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The study was intended to explore the psychological bases of Teacher-Student Interaction (TSI) in the classroom. Moreover, differences in five psychological bases, emotional, conduct, hyperactivity, inattention, and peer interaction across teachers' gender, qualification, and teaching experience, were also the study's purpose. A cross-sectional quantitative survey study was designed for this purpose. The participants of the study were secondary school teachers from the Gujranwala district. A self-developed Teacher-Student Interaction Scale (TSIS) was used to collect data from 285 respondents. Data were analysed using mean, standard deviation, one sample, independent sample t-test, and Analysis of Variance (ANOVA). It was found that conduct and emotional bases are teachers' most frequently used psychological bases to develop TSI, while peer interaction is comparatively less contributing base. It was also revealed that there were insignificant differences regarding psychological bases across gender and qualification of the teachers. Furthermore, there was a contradiction in using psychological bases like emotional, hyperactivity, and the total scale across teachers' teaching experience. Hence, we suggest that future researchers conduct more in-depth studies on STIs to find the factors that lead to similar bases across gender, qualification, and experience. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this case study is to explore how students in an all-boys Maltese Secondary Church school experience the promotion of Catholic Social Thought (CST) within their school, and to what extent this promotion impacts their values and behaviours. This study provides a platform for the voices of the school's students and educators, which holds significance for the mission and identity of Church schools. An inductive approach to thematic analysis is used to identify the themes and patterns emerging from the research instruments. An interpretivist framework is also used, while a constructivist phenomenological approach using qualitative data is adopted. The sample is made up of 22 students from an all-boys Secondary Church school in Malta, along with a member of the school management team, the school chaplain and a seasoned educator from the same school. Overall, the opinions among the participants were all quite similar, albeit within their own distinctive perspectives and emphasis. The findings show that students experience the promotion of CST in six various ways throughout the school life -- formal curriculum; extracurricular activities and school programmes; school environment, policies and practices; teacher and classroom practices and dynamics; nurturance; and role modelling. They also indicate that, while the students' values and behaviours are being influenced by this promotion, there are also other factors from inside and outside of the school environment that have an impact on the students. [ABSTRACT FROM AUTHOR]

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, the 'deliberative turn' of political theory has travelled to the classroom. The predominant approach focuses on the 'educative' aspect of deliberation by simulating a fictional public debate in which students discuss controversial political questions given by adults. However, such practice tends to pay scant attention to the critical aspect of deliberation that enables students to challenge and examine unjust socio-political structures and dominant discourses in their lives. This article cautions that classroom deliberation without its critical edge makes deliberation more tokenistic and students less agentic. To show the democratic dynamics of critical classroom deliberation, this article draws insights from the author's fieldwork on Philosophy for Children (P4C) implemented in two Japanese schools. The case study shows that students' engagement in critical deliberation facilitated their creation of two types of counter-publics, namely, pedagogical and political, that helped them formulate counter-strategies and counter-voices differently. [ABSTRACT FROM AUTHOR]

This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students’ motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students’ motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers’ perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students’ motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students.

The article discusses the claim that the Black Lives Matter social movement can be addressed in classrooms through the highlighting of the importance of Black people during the Middle Ages and Renaissance periods of history, and it mentions whiteness, colonialism, and the rethinking of teaching practices and syllabi. Medieval studies and diversity education are examined, along with video game avatars, digital historical resources, and class blogs and assignments.

The article focuses on the emergence and significance of "Towards a Socialist America" (TSA), a student-initiated course at Wesleyan University in 1976, highlighting its origin, structure, and long-lasting impact. Topics include the origins of TSA as a response to a politically active environment influenced by anti-war protests, its socialist content, and its unique pedagogical approach that led to the course's sustainability over many years.

