Classroom Teaching Strategies Research Articles

Assessment of the Development of Social and Learning Networks in Construction Management Courses Using Social Network Analysis

ABSTRACT Preparing Construction Management (CM) students for their professional lives must include not only training on technical skills, but also a variety of personal interaction skills, from working with diverse teams and solving complex problems to communicating with clients and other project stakeholders. This paper asks the question, “How can CM departments facilitate student learning and interactions that simultaneously develop technical, managerial, communication, and people skills?”. Across disciplines, universities have been encouraging curriculum innovation through High-Impact Learning Activities (HI-Activities) – including hands-on learning, problem-based learning, capstone courses, service-learning, and study abroad experiences – in an effort to develop students’ ability to apply knowledge and prepare them for their careers. The purpose of this research is to investigate the relationship between classroom teaching strategies in CM courses and the development of social and learning networks among students. The data include results from a social network survey of four courses to understand how using different HI-Activities in the classroom produced different social and learning networks. The results show that service-learning and study abroad classes are more effective than classes involving project-based learning and hands-on learning activities in developing communication and learning networks among CM students.

The Implementation of Flipped Classroom Instructional to Enhance Academic Achievement among form Four Chemistry Students

This action research aimed to improve the instructional process through the flipped classroom teaching strategies in order to enhance academic achievement and interest for acid and base topic among the form four chemistry students. The location for this study is located at one of the secondary school in the Hulu Langat District, Selangor. The respondents in this study consists of 32 chemistry students with 17 boys and 15 girls. The research model chosen in this action research is Kurt Lewin’s Model (1948). There were two types of instruments used in this study namely as achievement test which involve in the pre-test and the post-test and a survey to measure level of interest among the respondents towards the flipped classroom teaching strategies. The data was analyzed in descriptive and inferential statistics (paired sample t-Test) to determine the value of mean, standard of deviation and the differences of mean’s score between the pre-test and post-test. Findings in this study showed that there was an improvement in the post-test with value of mean 66.56 (SD= 3.88) compared to the pre-test with value of mean 51.72 (SD= 4.11). There was a significant differences of mean’s score (t= -23.914, df= 31, p<0.05) between pre-test and post-test in this study. The level of interest among the students towards the flipped classroom strategies showed medium high score (Mean= 3.73). These findings showed that flipped classroom teaching strategies could enhance the academic achievement as well as student’s interest among the form four chemistry students. The implementation of flipped classroom strategies with the combination of ICT is one of the techniques that can be used to scale up quality of learning across Malaysia using the ICT as stated in the Malaysia Educational Blueprint (2013-2025) at the seven shift.

The Development of a Student Teachers Teaching Demonstration Performance Evaluation Tool

This paper focuses on developing a tool that measures the teaching demonstration performance of student teachers. To achieve this, constructs or factors that affect their teaching performance have to be determined first as these will be used as indicators in measuring the performance. Semi-structured interviews conducted among ten purposively selected student teachers and five cooperating teachers produced eighteen thematic statements as indicators in measuring teaching demonstration performance. These were added to fiftyfive indicators synthesized from the different literature reviews, producing a total of seventy-three indicators. After content and expert validation, these indicators were further deliberated and refined, producing only thirty-two which were used in a 5-point Likert scale questionnaire administered to twohundred and sixty-five cooperating teachers. Through principal component extraction, six constructs or factors with eigenvalues greater than one were extracted which were named as follows: classroom management, teaching strategy, lesson planning, professional behavior, accuracy and fluency of communication, and voice modulation. The variance explained by each of these factors became the basis in giving its weight in the proposed tool that would measure the teaching demonstration performance of student teachers.

