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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. [ABSTRACT FROM AUTHOR]

This essay makes the case that the ideas of Michel Foucault can offer a valuable and original contribution to the promotion of critical thinking in management learning and education. Through reflection on a set of examples from my own teaching practice, I show how Foucault’s distinctive style of immanent problem posing—or immanent thinking—can be of significant value for the renewal of our pedagogic practices. In so doing, I clarify the ways in which a contrasting humanistic logic of practice continues to shape, and thereby limit, our roles and relations in the management classroom. Paulo Freire’s emancipatory-humanistic problem-posing model provides an important point of reference here, as an enduring and influential presence within the field. The essay’s call for action is therefore for management educators to take up Foucault’s immanent thought, not as a purely theoretical concern but as an invitation to further such experiments in immanent thinking—both in the classroom and more broadly. [ABSTRACT FROM AUTHOR]

This study aimed to determine the mediating effect of stakeholders' involvement on the relationship between self-efficacy and learners' motivation among the 228 Grade 5 learners and 120 stakeholders in 8 different school in Maitum East District namely: Kipalkuda Elementary School, Linao Elementary School, Maitum Elementary School, Malalag Central Elementary School SPED Center, Pangi Elementary School, Sison Elementary School, Virginia Taṅedo Garcia Elementary School and Wali Integrated School for the school year 2022-2023. Slovin's formula was used to calculate the learners' respondents and total enumeration for the stakeholders. Additionally, a non-experimental quantitative design utilizing the descriptive correlation technique was applied in this study. Based on the results of the study, the level of learners' self-efficacy was high in terms of student's engagement, classroom management, and instructional strategies. The level of learner's motivation was high in terms of self-motivation, intrinsic value, and cognitive strategy. The level of stakeholders' involvement was high in terms of school and budgeting, learners' participation, and implementation of school programs and reforms. Additionally, there was a significant relationship between self-efficacy and learner's motivation, self-efficacy and stakeholder's engagement, ad stakeholders' engagement and learners' motivation. On the other hand, the data revealed a partial effect of self-efficacy and learners' motivation self-efficacy and stakeholders' involvement, and stakeholders' involvement and learners' motivation. [ABSTRACT FROM AUTHOR]

This study used a qualitative-narratological design to unfold the stories of three (3) junior high school learners with special needs at Polomolok National High School. Purposive sampling was utilized to choose the study participants and used an in-depth interview to gather the data needed. Findings of the study revealed the challenges learners with special needs faced, such as: academic and classroom-related struggles, inclusive environment and peer support, and teachers' adjustment. In terms of how they coped with the challenges, the following themes were generated: resilient and supportive community and adaptive learning strategies and communication. Lastly, the learners with special needs uttered that motivation, academic improvement, inclusive education, and collaboration are the insights they have gained from their experiences. Through the exploration of these narratives, this study can help reduce stigma and discrimination and promote a more positive and inclusive culture that values diversity and recognizes the contributions of all learners. [ABSTRACT FROM AUTHOR]

The study explores the evolution of supervision in educational settings, focusing on the transition from traditional inspection methods to more developmental and clinical supervisory practices. Using a descriptive correlational research design, the study systematically examines the relationship between supervisory practices and teachers' efficacy in the Division of Cabuyao City. A self-constructed questionnaire, validated by experts and utilizing a Likert scale, was administered to public school teachers in Cabuyao to assess their perceptions of supervisory practices and their own efficacy. The findings indicate that supervisors, school heads, and master teachers in Cabuyao City public schools actively engage in pre-observation, classroom observation, and post-conference analysis, which are crucial for fostering a supportive learning environment. These practices include detailed pre-observation preparations, the use of COT-RPMS rating sheets, and constructive feedback during post-observation conferences. Additionally, the study reveals that elementary teachers in Cabuyao City demonstrate high levels of student engagement, effective instructional strategies, and strong classroom management skills. The research identifies a significant correlation between supervisory practices and teachers' efficacy, particularly in areas such as pre-observation conferences and classroom management. This suggests that enhanced supervisory practices lead to improved teacher performance, highlighting the need for a compilation of best supervisory practices to guide effective teacher supervision. The study contributes to the understanding of how supervisory practices impact teachers' professional growth and offers insights for improving educational supervision in public schools. [ABSTRACT FROM AUTHOR]