Counselor training that does not attend to dynamics of cultural differences and oppression can run the risk of promoting false empathy that serves the voyeuristic purpose of the counselor rather than achieving accurate empathy for the client. In this article, we discuss the differences between true and false empathy and how Whiteness, racial identity and culture, and classroom dynamics can impact the ability to engage in cultural empathy development. We present a model for cultural empathy training that attends to each of these dynamics. [ABSTRACT FROM AUTHOR]

Background: Community-based participatory research (CBPR) involves community and academic partners working collaboratively to understand and address local challenges. Undergraduates who engage in CBPR through a course can learn valuable research and professional skills, but we found no studies describing the experiences of community and academic partner instructors who have co-taught undergraduate CBPR courses. We describe lessons the instructors learned from collaboratively teaching one such course. Lessons Learned: The lessons we include highlight how community–academic team teaching can 1) provide unique opportunities to teach and model partnership and collaboration, 2) incorporate nontraditional learning opportunities for students to practice skills and engage in content reflection, 3) be challenged by differing community and academic priorities, and 4) surface power dynamics in the classroom that should be explicitly discussed. Conclusions: Community and academic partners can successfully team teach in an undergraduate CBPR course and encourage the development of important skills that can be transferable to the real world. Focusing on offering traditional and nontraditional learning opportunities and modelling partnership and collaboration can also facilitate this. Beyond these benefits, instructors considering a model like this should be prepared to intentionally engage in discussions within and outside the classroom about respective priorities and the ways in which knowledge that is traditionally valued in academic settings can create power dynamics in the classroom. Ultimately, structural supports, such as institutional funding for community partners and consideration of benefits to community partners and organizations beyond the research itself can facilitate these types of collaborations. [ABSTRACT FROM AUTHOR]

In the present university educational model, teaching is less teacher-centered (instruction) and more student-centered (learning). In this context, it is essential to have adequate teaching materials to support the student, both in the learning process and in the evaluation stage of the subjects. Thus, the formative evaluation (it allows knowing the progress of the students, offering proposals for additional learning) becomes more important than merely summative evaluation (with the sole purpose of obtaining a grade). This article presents a teaching-learning proposal based on the experience accumulated by the authors over several years, in which different teaching innovations have been applied. These innovations were intended to facilitate learning, improve results, increase motivation, foster collaborative work and student involvement, among other objectives. It has been found that active methodologies improve learning results through student motivation and involvement. For their part, teaching materials play a fundamental role in guiding and orienting the students' autonomous learning process and, at the same time, facilitating collaborative and participatory dynamics in the classroom. [ABSTRACT FROM AUTHOR]

This case study explored the experiences with transmediation by a fourth grade student with learning disabilities (LD) and his teacher. Findings revealed that the student encountered mixed responses to his practices by the classroom community. Underlying these perspectives were issues of social capital contributing to the power dynamics of the classroom, and two contrastive provincial curriculum documents guiding classroom literacy instruction and assessment. Drawing on these findings, we discuss the nuances and complexities of transmediation for students with diverse learning needs. [ABSTRACT FROM AUTHOR]

This article presents a comprehensive overview of the existing body of research investigating classroom interaction from a gender perspective. It takes into account different classroom levels and a wide range of topic areas, including both language and nonlanguage classrooms. Selected studies from the 1970s to the present are carefully analysed and examined in terms of their findings and conclusions. The diverse methodological approaches employed in these studies, which include qualitative, quantitative, reports, and meta-analyses, further enrich the depth and breadth of this exploration. The results of most studies indicate that teachers often exhibit unconscious and unaware differential treatment towards male and female students, particularly in terms of the quantity of attention allocated to boys. Additionally, a significant finding emerges from the majority of the studies reviewed, highlighting that teachers predominantly control classroom discourse, resulting in male students monopolizing a considerable amount of interaction, while female students experience a state of relative invisibility. These findings underscore the need for increased awareness and understanding of gender dynamics in the classroom, emphasizing the need to address these disparities to promote inclusivity and equity in education. [ABSTRACT FROM AUTHOR]

Blended learning, also known as hybrid learning, blends traditional modes of education with online learning to provide tailored, diversified education to students. This study investigated the perception of faculty members and students about the existence of online classroom dynamics in university EFL classes. To collect data, 22 faculty members and 63 students at Jouf University were surveyed. The focus was on the questions to find out the EFL students' and EFL faculty members' perceptions of university online classroom dynamics. The study adopted a non-experimental quantitative research design, and data was collected through a validated questionnaire. The results of the study show positive perceptions related to the existence of classroom dynamics in online learning and its contribution to language development as stimulating learning that helps in interaction, engagement, cooperation between students, and reducing the level of anxiety. Students' perception of online classroom dynamics was more positive than faculty members. [ABSTRACT FROM AUTHOR]