TEACHER BELIEF AND PRACTICE IN A SCHOOL-BASED ENGLISH LANGUAGE CLASSROOM IN EASTERN INDONESIA

This study examines an English language teacher’s beliefs and practices within the context of implementation of school-based curriculum in Eastern Indonesia. The aim of this study is to examine the relationship between teacher belief and practice in the school-based curriculum through two research questions: “What are the teacher’s beliefs about teaching English in a school-based curriculum setting?” and “How does the school-based curriculum influence the teacher’s beliefs and practices?”. This case study adopts purposeful sampling involving a volunteered public junior high school English language teacher. It derives its qualitative data from semi-structured interviews, observation field notes and lesson plans. It identifies two themes of this teacher’s belief: “pragmatic views of teaching” and “conformity to practice”. When the beliefs were examined in relation to the practices, another two themes emerged, and they were “negotiation between expectations and practices” and “tension between conformity and practice”. The findings of this study indicate that negotiation was a constant practice while teaching within the context of the school-based curriculum. Although the teacher demonstrated autonomy in classroom management and teaching strategies, the freedom was not extended to the selection of teaching materials and activities. The identified tensions between conformity and practice highlight issues in teacher readiness and teacher support on the implementation of school-based curriculum. Keywords: Classroom practice, English language teacher, Indonesia, school-based curriculum, teacher belief. Cite as: Too, W. K. &amp; Saimima, E. J. (2019). Teacher belief and practice in a school-based English language classroom in eastern Indonesia. Journal of Nusantara Studies, 4(1), 211-231. http://dx.doi.org/10.24200/jonus.vol4iss1pp211-231

A New Story About Teaching and Learning

Research suggests that the world is no longer predictable and linear but rather is increasingly characterized by unrelenting volatility, uncertainty, complexity, and ambiguity. The convergence of these disruptive currents threatens the sustainability of contemporary classroom teaching and learning strategies. When an envisioned future and the present are in conflict, fundamental change must necessarily occur to create a new story. The dance of change in classrooms of the future will redefine the traditional role of “teacher as leader” to that of “teacher as enabler.” In tomorrow’s classrooms, the nature of students’ daily work will focus increasingly on skills and tasks that advancing technology cannot do well: higher-order critical thinking, problem solving in novel situations, creative and innovative thinking, and instructional activities that require high emotional engagement with others.

Effectiveness of Strategies Used by Heads of Schools in Enhancing Chemistry Performance in form Four National Examinations in Hai District, Tanzania

The study was on effectiveness of strategies of heads of schools in enhancing chemistry performance in form four national examinations in Hai district-Tanzania. Target population included: heads of schools, chemistry teacher, form four chemistry students, zonal chemistry quality assurance officers and district secondary education officer (dseo). Both probability and non-probability sampling were used to obtain samples, stratified sampling followed by simple random sampling procedures were used to obtain schools. Questionnaires were administered to heads of schools chemistry teachers and students, for dseo and chemistry quality assurance officer interview guide were used. Document analysis guide collected secondary data. Split-half technique was used to obtain the reliability of the instruments. Statistical package for social sciences (spss) analyzed quantitative data while qualitative data were presented in narration form. Test for hypothesis was done using; pearson's product moment coefficient. The study found that :(i) heads of schools used varieties of strategies some were effective and others not. The findings showed that private secondary schools were better in utilizing effective strategies than public schools (ii) chemistry teachers and students used varieties of teaching and learning strategies in classrooms some were more used and others less used due to lack of teaching and learning resources. The study recommended that heads of schools should use effective strategies frequently and support teachers and students in enhancing chemistry performance. There was a statistically significant relationship between mean scores of effective strategies used by heads of schools and students chemistry performance in hai district.

Evaluating cognitive, metacognitive and social listening comprehension teaching strategies in Kuwaiti classrooms

Listening comprehension strategies play an important role in the development of related language skills and process of language acquisition. These self-regulated strategies are focused to enhance learning comprehension and their consequences. The study aimed to evaluate the listening comprehension strategies covered by Kuwaiti ninth grade target English textbook with adherence to the teaching practices of EFL teachers. Qualitative research approach has been adopted with content analysis to assess the listening comprehension strategies. 38 teachers were selected from 16 Kuwaiti schools and involved a textbook of ninth grade. High practices have been achieved from all listening comprehension strategies. Inferencing and practicing sounds revealed as the viable strategies covered by Kuwaiti textbooks. Highest mean score has been accomplished by cognitive strategies (M = 1.87, SD = 0.16); whereas, low mean scores were examined for metacognitive strategies (M = 1.74, SD = 0.29). Evaluation strategy was considered as the most frequent application examined in all teaching units. The listening comprehension abilities are significantly affected from cognitive and metacognitive strategies to provide guidelines for EFL (English as a Foreign Language Teachers) to improvise listening comprehension skills of students. The study has concluded with the need of incorporating explicit strategy training in national listening curriculum in Kuwaiti schools to endow teachers with some guidelines to enhance learners' listening comprehension.

