETs believed that physical education should enable students’ participation in sports. Therefore, classroom management was reflected as “managing a physical education class as a prerequisite for the complexity of teaching.” Student support was reflected as “providing easy access to sports for all students.” Cognitive activation was reflected as “disregarding cognitive activation in favor of transmissive teaching.” The PPETs drew on their own physical education experiences as former students. Conclusion: Longitudinal studies focusing on cognitive activation are recommended.

Manajemen Berbasis Sekolah dalam Meningkatkan Mutu Pendidikan di MA Unggulan KH. A. Wahab Hasbullah Jombang

Education is the main foundation in the development of individuals and communities, until now the quality of education is still a topic of discussion in the community. The main role of education is to improve the quality of human resources, one of the solutions is through school based management (MBS) as resourve management to improve the quality of education. The purpose of the research is: (1) knowing the school based management in MA Unggulan KH. A. Wahab Hasbullah. (2) knows efforts to improve the quality of education in MA Unggulan KH. A. Wahab Hasbullah. (3) knowing the obstacles and solutions to improve the quality of education in MA Unggulan KH. A. Wahab Hasbullah. The method used in this study is qualitative descriptive with interviewing, observation, and documentation techniques. The date sources used in this study are primary sources and secondary sources. Based on the results of research, it can be concluded that MA Unggulan KH. A. Wahab Hasbullah has succeeded in implementing MBS effectively to improve the quality of education. In an effort to improve the quality of education, MA Unggulan KH. A. Wahab Hasbullah has implemented various schools based management strategies that focus on human resource development, teacher quality improvement, and more effective curriculum development. The strong leadership of the principal and the full commitment of all school staff are major factors in the successful implementation of MBS. The implementation of MBS is also supported by the use of technology to facilitate school administration management, learning, and communication between stakeholders. It has also helped to improve efficiency and effectiveness in the educational process in schools. In improving the quality of education, it mus also be accompanied by several obstacles and accompanied by concrete solutions.

INGLIZ TILINI O‘QITISHDA PEDAGOGIK TEXNOLOGIYALARNING O‘RNI

This article examines the types of pedagogical technologies used in English language classes and the specific features of their use. Also, the positive effect of pedagogical technologies on the quality of teaching is shown on the basis of examples.

Analysis Of Student Satisfaction Level In The Faculty Of Science And Technology Using The Convolution Neural Network Method

The Faculty of Science and Technology at Labuhanbatu University is one of the leading faculties that focuses on the development of science and technology. This faculty offers various study programs designed to prepare students to face the challenges of the digital era and industrial revolution 4.0. This research, using survey and interview methods, aims to collect accurate and objective data regarding student perceptions and experiences in various aspects, such as the quality of educational services, quality of teaching, and available supporting facilities such as extracurricular activities, seminars and research projects, ease of access. information and academic support from optimal staff and teaching staff.

Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia

The purpose of this study was to assess the relative effectiveness of cooperative learning (CL) strategies on learners’ peer relatedness, academic support (AS), and learning gains in Biology. A quasi-experimental non-equivalent group pre-test post-test design was employed, involving a sample of 81 students. Both quantitative and qualitative data were collected, and analyses were conducted using t-tests, one-way MANOVA, bivariate correlation, and regression analysis. As anticipated, the t-test and MANOVA results revealed that participation in CL strategies had a moderate to substantial effect on the measured variables, with Partial η2 values ranging from 0.471 to 0.722. In addition, regression analysis indicated that peer relationships and AS together accounted for 43.2% of the variance in overall learning gains. Qualitative findings highlighted significant challenges to the effective implementation of CL, including students’ unfamiliarity with the method, resource constraints, and teacher resistance. The findings provide preliminary evidence that shifting classroom instruction from a content-centric approach to a learner-centered approach can enhance not only the quality of teaching but also the quality of learning and key indicators of student success.