The evaluation of 21st century abilities has been one of the "hottest" subjects in the community of educational measurement for the past ten years.1 Background: Teachers frequently have difficulty keeping students' interest in lectures, and within the first few minutes of session, interest in the content starts to decline. Teachers must engage students and change the setting in order to regain their students' attention. Teachers can utilise the quizzing programme Kahoot as a formative assessment tool increase student’s participation during lectures.4 Purpose of study: The aim of the study is to determine whether using this gaming programme Kahoot would improve grades for the medical students at CMH LMC& IOD and whether gamification has any positive effects on learning and enjoyment. Methodology: An online competition using Kahoot® will be implemented on medical students of CMH Lahore Medical College & IOD in order to both stimulate their attention and strengthen their competencies. Furthermore, closed- or open-ended feedback questions will be gathered and examined. [ABSTRACT FROM AUTHOR]

The authors adapted a lab-in-the-field experiment emulating the dynamic extraction of a fishery to create a Web-based classroom experiment. The game includes a multi-player version analogous to an open-access problem and a single-player version analogous to the social planner problem. This game is helpful in introductory microeconomics courses to teach about dominant strategies and the consequences of resource rivalry. In elective courses, the game helps teach bio-economics concepts, including logistic growth functions and optimal extraction paths. Instructions for game deployment and creating the sessions are provided. Conducting the game takes about 20 minutes, and because the game is Web-based, students can access it from their laptops, tablets, or smartphones. [ABSTRACT FROM AUTHOR]

This study tries to investigate the implementation of classroom dynamics and its impact on learner anxiety and on the development of the learners' autonomy in a collaborative EFL learning environment. To this aim, classroom dynamics and learning anxiety inventories were completed on 240 EFL learners. The results of Pearson correlation analysis revealed that classroom dynamics developed a sense of collaboration among the learners implying learner autonomy to EFL learning. The results also indicated that classroom dynamics was highly applied in learners' collaborative EFL learning and accelerated learners' performance in the EFL classroom. The findings also revealed that classroom dynamics is remarkably associated with learner autonomy and to the minimization of the factors associated with learners' anxiety. [ABSTRACT FROM AUTHOR]

In this paper I examine one line of argument that spans Sessions Five and Six of Jacques Derrida's 2001–2002 seminar The Beast and the Sovereign Volume I. In this argument Derrida uses the untranslatability of bête and bêtise to demonstrate to his students the instability of the distinction between the animal and the human he sees drawn both by Gilles Deleuze in Difference and Repetition, as well as more broadly in the post-Cartesian tradition. My analysis thus shows how Derrida uses these untranslatables as pedagogical tools, and key in his demonstration is his departure from the French language when he relies on claims made in Avital Ronell's Stupidity. I then reflect on the potential of this pedagogical strategy for transforming the dynamics of authority in the classroom. [ABSTRACT FROM AUTHOR]

Physical education (PE) teachers report needing additional support in terms of classroom climate and students' motivation (Verret et al. [2017]. Enquête provinciale sur les pratiques inclusives en enseignement de l'éducation physique et à la santé: Rapport provincial primaire et secondaire. Montréal, Québec: Université du Québec à Montréal. ). Professional development represents an opportunity to exchange on their practices with colleagues, become familiar with the latest research on effective motivational strategies, develop new skills and support transfer into practice. This study aims to determine if participation in a 2-day training course (spread over 3 days) on how to create an empowering motivational climate impacted students' motivational variables (self-determined motivation, basic needs satisfaction, perception of motivational climate and PE effort as well as their intention to be physically active) and observed motivational climate. Quasi-experimental study A total of 11 PE teachers (experimental group-EG = 6, control group-CG = 5) and their students (elementary = 107, secondary = 100) were recruited. Students completed questionnaires twice: once before the course and once after it was over. Teachers were filmed during two lessons: once before the start of training and once between the second and the last day of training, during a motivational strategy experiment planned by PE teachers on the second day of training. To analyze the data, we used non-parametric tests: the Wilcoxon–Mann–Whitney test and the Wilcoxon signed rank test for related samples. Two experts coded the videos (intrarater reliability = 90.6%; interrater reliability = 93.8%). Results indicate that the teachers' training had no significant positive effect on students' motivation. In fact, it was surprising to observe a significant decline in students' perception of an empowering motivational climate and effort in the experimental group. However, scores were already quite high at the start of the year, remained high in the middle of the year and were similar for the two groups. Between both measurement points, the control group's amotivation increased and autonomy satisfaction decreased. This was not the case for students in the experimental group, suggesting that the training course might be effective in avoiding the detriment of students' motivation. PE teachers in the experimental group were more empowering during the integration phase of the lesson. Gaps and the overall rating of the lesson (motivational climate) were both more empowering in the experimental group, but did not reach statistical significance (p =.066), which is promising for future interventions. [ABSTRACT FROM AUTHOR]