Empirical Research on Construction of Flipped Classroom Model for Vocabulary Teaching

To Measure its effectiveness, the flipped classroom model of vocabulary teaching was constructed. A 16-week teaching practice illustrated that the flipped classroom teaching strategy can facilitate improvements in vocabulary teaching, especially on the depth of vocabulary.

Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

&lt;p style="text-align:justify"&gt;This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.&lt;/p&gt;

Towards Answering, &amp;lt;i&amp;gt;What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science&amp;lt;/i&amp;gt;? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

A teachers’ ability to notice and analyse the substance of student thinking, is an important feature of effective science teaching. To prepare new science teachers to attend to students’ thinking, it is important for teacher educators to first understand what novice teachers notice in science classrooms, what they associate with the idea of noticing and in what ways their noticing skills can progress. To study novice teachers’ noticing abilities, our study employs two different assessment tools, an open noticing assignment and a focused noticing task as pre and post assessments during a semester long science methods course. We report on a variety of noticing themes that highlight a wide variation in what the novice teachers perceive as important to notice in science classrooms. Pre-post analysis of these noticing themes suggests a shift in noticing from general classroom aspects towards noticing science specific aspects as science topics or concepts being discussed and students’ ideas about those. Using a mixed methods analysis lens for both tools, we present various sophistication levels of teacher noticing. These levels not just serve as an indicator of the PSTs’ noticing skills but also as a framework for educators to help PSTs develop responsive teaching strategies in elementary science classrooms.

Adaptation and Co-Construction: An Investigation of Macau’s Small Class Teaching Policy

Adaptation and Co-Construction: An Investigation of Macau’s Small Class Teaching Policy Sammy King-Fai Hui, Kwok-Tung Tsui, John Chi-Kin Lee Abstract This paper reports a case study of a six-phase research project commissioned by the Government of Macau Special Administrative Region to evaluate the effectiveness of its small class teaching policy in enhancing school development, curriculum management, teacher instructional practice and student learning. Three Macau primary schools with diverse backgrounds were investigated in depth. School principals and teachers were interviewed with a view to gauging the effectiveness of the implementation of the small class teaching policy. The parameters by which the schools adapted and co-constructed the small class teaching policy included the way in which the policy was interpreted, the way school-based curriculum and teacher professional development were managed, and the way in which classroom teaching, learning, and assessment strategies were used in class. Processes involved the interpretations and actions of different school actors in order to adapt and adjust the policy to suit their own school‟s needs. The paper closes with recommendations for the Macau Special Administrative Region Government to consider in the context of sustainable development of both the policy and the city. Full Text: PDF DOI: 10.15640/jehd.v8n2a19

Application of Flipped Classroom Teaching Strategy in Nursing Education

The ultimate purpose of education is to provide students with the skills and motivation necessary for lifelong learning. Students with lifelong learning abilities are better able to continue improving their professional core competencies, especially in terms of problem solving and clinical reasoning. Prior to enhancing lifelong learning abilities, students must learn self-directed learning. Studies have shown that flipped classroom learning has the potential to improve self-directed learning. Flipped classroom teaching requires prerecorded lectures, strengthened teacher-student interaction, and assisting students to learn in-depth. The authors developed a four-phase dynamic case-based learning (4D CBL) innovative teaching strategy and then assimilated this strategy into flipped classroom teaching. This innovative teaching strategy may be used in various academic nursing programs to reinforce self-directed learning and clinical reasoning abilities. After introducing the concepts of flipped classroom teaching and 4-D CBL, how to merge 4D CBL with the flipped classroom model and the effectiveness of this innovative teaching strategy are demonstrated. Nurse educators may use the flipped classroom teaching strategy with 4D CBL in their future practice.

REFLECTING TO LEARN: THE ASPECTS OF REFLECTION AS REFLECTED BY ENGLISH TEACHERS IN THEIR REFLECTIVE PRACTICE

Reflective practice has become central issue in teacher professional development. Through reflective practice, it is expected teachers can improve their teaching quality and develop their professionalism as well. As a tool of professional development, reflective practice offers opportunities to teachers to reflect on their teaching. There are some aspects that can be included in teachers’ reflection. This qualitative case study was aimed at investigating some aspects of English teachers reflected in their reflective practice. 4 in-service English teachers were involved as respondents of the study. Data were collected through interview and documentation. Then, they were analyzed by using interactive model analysis for qualitative study. The results of data analysis were elaborated by using narration. There were four major findings emerged as the aspects of teachers’ reflection in their reflective practice; classroom management, teaching strategy, teaching and learning material, and students difficulties in learning

Reasonable adjustments for everyone: Exploring a paradigm change for nurse educators.