PRE-SERVICE TEACHERS' PRACTICUM IN GRADE R: INSIGHTS FROM SOUTH AFRICA

Since 1994, South Africa has prioritized quality education by ensuring that young learners are taught by qualified teachers. A notable shift has been the inclusion of qualified teachers in Reception year classes. This study investigates the experiences of Level 3 and 4 Bachelor of Education in Foundation Phase student teachers during their practicum in Reception year classrooms and the perspectives of university lecturers who assessed them. Using an experiential learning theoretical framework and a qualitative interpretive research design, data were collected through open-ended questions posed to student teachers. Findings indicate that student teachers had positive experiences, but university lecturers noted that lessons were often teacher-centred, lacking play or inquiry-based methods. Lecturers also highlighted that the Foundation Phase teacher education programme did not adequately support Reception Year teacher development, citing time constraints and insufficient physical space for practical activities. The study recommends re-evaluating the inclusion of Reception year training in the B. Ed Foundation Phase programme and developing an assessment tool to evaluate Grade R student teachers' planning and presentation skills.

미국 초⋅중등 통합운영학교의 특성 분석

Objectives Declining school-age population has led to the rise of combined schools. It is time to spread combined schools in Korea. Therefore, we analyzed the case of the United States, where combined schools are popularized, to draw implications. Methods Academic articles, school websites, and statistics related to combined schools in the United States were referenced. Results K-8 schools in the U.S. are replacing middle schools due to their educational effectiveness. In addition, the autonomy of the state and schools in curriculum, teacher qualifications, and school management is guaranteed, so combined schools are operating smoothly. While K-8 schools in the U.S. have been shown to have a positive impact on academic achievement, emotional and behavioral outcomes, they have also been criticized for faculty conflicts and financial burdens. Conclusions In order to successfully scale up, the emphasis should be on both economic efficiency and educational effectiveness. In addition, efforts at the school, district, national, and global levels are needed to ensure the smooth operation of combined schools.

Construction and Practice of Education and Teaching Quality Assurance Systems in Applied Colleges and Universities under the Background of Digital Intelligence

This paper discusses the optimization strategy of education and teaching quality assurance systems in applied colleges and universities under the background of digital intelligence. It first summarizes the relevant theories of digital intelligence transformation and analyzes the impact of digital intelligence transformation on higher education. Secondly, this paper puts forward the principles of constructing the quality assurance system of applied colleges, including strengthening the quality assurance consciousness, improving teachers’ digital literacy, and implementing digital intelligence governance. From the practical perspective, this paper expounds on strategies such as optimizing educational teaching resource allocation, constructing a diversified evaluation system of teaching quality, strengthening the construction and training of teaching staff, and innovating teaching management methods. Specific optimization measures are put forward, such as improving policies, regulations, and system guarantees, strengthening cooperation between schools and enterprises, integrating industry, school, and research, building an educational information platform, and improving the monitoring and feedback mechanism of educational quality.

Understanding the role of a general education course Oral Science in establishing oral health knowledge and behaviors among undergraduate students from different majors: a questionnaire-based study.

The general education course, Oral Science, has been offered by Guanghua School of Stomatology, Sun Yat-sen University for many years in order to improve students' knowledge of oral health. Information about the oral health knowledge, status, and behaviors among undergraduates who had taken Oral Science was collected to evaluate the impact of this course, and to provide a basis for further improvement of the course teaching quality. Undergraduates taking Oral Science as an elective course were selected as the research subjects. The research time is the second semester of the 2022 academic year, from February 2023 to June 2023. Undergraduates who had not taken the course served as the control group. To investigate the oral health knowledge, status, and behaviors among undergraduate students who have taken the general education course of Oral Science, course students and non-course students were asked to fill out the same questionnaire at both the beginning and end of semester. The answer scores and accuracy of these two groups were compared and analyzed. Before and after the first lesson, and at the end of the semester, course students were asked to fill out the same oral knowledge questionnaire. Another questionnaire was released in week 10 to collect the data of the course students' oral health status and behaviors. The control group completed the same oral knowledge questionnaire at the beginning and end of the semester, respectively. SPSS 20.0 statistical software was used to analyze the data. Statistical significance level was set at 0.05 for all tests. At the beginning of the semester, there was no significant difference in the accuracy of the 16 questions nor the scores between two groups (P > 0.05). After one semester of learning, the accuracy of the 16 questions answered by the course students at the end of the semester was significantly higher (P < 0.05), as well as the score of the course students. The general education course of Oral Science can significantly improve undergraduates' general knowledge of dentistry and effectively improve their oral hygiene behavior.