Diversifying curricula is of increasing interest in higher education, including in ecology and evolution and allied fields. Yet, many educators may not know where to start. Here we provide a framework for meeting standard curriculum goals while enacting anti‐racist and anti‐colonial syllabi that is grounded in the development of a sustainable network of educators. In addition to highlighting this professional learning process and sharing the list of resources our group has developed, we provide suggestions to help educators highlight contributions of minoritized groups, explore multiple ways of knowing, and perform critical assessments of foundational views of life and environmental science fields. We further discuss the key classroom dynamics that affect the success of such anti‐racist and anti‐colonial initiatives. The retention and success of minoritized students in ecology and evolution depends on whether we address injustices in our fields. Our hope is that our fellow educators will use this paper to catalyze their own efforts to diversify their courses. [ABSTRACT FROM AUTHOR]

Copyright of Letras (0459-1283) is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher power is a crucial component in understanding power dynamics in classroom discourse. Using Schrodt et al.'s typology of power bases as a lens, this qualitative case study discovered that teacher participants used hybrid forms of power when interacting with their college students in one block-section class in the Philippines. Moreover, the study revealed that communication in the classroom tends to break down when there is a mismatch between teachers' and students' assumptions about the best ways to facilitate learning. This study extends the theories on teacher power by demonstrating that power bases can manifest simultaneously instead of separately in a discourse. [ABSTRACT FROM AUTHOR]

Teaching consists of Ideation, Perception, Inception, and Reproduction. A teacher's job is challenging to sustain and maintain all the above characteristics in the classroom. The vital role of a teacher in the classroom pertains to gaining the student's attention. In this gesture, the Active Learning classroom plays a predominant role in understanding a student's empathy. This paper uses a novel game-based learning-by-doing approach to imbibe the concept of the OSI model with the RRR game. The game named RRR represents Ride, Route, and Retract. The learning model applies to a representation of 3I's Tautology. The Outcome of this experiment is a representation to visualize the context and annotate the content. The pedagogy represented in this game aims to meet the learning objectives and outcomes of the specific topic that aims to meet Outcome-based Education. [ABSTRACT FROM AUTHOR]

Copyright of Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento is the property of Universidad deGranada, Editorial Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Eleuthera is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The first is Chapter 6, "Exploring Connections between Classroom Environment and Engagement in the Foreign Language Classroom", by Sulis and Philp. Learners' emotions are influenced by classroom tasks, peers, and teachers. Phil Hiver, Ali H. Al-Hoorie and Sarah Mercer, Editors Multilingual Matters Pages: xvii + 300 ISBN: 978-1-78892-359-0 Cost: $52 Reviewed by Cheryl Kirchhoff The University of Nagano kirchhoff. cheryl@u-nagano.ac.jp Student engagement is active involvement in learning tasks and positive emotions toward learning which both support the long-term objective of learning a foreign language. [Extracted from the article]

In this article, I explore my own classroom practices as a teacher of a university course on curriculum in order to investigate the potential emancipatory significance of a Rancièrean conversation-oriented curriculum. To provide a lived account of how emancipatory education with the premise of equality can be embraced, albeit not without challenges, in actual classroom practices, I focus on my most unsuccessful teaching experience—one in which I was routinely confronted by unusually prolonged periods of silence from my students. I first explore how I responded to the challenges which emerged from my commitment to positioning myself and my students as intellectual equals. Then, I attempt to articulate the emancipatory significances of inviting my students to aesthetically attend to the curricular materials, class conversations, and the silence itself. I also reveal how a Rancièrean reading of my practice exposed my own deep ties to an institutionalized distribution of time and helped me to re-imagine the meanings of success and failure in an emancipatory education. [ABSTRACT FROM AUTHOR]