This phenomenological study aimed to explore the journey of non-IP teachers teaching IP students in selected IP schools of La Paz District II, La Paz, Agusan del Sur. The study investigated the experiences of non-IP teachers, their challenges, their coping mechanisms, and insights gained into the language barrier in the teaching and learning process. Utilizing the purposive sampling technique, the research informants were five non-IP teachers who were subjected to in-depth interviews. The findings revealed that the experiences encountered were the way they talk, their dialect, and the gap in communication. The challenges met were learning their language, dispensing knowledge, students' reading comprehension, and misunderstanding and misinterpretation. The difficulties encountered in handling IP students were the medium of communication, classroom management, school attendance, and understanding of the lesson. On the other hand, the study showed that the challenges and difficulties the informants encountered made them become passionate about teaching, motivated to teach students well, considerate in many things, and have a creative mind. The coping mechanisms included learning the IP native language, having students translate the language to their native language, and being flexible and adaptive. Further, their learning and realization included employing various strategies and approaches, a teacher must be approachable, utilize technology, be passionate about teaching, and there must be constant communication and interaction. [ABSTRACT FROM AUTHOR]

AbstractThe proliferation of mobile technology, particularly cell phones, in educational settings has sparked substantial debate in recent years. Academic studies have extensively examined the challenges associated with student cell phone use during class time, highlighting issues such as decreased learning, achievement, and participation. Despite the negative impacts, students express a strong desire to retain the right to use their devices, underscoring the need for policies that consider student perspectives. Research suggests that involving students in the establishment of cell phone policies can lead to increased compliance and engagement. Educators play a crucial role in navigating the role of cell phones in education by fostering open communication, collaboration and empowering students to make responsible technology decisions. Strategies such as the 3Cs - construct, collaborate, and create - serve as effective means to engage students in meaningful learning activities while mitigating distractions. Additionally, research reveals that cell phones also have productive uses for conducting research, communicating, and accessing information. By embracing technology as a tool for learning and hearing students’ perspectives, educators can create inclusive and supportive learning environments that maximize the benefits of cell phones while addressing individual student needs and concerns. [ABSTRACT FROM AUTHOR]

This study explored the intricate dynamics of classroom management strategies and their impact on the academic performance of grade 6 students at Kiwalan Elementary School in Iligan City, Philippines. Utilized adapted structured questionnaires with a 5-point Likert scale for teachers and learners. Learners positively perceived their teachers' strategies across dimensions like physical classroom conditions, discipline, routine care, and time management. Teachers, in turn, displayed unwavering confidence in these strategies, emphasizing their commitment to maintaining optimal learning conditions. Academically, students demonstrated commendable performance, with a significant proportion achieving "Very Satisfactory" and "Satisfactory" grades, reflecting an overall positive academic outcome. However, a rigorous regression analysis yielded intriguing findings. Despite positive perceptions and academic achievements, the relationship between teachers' classroom management strategies and learners' academic performance lacked statistical significance. "Not significant" remarks for predictors like Classroom Physical Condition, Classroom Discipline, Care of Routine, and Time Management, coupled with non-significant t-values and p-values. The indicated strategies did not significantly predict academic performance variations. The study's insights into the complex interplay between classroom management and academic outcomes underscored the need for nuanced considerations beyond conventional perceptions and academic achievements. The implications extended to educators and policymakers aiming to enhance teaching strategies and optimize learning environments for improved student outcomes. [ABSTRACT FROM AUTHOR]

Teachers' proactive and reactive classroom management strategies are a significant component of teaching effectiveness. Teachers need to develop such strategies to structure a positive classroom environment. In addition, teachers' self-efficacy beliefs concerning their classroom management strategies are equally significant. This research aimed to identify the teachers' effective proactive and reactive classroom management strategies. It also sought to investigate the obstacles that inhibit proactive classroom management use and identify the association between teachers' self-efficacy and classroom management practices. The research adopted a mixed-methods paradigm, consisting of two tools: a questionnaire and semi-structured interviews. The sampling included 80 Saudi teachers of English as a foreign language (EFL) participated in the survey and eight teachers participated in the interviews. The results showed that EFL teachers find proactive classroom management strategies more effective than reactive strategies. In addition, there was a difference between novice and experienced teachers' effective classroom management strategies, in which experienced teachers found proactive strategies more effective. The findings also indicated that there are four types of obstacles that hinder proactive classroom management strategies. System-related obstacles (subject-centered curriculum and institutional rules), system/teacher related obstacles (institutional rules and teachers' predispositions concerning e-tools), teacher-related obstacles (lack of understanding of the discipline plan), and student-related obstacles (unmotivated students). The final finding cited the positive association between teachers' high self-efficacy and proactive classroom management application. [ABSTRACT FROM AUTHOR]