The number of students with learning difficulties enrolled in nursing programs has increased. Under the current educational paradigm, nurse educators grant requests for reasonable adjustments from students with diverse learning needs in an attempt to promote equity and inclusivity in nursing programs. This system has fundamental flaws which reduce its effectiveness and perpetuates the differences between students with learning difficulties and their peers. A new educational paradigm based on Universal Design principles is proposed. Comparisons are made between Universal Design classroom teaching and management strategies and current evidence-based pedagogy. The first steps toward adopting a new paradigm are discussed and examples offered. Reasonable adjustments which support the diverse learning needs of all students are feasible and practical. This paradigm change can be implemented by individual nurse educators or as a campus-wide initiative.

What is creativity in history?

ABSTRACTThe National Curriculum for History in England (DfE (Department for Education). [2013]. ‘The National Curriculum for England, History Programmes of Study: Key Stages 1 and 2’. https://www.gov.uk/government/uploads/system/uploads/attachment_-_History.pdf, 1) states that the purpose of studying history is to inspire pupils’ curiosity, to ‘ask perceptive questions’ and to learn to investigate them through ‘understanding the methods of enquiry’: ‘how evidence is used and why and how alternative interpretations of the past have been constructed’. Students must also ‘understand connections’ both between and within societies and across time and place. Perhaps not surprisingly submissions of teachers to the Cambridge Review (Alexander, R. [2010]. Children, their World, their Education: Final Report and Recommendations of the Cambridge Primary Review. Oxford: Routledge) warned that, forced by constraints of the curriculum, their creativity, expertise and confidence was being undermined. This paper aims to demonstrate that creativity is integral to teaching and learning history in the National Curriculum. Each aspect of historical enquiry is exemplified in the work of academic historians, in research into creativity in children’s thinking and in children’s thinking in history. The paper concludes by identifying classroom ethos and teaching strategies which are a prerequisite for creative teaching and learning.

A spatio-temporal attention fusion model for students behaviour recognition

Student behavior analysis can reflect students' learning situation in real time, which provides an important basis for optimizing classroom teaching strategies and improving teaching methods. It is an important task for smart classroom to explore how to use big data

South African public school teachers’ views on right to discipline learners

In South Africa, the common law principle of in loco parentis entitles teachers, as the guardians in the school environment, to discipline learners. However, in view of new legislation advancing children’s rights, it is unclear as to the extent to which teachers can or do enact the loco parentis role. This study employed a qualitative research approach to explore public school teachers’ views related to disciplining learners. A convenience sample of eight teachers (four females and four males) was interviewed using a focus group strategy. A thematic data analysis was applied to identify strands emerging from the discussions. Findings suggest diminished teachers’ rights to discipline learners as characterised by learners’ lack of respect, morals and values, teacher safety and personal protection, teacher sense of disempowerment, poor classroom management and teaching strategies, and ineffective parental involvement. Keywords : diminution; in loco parentis; teachers’ right and duty to discipline; teachers’ right and duty to punish

Teaching Strategies of Chinese Language History Class Based on Brain Science

Brain science and education are both new emerging research fields which received much international attention. At present, there have set up research organizations and institutions of bigger children, in their studies there are several characteristics as follows: choosing different research entry points, exploring the research mode connecting brain science and education, paying attention to application research questions, and adopting advanced research tools and techniques. In this study, we attempt to analyze and sort out the advanced teaching research materials from abroad, start from the perspective of brain science, and probe into scientific and effective classroom teaching strategies. According to the physiological characteristics of the brain and the latest relevant research, this study explores and presents teaching strategies that are suitable for the Chinese language history classes.