This article's purpose is to address a hitherto unexplored topic in the history of education: the story of the Cátedras Ambulantes, officially referred to as Misiones Pedagógicas during the final years of the Franco dictatorship and the beginning of the transition to democracy (1966–1977). The study is based on a historical-educational methodology, triangulating through the following sources: a dedicated bibliography; all kinds of press releases, reports and official circulars issued by related agencies; the main Orders, Decrees and Laws within which they were framed by Spanish legislation at that time; and, finally, contemporary press reports. The results reveal the origin, nature and evolution of these 50 itinerant classrooms, Cátedras-Misiones Pedagógicas, in terms of legislation, the training received by the state-registered teachers (mostly women) responsible for the classes, the difficulties that arose, and the main criticisms and issues they attracted (1966–1977). [ABSTRACT FROM AUTHOR]

Assessment is a necessary task in all areas of education, but there is no agreement on how to assess the impacts of different approaches to sex education, both on an individual level and on a population level over time. The history of mid‐20th Century Family Life Education in the United States illuminates some of the obstacles that have made assessing sex education programmes so difficult: control groups, access to large numbers of research subjects and the means to verify self‐reporting are elusive. These persistent challenges have to do with the nature of the subject, which is, in contrast to most subjects, not supposed to be practised at school. Standards of reliability, validity and classroom authenticity, therefore, apply partially at best. We argue that some approaches to sex education are valuable whether or not they are assessable, and that some things that are assessable may not be valuable in the way they are thought to be. [ABSTRACT FROM AUTHOR]

Numerous studies have highlighted the crucial role of teacher-child relationships in children's self-regulation and social-emotional skills. However, whether teacher-child relationship profiles are linked to self-regulation and social-emotional skills remains unclear. The present study employed multilevel latent profile analysis (MLPA) to explore the teacher-child relationship profiles and their associations with self-regulation and social-emotional skills at both the child and class levels. Utilizing data from 584 children nested in 42 preschool classes, single-level LPA unveiled three teacher-child relationship profiles associated with different self-regulation and social-emotional skills. Notably, closeness and conflict emerged as significant factors in profile assignments. Children with low closeness and high conflict tended to experience challenges in self-regulation and social-emotional skills, whereas those with moderate to high closeness reported better outcomes. Furthermore, MLPA identified three class profiles based on the prevalence of children's profiles and their relationships with different class-mean self-regulation and social-emotional skills. Children's age, gender, and teachers' teaching experience were identified as factors related to child- and class-level profiles. These findings emphasize the interplay between teacher-child relationship profiles and classroom dynamics in relation to children's self-regulation and social-emotional skills within a Chinese cultural context. • Three teacher-child relationship profiles were identified at child (Conflict, Mild, Flexible profiles) and class level (Stable, Warm, Mixed). • Closeness and conflict determined child-level profile assignment, with closeness predicting self-regulation and social-emotional skills. • Significant differences in mean self-regulation and social-emotional skills at class-level were observed only between Warm and Stable profiles. • Child age and gender were associated with child level profiles, while teaching experience was related to class-level profiles. [ABSTRACT FROM AUTHOR]

The study explores how academic institutions navigate national conflict within the multicultural classroom. Due to its complex ethnic and religious diversity, Israel is used as a case study. The Arab–Jewish conflict, intertwined with historical, territorial, and identity issues, poses challenges for educators. Twenty-two faculty members in Israel, who teach in a culturally diverse higher education setting that includes both Jewish and Palestinian (Arab) Israeli students, were interviewed for this qualitative study. The results identified three main themes: (1) the balance between maintaining apolitical academia and upholding academic freedom of speech, (2) strategies employed by educators to manage conflict within the classroom setting, and (3) fostering multicultural education amidst national tensions. The study also applied intersectionality theory to examine additional layers of influence on educators. An inclusive model is proposed, integrating national conflict, intersectionality, and academic freedom. The unique contribution lies in incorporating the national conflict element into the model, acknowledging how intertwined identities of students and educators lead to challenges and conflicts. The application of intersectionality theory enhances comprehension of classroom dynamics. Given the volatility that has rocked the region in recent months, these results bring with them an even greater sense of urgency; this study offers practical implications and conflict management tools for educators in similar contexts, both in war-torn regions and politically turbulent settings. [ABSTRACT FROM AUTHOR]

The article discusses the importance of using the summer break as an opportunity for educators to reflect on their teaching practices and make improvements. It emphasizes the need for teachers to adopt a growth mindset and create a positive classroom environment that supports students' beliefs about learning and growth. The article also mentions the contributions of educators like Page Keeley and encourages readers to commit to refining their teaching practices and embracing a growth mindset to create engaging learning environments. [Extracted from the article]