The promotion of effective teacher professional development (ETPD) is a critical issue in the field of teacher education. The present study investigated how ETPD is affected simultaneously by teacher- and school-level factors across the United States, China, Finland, and Singapore. The data were drawn from the Teaching and Learning International Survey (TALIS 2018) and analyzed using a hierarchical linear model. Findings showed that scores on social utility motivation to teach, self-efficacy in student engagement, and school participative climate were positively and significantly correlated with scores on ETPD across the four countries. It was concluded that gender, education background, teaching experience, personal utility motivation to teach, teacher self-efficacy in classroom management, and teacher–student relations made significant, yet inconsistent, differences in ETPD in the four countries. Motivating teachers to teach and creating a democratic, participatory, and caring school culture may be important measures to promote effective professional development of teachers globally. [ABSTRACT FROM AUTHOR]

The article focuses on strategies for effectively teaching middle school English/Language Arts while addressing the unique challenges of working with adolescents. Topics include fostering engagement through welcoming routines and creative assessments, balancing structured lessons with student choice, and adapting teaching methods to support diverse learners in dynamic classroom environments.

This study aims to develop a decision-making approach to help instructors be more effective in selecting appropriate individuals as teammates in the same group to engage in learning together. The social network analysis (SNA) technique is employed to extract the implicit social relationships between each student and any of the other students in the class. The search mechanism based on a genetic algorithm (GA) is developed to find several feasible solutions of organized members for groups under consideration of the acquired relationship measures by SNA and an optimum teammate selection can be effectively achieved. Besides, a simulation based on the SIR model is applied to find the team network topology is of a better knowledge transfer performance than the original one (i.e., without splitting students into groups for learning). An application showcases the developed deci-sion-making approach is of good efficiency and is a promising way to help enhance the capability of an instructor in classroom management while teaching. [ABSTRACT FROM AUTHOR]

School rules, classroom norms, and social and emotional learning (SEL) modules carefully define, hone, and regulate what counts as "appropriate" and "inappropriate" behavior from students. While the stated intention behind these practices is typically to promote a sense of safety, well-being, and productivity in schooling, behavioral rules can also uphold racist, ableist, and neoliberal practices that pathologize and exclude children's bodily expressions. The line between behaviors that are "dangerous" versus "different" is laden with hegemonic power dynamics, and teachers must be encouraged to recognize these dynamics and resist them. I collaborated with six elementary-school teachers in the northwest United States to speak critically and self-reflectively about educational practices including SEL and classroom management. This paper explores instances in which the teachers grappled with where and how to draw lines around acceptable and unacceptable behavior, resisting an immediate exclusionary response to any behavior deemed undesirable. The teachers' affective dialogue demonstrates that reconsidering the limits of appropriate behavior is crucial yet complicated. I call for greater value and support to be placed on opportunities for teachers to openly discuss where lines should be drawn and where they might be loosened in ways that advocate for children's agency, diversity, and social-emotional wholeness. [ABSTRACT FROM AUTHOR]

To develop and support teachers' skills in classroom management, resource-efficient teacher training approaches are needed. This study evaluated the effects of an online tiered training intervention on teachers' use of class-wide positive behavior supports, either behavior-specific praise (BSP) or opportunities to respond (OTRs), using a randomized controlled trial conducted in an online graduate course in classroom management. Fifty-nine participants (52 teachers, 6 paraprofessionals, and 1 after-school instructor) completed the study. We randomly assigned 29 teachers to receive tiered training for BSP and 30 teachers to receive tiered training for OTRs. We found tiered training increased participants' use of the target practice, BSP or OTR, with medium to large effect sizes, and most teachers required support beyond universal training. Teachers rated the training they received as highly acceptable, feasible, and useful. [ABSTRACT FROM AUTHOR]

Objectives: While flipped classroom instruction has repeatedly shown efficacy in undergraduate medical education, evidence for its utility in procedural domains remains sparse. This holds particular significance for surgical subspecialties such as otolaryngology, which have limited time in undergraduate medical curricula. We designed a novel airway management skills simulation course with a flipped classroom approach and evaluated its efficacy in a pilot study. Methods: A simulation course was designed to provide instruction in seven airway management skills: bag valve mask ventilation, laryngoscopy, intubation, cricothyroidotomy, tracheotomy, and tracheostomy care. Publicly available YouTube videos were selected as pre-learning materials. Participating students completed surveys before the pre-learning assignment and after completion of the simulation center workshop. Results: Sixteen students participated in the workshop, and data was collected from 14 participants. Learners reported significant improvements in knowledge regarding all covered skills except tracheotomy; mean self-rated knowledge improved from 2.9 to 5.8 (p < 0.001) on a scale from 0 to 10. Significant increases in self-reported confidence in performing all seven skills were also observed, with an overall increase from 1.1 to 5.7 (p < 0.001). Students also rated all elements of the workshop highly, including a prevailing belief that the pre-learning materials markedly enhanced their learning. Conclusion: Our novel framework for skills-based education using a flipped classroom approach demonstrated remarkable efficacy in improving learner knowledge and self-reported confidence regarding airway management skills. This educational design, including the use of high-quality, publicly available pre-learning videos, has significant implications for undergraduate medical education in surgical subspecialties. [ABSTRACT FROM AUTHOR]