Modernization of the Motivation Systems in Higher Education: Challenges and Digital Solutions

The motivation of academic staff in higher education institutions has become a critical issue, particularly in the context of rapid digital transformation. Faculty motivation is a crucial factor influencing the quality of education, research productivity, and the performance of universities. This study aimed to identify the main factors influencing motivation and to develop recommendations for educational institutions to enhance staff motivation. The research utilized bibliometric analysis through the VOSviewer program to explore relationships between core motivational factors. Initial data were collected via the ePORTAL system, which aggregates comprehensive information about faculty activities, including publications, participation in scientific projects, and teaching performance. The findings suggest that the current motivational systems in Kazakhstan's higher education institutions require significant modernization. Key challenges include insufficient financial support, excessive bureaucratic procedures, and limited career development opportunities. Moreover, adopting digital tools like ePORTAL can enhance the transparency and objectivity of assessing teaching staff performance, providing more substantial incentives for professional growth. The study offers recommendations for university management of educational institutions to increase academic staff motivation that can be adapted to each educational institution's unique profile and priorities. Future research should investigate the long-term effects of digitalization on teaching quality and explore how motivation strategies can be fine-tuned to address regional and institutional disparities. Such efforts will ensure faculty development aligns with national and international educational standards, ultimately enhancing the competitiveness and effectiveness of universities in a global context.

Navigating Educational Challenges in Indonesia: Policy Recommendations for Future Success

Domestic and international observers scrutinize education in Indonesia due to persistent challenges that significantly diminish its quality. This study aims to provide a constructive analysis by identifying key issues within the Indonesian educational sector and proposing various strategic solutions to enhance the system. Utilizing a qualitative methodology, this research incorporates a literature review along with the collection of both primary and secondary data. The data collection involves extensive documentation and subsequent analysis. The findings reveal multiple pressing issues in Indonesian education, such as disparities in educational outcomes, substandard educational facilities and infrastructure, deficiencies in teacher quality and conduct, issues with student morality, and a lack of tolerance for ethnic diversity. Addressing these problems requires a collaborative effort across all societal sectors. Proposed solutions include enhancing teacher and student welfare, cultivating a global perspective and fostering a positive mindset among educators and learners, designing an inclusive and holistic curriculum, ensuring vigilant management of budgets, and encouraging greater involvement from the private sector. By incorporating these strategies, there is a potential not only to rectify current deficiencies but also to elevate the overall standard of education in Indonesia. This improvement will require sustained efforts and a commitment to innovation and inclusivity in educational practices.

PERSPECTIVA SOBRE O CENÁRIO ATUAL DO ADOECIMENTO MENTAL DOS PROFESSORES DA REDE PÚBLICA DE ENSINO DE RONDÔNIA

In recent years, mental illness at work, especially among public school teachers, has gained prominence in discussions about mental health. Given the importance of the topic, this article’s general objective was to identify and analyze the factors that contribute to the mental illness of teachers in the public education system in Rondônia, proposing intervention strategies that can minimize these disorders. In order to identify and analyze these issues in Rondônia, the research used a quantitative and descriptive approach, involving a bibliographic survey and an online questionnaire. The data collected was statistically analyzed, allowing the identification of patterns and the proposal of recommendations for improving working conditions and mental health of teachers. Research applied to public school teachers in Rondônia reveals a complex scenario and that these teachers face significant challenges related to mental health. The identification of factors such as excessive workload, lack of support and high prevalence of lack of motivation and mental illness highlights the urgency of effective interventions. It is concluded that it is essential that education departments and other competent bodies develop policies that promote a healthier working environment, aiming not only to retain teachers, but also to improve the quality of education offered to students. The research shows that acting in this direction can result in benefits for both educators and students who depend on quality teaching

예비교사의 사회과 수업 연구 - 낮은 선호의 내용 영역은 어떻게 수업을 할까?