Effective teaching behavior in physical education has an important impact on the quality of classroom teaching. To overcome the shortcomings in the existing university teaching quality assessment procedure, this paper designs an evaluation model for physical education departments based on long short-term memory networks (LSTM) with the improved particle swarm optimization (PSO). The model is constructed by analyzing the connotation and index system of teacher education teaching quality and constructing a fan-leaf structure model of teacher education teaching quality. Then, an improved PSO-LSTM model is proposed to train the teaching samples. The evaluation model applies the improved LSTM model and optimizes the network structure by dynamically adjusting the learning rate. The model is then optimized for the number of neurons and iterations of the network using the improved PSO. The results of the experiment indicate that the proposed model is effective in evaluating the quality of physical education. Moreover, the model analysis' accuracy has greatly improved. This helps teachers have a comprehensive understanding of classroom dynamics and improve their professional competence and classroom teaching quality. [ABSTRACT FROM AUTHOR]

Students in higher education are increasingly part of international classrooms. While these classrooms have the potential to catalyze learning, they also come with lower senses of inclusion and psychological safety –factors that are crucial for learning. In the current study, we empirically test a contextual model in which these psychological costs are related to the number of cultural misunderstandings which are, in turn, associated with the prevailing diversity approach. Specifically, we surveyed the experiences of 360 university freshman enrolled in either a mononational or an international version of an otherwise identical educational program in the Netherlands, allowing us to investigate the unique effects of studying in an international classroom. Quantitative analyses exposed that students in international (vs. mononational) classrooms indeed experienced heightened levels of cultural misunderstandings that, in turn, were related to lower senses of inclusion and psychological safety. Crucially, this chain of effects differed depending on whether students perceived the diversity approach as more multicultural vs. colorblind. When lecturers were perceived to adopt a multicultural approach (i.e. recognizing and valuing cultural diversity), students experienced less cultural misunderstandings, and, therefore, less negative outcomes associated with studying in international classrooms. However, when lecturers were perceived to communicate a colorblind approach (i.e. overlooking cultural differences), cultural misunderstandings and their concomitant negative effects remained high. Together, these findings postulate a contextual model to understand why students' sense of inclusion and psychological safety may be jeopardized in international classrooms and encourage further research on both the mechanisms and potential benefits of a multicultural approach. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Around the globe calls are being made to decolonise curricula and the university. Teachers in westernised universities, who are educated and socialised in the Global North, face challenges in recognising where and how western epistemologies and ways of being produce the coloniality of knowledge and the coloniality of being in the classroom. Teachers are also challenged to develop decolonial teaching practices. This paper provides an analysis of how western epistemologies and pedagogical practices structure and inflict wounds on historically marginalised students. Linkages are revealed between what happens in the classroom and resulting knowledge society has of itself. In order to transform the dehumanising effects of coloniality in the westernised university and classroom, an argument is made for the decolonisation of teaching and learning practices. The creation of decolonial atmospheres in the classroom is proposed as a prerequisite for creating the necessary conditions for students to experience a decolonised education. [ABSTRACT FROM AUTHOR]

While many business schools use large classes for the sake of efficiency, faculty and students tend to perceive large classes as an impediment to learning. Although class size is a contested issue, research on its impact is inconclusive, mainly focusing on academic performance outcomes such as test scores and does not address classroom dynamics. This study aims to expand the focus of class size research to include classroom dynamics and subjective educational outcomes (e.g. student learning outcomes and satisfaction). Using Finn et al.'s (2003) theoretical framework and research conducted in introductory business classes, this study investigates how student academic and social engagement influence educational outcomes in different class sizes. Results highlight the critical role that student involvement and teacher interaction play on student success and student satisfaction regardless of class sizes. In addition, the results indicate that students perceive lower levels of teacher interaction and satisfaction in larger classes. This study applies Finn's framework of student engagement in the classroom to understand the dynamics of class size in business education. The results reveal the influential roles of academic and social engagements on educational outcomes. Practical strategies are offered to improve learning outcomes and student satisfaction in large classes. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been transcribed, coded, and categorized into quantitative and qualitative data. Descriptive statistical tools were employed to analyze the quantitative component, while thematic analysis was used to explain the qualitative data. Based on the findings, the students engaged in different kinds of strategies for self-repair, including same-information repair (repetition) 48 (36.9%); appropriateness repair 46 (35.4%); error repair 32 (24.6%); and back-to-error 4 (3.1%). From the point of view of the trouble sources that trigger self-repair, this research highlighted difficulties with syntactic and lexical errors as the most prevalent problems among EFL learners. The self-repair evidences revealed the importance of giving time for students to modify their utterances by themselves. In addition, the result could help teachers determine where to focus their efforts in helping students. [ABSTRACT FROM AUTHOR]