Impact of Cooperative Learning on the Achievement of EFL Tertiary Level Learners: A Case-Study of a Mainstream University in a Middle Eastern Country

Academic achievement of most of the Saudi EFL learners is generally poor. A lot of research has been done to probe problems of EFL learners but very little attention has been paid to overcome these problems via better classroom environment and teaching strategies. This quasi-experimental study aimed at investigating the impact of cooperative learning on academic achievement of EFL tertiary learners at a mainstream public sector university in a Middle Eastern country. The sample of the study included 50 EFL non-English major male students enrolled at the preparatory year program in the first semester of 1434-35 corresponding to 2014 A.D. Pretest posttest experimental group research design was used for the study. Scores of the pretest and posttest for the two course-based assessments were analyzed using MS Excel 2013 and SPSS Version 20. The results of the study revealed that the experimental group showed better performance in the posttest compared to that of control group, showing that cooperative learning has positive impact on academic achievement of Saudi EFL tertiary level learners. The low achievers and the medium achievers in the EG showed statistically significant improvement after the CL treatment whereas high achievers performed equally well in both CL and traditional setting. Low achievement of Saudi EFL tertiary level learners should be given a serious consideration and proper remedial measures should be implemented. CL can be instrumental in this regard.

Greek teachers' knowledge about attention deficit hyperactivity disorder

Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder, which affects about 5.2% of school-aged children worldwide. Children with ADHD present teachers with a special challenge, since they interfere with teaching process and do not respond to typical classroom management techniques. In order to meet this challenge teachers must have accurate, up-to-date, information about the disorder so that they can respond to the needs of the student with ADHD. Studies that have examined teachers' beliefs and knowledge relating to ADHD highlighted the need for providing training to increase Greek teachers' knowledge and understanding of the disorder. Thus, the aims of the present study were: (a) to develop and evaluate brief ADHD training seminar for teachers; and (b) to investigate whether the training format (half-day versus two-day seminar) would have a differential effect on teachers' knowledge about ADHD. A total of 143 teachers formed the two sample groups; Group 1 (n=68) attended a half-day training (5 hours), and Group 2 (n=75) a two-day training (18 hours). Seminar topics included: (a) gaining basic knowledge about the symptoms, causes and natural history of ADHD, (b) understanding the key underlying cognitive deficits of the disorder and their impact on learning and behavior, (c) implementation of specific learning strategies for children with ADHD, (d) benefits and limitations of existing treatment approaches including the pharmacological treatment, and (e) available instruments for teachers that could inform their decision to refer the student to CAMHS for an assessment. A self-report ADHD Knowledge Questionnaire (ADHD-KQ), which covers four domains (clinical presentation, causes, cognitive deficits, interventions) was developed for the purpose of the present study, and was administered pre- and post-seminar. Teachers were generally knowledgeable about clinical presentation of ADHD, with more than 80% of the sample responding correctly to items pertaining to core symptoms. The internal consistency of the total ADHD-KQ scale measured by Cronbach's alpha coefficient was found to be good (0.89). The alpha coefficients for the sub-scales were acceptable (0.70 for the Symptoms/Diagnosis sub-scale, 0.73 for the Cognitive Deficits sub-scale, and 0.75 for the Intervention sub-scale), except for the Causes sub-scale, which was poor (0.59). In addition, each of the sub-scales showed a significant correlation with the total scales score (range r=0.66 to r=0.79), and there also was significant correlation between the four sub-scales (range r=0.39 to r=0.45). As expected, gaps in knowledge were identified, particularly in the area of causes, pharmacological treatment and cognitive deficits associated with ADHD. The results, using paired samples t tests, showed a highly significant increase in ADHD-KQ total and all sub-scale scores in both groups (p<0.001), indicating an overall improved knowledge about ADHD irrespective of the training format, i.e. half-day versus two-day training seminar. One-way MANOVA revealed significant difference between the two training seminars in mean pre-post difference sub-scale scores considered simultaneously. Subsequent univariate tests of between-subjects effects revealed that the group (training format) had a statistically significant effect on ADHD knowledge of symptoms sub-scale only [F(1,141)=10.46, p<0.01], with those who participated in the two-day training seminar having significantly higher mean pre-post difference scores as compared to teachers who attended the half-day training seminar (p<0.01). The present findings merit replication and, if confirmed in larger samples, have important implications for undergraduate curriculum development and training of practicing teachers, so that to overcome specific knowledge gaps and misconceptions with regards to ADHD. Future study should incorporate the use of classroom interventions and teaching strategies for students with ADHD, before and after brief training seminar, for a more thorough evaluation of its effectiveness.