Purpose: The purpose of this study was to examine how preservice teachers constructed detours in teaching a less favored area of Social Studies, with implications for their development as professional educators. Methods: To this end, data collected from sixty-five preservice teachers were analyzed based on grounded theory. Results: The results showed that the phenomenon was 'hesitancy to teach non-preferred areas' and the causal condition was 'negative experiences with Social Studies in school'. The contextual condition influencing the change in the central phenomenon was “the influence of the preservice teacher education program,” and the mediating condition was “adjustment with fellow preservice teachers. The action/interaction for breakthrough in teaching non-preferred areas of Social Studies was “the sum of student experiences, preservice curriculum, and teamwork,” which resulted in “a desire to improve the quality of Social Studies teaching. The pattern of bypassing for teaching non-preferred areas of Social Studies was that: first, the causal conditions associated with the central phenomenon acted as antecedents for intervention strategies, with experiences as a student guiding teaching and learning choices; second, knowledge accumulation did not occur as a strategy to counteract the lack of content area knowledge identified as an important reason for non-preferred areas of Social Studies; and third, preservice teachers' current focus was on “how to learn”. Third, a strong perception that Social Studies should reflect life and that life should be influenced by Social Studies was the dominant criterion for choices related to Social Studies instruction. Fourth, circumvention strategies differed across Social Studies content areas, with differences in post-teaching efficacy depending on the degree of congruence between teaching intentions, teaching methods, and demonstration performance. Finally, lesson demonstrations that targeted weaknesses were found to strengthen their commitment to improving the quality of their teaching. Conclusion: Based on the results of the analysis, it is recommended that programs for learning the knowledge and skills of Social Studies should be strengthened, opportunities for lesson demonstration and reflection should be expanded, and the perception of the “life” position of Social Studies should be changed in order to foster preservice teachers' expertise in Social Studies teaching.

Exploring the Quality of Innovation and Entrepreneurship Teaching at China Higher Education Institutions Using Stufflebeams’s Cipp Model: A Case Study

ABSTRACT The quality evaluation of innovation and entrepreneurship (I&amp;E) in the education sector is achieving worldwide attention as empowering nations with high-quality talents is quintessential for economic progress. China, a pioneer in the world market in almost all sectors, have transformed its educational policies and incorporated entrepreneurial skills as a part of its education models to further catalyst the country’s economic progress. Innovation is the capacity to perceive connections, identify possibilities, and capitalise on them. Entrepreneurship means the creation of new economic activities and organisations and the transformation of existing ones. Quality evaluation involves monitoring progress towards desired goals and objectives. There is a frequent problem: lesser model exploration research on professional education and practical education, which may result in poor quality I&amp;E education. The objectives of this research were to explore the quality of innovation and entrepreneurship teaching at higher education institutions using Stufflebeam's CIPP evaluation. Participants in the study include the director of the innovation and entrepreneurship education department, the head of the administrative function department, and instructors from the Changzhou Institute of Industrial Vocational Technology's innovation and entrepreneurship education programs. The CIPP Evaluation Model was utilised to conduct qualitative research. Data were gathered via structured interviews. The data were analyzed using thematic analysis based on the conceptual framework of Stufflebeam's CIPP evaluation model. The results of the study show that the quality of innovation and entrepreneurship education in higher vocational colleges is generally good; there are sound systems and organizational structures, and the colleges are able to provide adequate resources. Additionally, the curriculum and extracurricular activities of innovation and entrepreneurship education are well-executed, and the higher vocational colleges have received numerous accolades in innovation and entrepreneurship education. However, there is still a need for improvement in class size, teacher development, and the efficiency of extracurricular activities. ABSTRAK Penilaian kualiti inovasi dan keusahawanan (I&amp;E) dalam sektor pendidikan mendapat perhatian dunia kerana memperkasa negara yang mempunyai bakat berkualiti tinggi adalah penting untuk kemajuan ekonomi. China, perintis dalam pasaran dunia dalam hampir semua sektor telah mengubah dasar pendidikannya dan menggabungkan kemahiran keusahawanan sebagai sebahagian daripada model pendidikan mereka untuk terus memacu kemajuan ekonomi negara. Inovasi ditakrifkan sebagai keupayaan untuk melihat hubungan, mengenal pasti kemungkinan, dan memanfaatkannya. Keusahawanan bermaksud penciptaan aktiviti dan organisasi ekonomi baharu serta transformasi yang sedia ada.Penilaian kualiti melibatkan pemantauan kemajuan ke arah matlamat dan objektif yang diingini. Terdapat masalah yang kerap berlaku: penyelidikan penerokaan model yang lebih rendah mengenai pendidikan profesional dan pendidikan praktikal, yang mungkin mengakibatkan pendidikan I&amp;E yang berkualiti rendah. Objektif penyelidikan ini adalah untuk meneroka kualiti pengajaran inovasi dan keusahawanan di institusi pengajian tinggi menggunakan penilaian CIPP Stufflebeam. Peserta kajian termasuk pengarah jabatan pendidikan inovasi dan keusahawanan, ketua jabatan fungsi pentadbiran, dan pengajar dari program pendidikan inovasi dan keusahawanan Institut Teknologi Vokasional Changzhou. Model Penilaian CIPP telah digunakan untuk menjalankan penyelidikan kualitatif. Data dikumpul melalui temu bual berstruktur. Data dianalisis menggunakan analisis tematik berdasarkan kerangka konsep model penilaian CIPP Stufflebeam. Hasil kajian menunjukkan kualiti inovasi dan pendidikan keusahawanan di kolej vokasional tinggi secara amnya adalah baik; terdapat sistem bunyi dan struktur organisasi, dan kolej dapat menyediakan sumber yang mencukupi. Selain itu, kurikulum dan aktiviti ekstrakurikuler inovasi dan pendidikan keusahawanan dilaksanakan dengan baik, dan kolej vokasional yang lebih tinggi telah menerima banyak anugerah dalam pendidikan inovasi dan keusahawanan. Walau bagaimanapun, masih terdapat keperluan untuk penambahbaikan dalam saiz kelas, pembangunan guru, dan kecekapan aktiviti kokurikulum.