Rubrics are a commonly used tool to evaluate student work in the introductory communication course. Although rubrics may appear objective, they are continually interpreted by both instructors and students, often reflecting traditional classroom power dynamics. In order to understand how rubrics constrain as well as expand opportunities for the enactment of critical communication pedagogy, we conducted an interpretive analysis of the presentational speaking rubrics used in the introductory communication course at 20 institutions in the United States. In doing so, we identified three levels of rubric context: high, low, and shared. These contexts inform important theoretical and pedagogical implications for the introductory course, as they highlight existing power dynamics, instructor grading practices, and student agency. [ABSTRACT FROM AUTHOR]

The article focuses on politics of teaching relations between and among the individuals, groups, and social roles that are involved in formal teaching and learning in the conduct of credit-bearing college course. Topics discussed include grounds both educational and political, activists and reformers have objected to practices of teaching; anti-war movement added its critique of university complicity in devastating Southeast Asia and affiliated with the civil rights and black power movements.

In order to improve the effect of English classroom teaching, this paper combines the pulse neural network to identify the teaching process of English classroom and conducts real-time supervision of classroom dynamics in combination with the actual situation. Moreover, this paper constructs an intelligent system, uses the recognition method based on the spiking neural network image to collect the real-time dynamics of classroom teaching, and combines the logistic regression model to evaluate the teaching effect. After constructing the system framework, the system process analysis is carried out. This paper combines experimental research to verify the model of this paper. The experimental research results show that the analysis model of teaching effect of mind map in English classroom based on the logistic regression model proposed in this paper has good results, which also verifies that the mind map teaching can play an important role in English classroom teaching. [ABSTRACT FROM AUTHOR]

There has been an increased interest in multimodality in the field of both language pedagogy and translation studies. To our knowledge, however, only a few empirical studies have investigated students' perceptions and learning through translation classrooms focusing on multimodality. This paper reports on multimodal translation tasks implemented in two different classrooms: a Korean-to-English translation classroom in Korea (English as a foreign language (EFL) classroom) and a Japanese-English translation classroom in Japan (Japanese as a second language (JSL) classroom). In both classrooms, the students were assigned a task translating comics. In addition to the text itself, students also discussed other semiotics that appear in the comics, including images, font size, and colour, and made translation decisions accordingly. Based on the analysis of students' learning journals, this paper discusses a number of pedagogical benefits and challenges derived from a multimodal translation classroom. In doing so, it highlights the importance of raising students' awareness of different semiotics that construct text. [ABSTRACT FROM AUTHOR]

Academics are challenged to shift from traditional lecture models to accommodate rising student expectations, digital delivery platforms, and inclusive evidence-based classroom practices. As a solution, co-teaching can add value to undergraduate students' and faculty's learning and problem-solving skills. We investigated effective co-teaching practices in higher education and its impact on students' learning outcomes. We analyzed co-teachers', teaching assistants', and students' interview and focus group data and an external evaluator's assessment of co-teaching classroom dynamics using thematic analysis; surveys on what co-teachers learned from teaching together; and students' self-reported learning assessments with co-teaching using descriptive analysis in two undergraduate Introduction to Public Health and Health Policy courses. Co-teachers learned from one another in teaching styles, troubleshooting, collegiality, and shared goals to improve students' learning outcomes. Given our limited student sample, students appreciated different co-teacher's perspectives, more resources and instructor help, despite not always receiving a balanced biomedical perspective. [ABSTRACT FROM AUTHOR]

We examined college instructors' perceptions of student use of mobile technology for off-task purposes during class. Previous research demonstrated that digital distraction hinders student learning, yet little is known about instructor views and reactions to this behavior. Phenomenological interviews with 11 college instructors revealed that student digital distraction has a profound influence on their pedagogical decision-making, relationships with students, and professional satisfaction. These instructors regularly encounter student digital distraction during class and have well-defined views on the deleterious influence digital distraction has on the integrity of the classroom learning environment. However, instructors were divided in their perceived responsibility to curb this behavior. Most rely on proactive prevention strategies rather than reactive strategies out of concern for negatively impacting student-instructor rapport. Moreover, these instructors experience frustration stemming from student digital distraction. Findings indicate that student digital distraction influences pedagogical decision-making and threatens the quality of student-instructor rapport. [ABSTRACT FROM AUTHOR]