Innovative research of comprehensive practice classroom teaching of Chinese reading

The innovative research of comprehensive practical classroom teaching of Chinese reading shows that teachers should pay attention to cultivating students 'interest in reading in the teaching process, improve their information screening and integration ability, and introduce diversified teaching strategies to stimulate students' learning initiative and creative thinking. Through the continuous innovation of teaching methods, we can enrich the reading practice activities, and provide students with a broader space for exploration and thinking. Classroom teaching is an important link in the field of education, and it has a key influence on students' learning effect and development. With the rapid change of society and the reform of education system, the traditional classroom teaching model faces many challenges. Therefore, it is of great theoretical and practical significance to study the innovation of comprehensive practical classroom teaching of Chinese reading and improve the teaching effect. First of all, the innovation of the comprehensive practical classroom teaching can promote the improvement of the quality of Chinese education. Through the exploration and application of the comprehensive practice innovation strategy of different Chinese reading, it can better meet students' learning needs, stimulate their interest and initiative in learning Chinese, and improve the effect and quality of Chinese learning. Secondly, the innovation of comprehensive practical classroom teaching of Chinese reading can promote the professional development of Chinese teachers. Teachers are the main implementers and organizers of classroom teaching, and their teaching ability and level are directly related to the quality and effect of classroom teaching. Studying the practical innovation of classroom teaching can help teachers to continuously improve their teaching ideas, teaching methods and teaching skills, and improve their professional quality and teaching level. In addition, the innovation of studying the comprehensive practical classroom teaching of Chinese reading can also promote the in-depth progress of educational reform. Education reform needs to learn from and introduce new educational ideas, teaching methods and teaching means, and all of these need to be verified and implemented through practical innovation. By studying the innovation of comprehensive practical classroom teaching of Chinese reading, it can provide practical experience and theoretical support for the promotion of educational reform.

SPATIAL ANALYSIS BETWEEN YOUTH AND ADULT EDUCATION AND LABOR MARKET REMUNERATION

This study analyzes the spatial distribution of migration from traditional high school to Youth and Adult Education (YAE) and its relationship with formal work remuneration. For this, the Exploratory Spatial Data Analysis (ESDA) technique was used through global and local analyses. The results of the global analysis indicate a negative spatial autocorrelation between migration from regular secondary education to YAE and formal work remuneration. The local analysis indicated that the Northeast had the highest proportion of municipalities in the cluster with high migration of individuals in the YAE and higher remuneration in the formal market, while the South region had the highest concentration of municipalities with a low proportion of municipalities in the cluster with low migration of individuals in the YAE and high remuneration in the formal job market. Therefore, it is concluded that the low quality of YAE teaching leads individuals to enter the formal job market with a lower pay.

Exploring Student Experiences and Factors Influencing Teaching and Learning Quality in Inner Mongolian Universities, China

Exploring Student Experiences and Factors Influencing Teaching and Learning Quality in Inner Mongolian Universities, China