Ability‐grouping has been studied extensively in relation to children's academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between‐class and within‐class ability‐grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years. Children in low within‐class ability groups showed more hyperactivity and emotional problems across the study period compared to non‐grouped children, after adjustments for the different types of ability grouping and confounding. Additionally, children in the middle within‐class ability groups showed more, and those in the top within‐class groups less, hyperactivity compared to non‐grouped children, after adjustment. Children in lower within‐class groups should be monitored closely to ensure that their well‐being is not compromised. [ABSTRACT FROM AUTHOR]

The current study investigates classroom interactivity in L2 tertiary literature classrooms in Hong Kong and Taiwan when ESL/EFL students engage with and interpret literary texts in classroom talk as a pedagogic process of text recontextualization. It proposes a more ecological-based approach to language and languaging dynamics that is complementary to current social semiotic approaches to multimodality. It also aims to open up a more embodied analysis of the meaning-making process in tertiary literature classrooms. The multimodal investigation of real-time classroom interactivity based on a multi-scalar approach showcases an embodied coordination of vocalization and gesticulation as integral aspects of the dynamic whole-body sense-making activity that arises in the pedagogic process of text recontextualization. The dynamics vary from students' solo speech in individual presentation to teacher–student interactions in group discussion and to student–student interactions in role-play. The distributed language view of first-order languaging dynamics demonstrates the embodied and distributed dimensions of the real-time classroom interactivity that couples pedagogic subjects to the affordances of their pedagogic environment. It also provides insights into the impact of pedagogic activities on the multi-scalar dynamics of the meaning-making process with reference to embodied speech–gesture coordination. The paper demonstrates the value of applying an ecologically embodied perspective to multimodal studies in classroom research and stimulates a re-thinking of some of the important aspects of classroom interactivity that have received little attention thus far. [ABSTRACT FROM AUTHOR]

Evidence from usage‐based studies of second language (L2) acquisition reveals that a main source of L2 learners' developing grammars is the L2 input to which learners are regularly exposed. What learners develop from their extended engagement in the sequences of actions comprising the input is not an acontextual system of grammatical units but rather thoroughly social, positionally sensitive grammars linked to the linguistic designs of the sequences. A growing body of research drawing on the theoretical framework and analytic methods of conversation analysis (CA) has identified the recurring interactional activities of L2 classrooms, which, for most adult L2 learners, are a major source of L2 input. Less examined are the linguistic designs of the interactional activities. This is the focus of the study reported here. Drawing on the shared theoretical and methodological framework of CA and interactional linguistics (IL), and building on previous work, the study examines the linguistic designs of information‐seeking sequences by which whole‐group instruction is accomplished. The focus is on teacher questions seeking factual information, the type of 'knownness' embodied in the questions, and both the actional types and linguistic designs of the student responses they engender. Findings show that while a great deal of opportunities for participation are made available to L2 learners in the information‐seeking sequences, the linguistic quality of the sequences is fairly limited in that the questions are designed primarily to engender one word or multiword phrases. These findings suggest that the possible pathways that learners' developing L2 positionally sensitive grammars can take from their extended engagement in these sequences are also limited. For L2 teacher education, studies such as this one can enhance teachers' understanding of the links between classroom input and learners' developing L2 grammars, and the key role the teachers themselves play in designing the linguistic input of their L2 classroom contexts. [ABSTRACT FROM AUTHOR]

This work presents a Systematic Review of Literature about Just-in-Time Teaching active methodology applied within the sub-areas Physics Teaching and Science Education. After selecting 123 national and international journals, the initial search resulted in 41 articles - later filtered and reduced to 34. These works are subdivided into: Theoretical Work (n = 8), Presentation of Proposals (n = 1) and Proposal with Application (n = 25). The development of studies in Higher Education (n = 24) is predominant, compared to the Basic (n = 7) and Technical (n = 3) levels. Research shows that Just-in-Time Teaching methodology contributes positively to student learning, teacher planning and classroom dynamics. [ABSTRACT FROM AUTHOR]