The foundation of effective management lies in the recognition and reinforcement of appropriate behaviors. Researchers have found that class-wide, group-contingencybased classroom management approaches can be an efficient and effective way to promote desired student behavior. For this study, we examined the effect of Tootling, a peer-mediated, group-contingency approach wherein students identify and report on their peers' prosocial behaviors. We used an alternating treatment single-case research design to evaluate and compare the impact of student- and teacher-led Tootling on disruptive behavior and academic engagement for five elementary students. Studentled Tootling, teacher-led Tootling, and no-Tootling conditions were alternated daily following a systematically blocked, randomized schedule. After each series of the three conditions, a group-based concurrent chain preference assessment was conducted to determine students' choice of condition. Disruptive behavior decreased for all five students during both student- and teacher-led conditions, and although data were variable, all five students increased academic engagement during student-led Tootling. Findings from the concurrent chain preference assessment revealed most students preferred the student-led Tootling condition. Social validity questionnaires indicated teachers preferred student-led Tootling and found it acceptable and feasible, and student questionnaires indicated they wanted to continue using Tootling in their classrooms. Maintenance data demonstrated all three teachers continued implementing student-led Tootling after the study's completion. Delegating students to lead the intervention can support the integration and sustained use of Tootling in classrooms. One important next step is to evaluate the feasibility of student-led Tootling in early elementary classrooms. Replications are necessary to understand the effects of student-led Tootling in various settings and grade levels. [ABSTRACT FROM AUTHOR]

Introduction: The educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently, it becomes imperative to identify the most effective conflict resolution practices applicable within this context. To achieve this, a thorough procedure based on mixed methods was employed to analyze and interpret both classroom conflict behaviors and teachers' strategic responses. Method: This study employed an indirect observational methodology, from a mixed methods approach. Data was collected through a focus group comprised of teachers. Following the connect framework, the procedure was conducted in three phases: QUAL-QUAN-QUAL. Two analytical techniques were implemented. A lag sequential analysis was used to explore potential behavioral patterns. The results of this analysis informed a polar coordinate analysis, which generated a visual representation of the relationships between codes. Results and discussion: A focus group addressed four questions, yielding satisfactory data quality control results (kappa values: 0.80, 0.77, 0.76, 0.82). In polar coordinate analysis, the 37 observational instrument categories were designated as focal behaviors. Each of the 37 analyses treated all categories as conditioned behaviors. The analysis identified 342 activation/inhibition relationships between focal and conditioned behaviors. Of these, 195 were statistically highly significant, distributed across quadrants: Quadrant I (106), Quadrant II (36), Quadrant III (16), Quadrant IV (36). Significant gaps in understanding of conflict were identified, along with disparities in the resources and competencies necessary for successful conflict resolution among the observed educators. Specifically, teachers frequently employed techniques informed by intuition rather than deliberate strategy learned in their training. Consequently, the study advocates for enhancing teachers' cognitive and emotional competencies to optimize conflict management within the classroom and bolster their adaptive coping mechanisms. [ABSTRACT FROM AUTHOR]

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

The objective of this study is to undertake a comparative analysis of the approaches adopted by preschool teachers employed in the same age groups by two distinct institutions: the Ministry of National Education and the Presidency of Religious Affairs. The focus of this analysis is on the methods employed by these educators in managing their classrooms. For this purpose, the opinions of teachers and trainers were examined and compared in terms of the dimensions of classroom management. This research is a case study suitable for the qualitative research model. In this study, a holistic multi-case design was used. The study group comprises 10 pre-school teachers employed in primary schools during the 2022-2023 academic year and 10 instructors engaged in Quran courses for children aged 4-6. The data were analyzed by descriptive analysis. The themes created are presented in the findings section. These are: planning the daily flow of education, physical variables affecting the classroom, behavior management, management of undesirable behaviors, strategies and methods used in classroom communication, and ways of communicating with the family. The findings were presented together with comparative tables in order to solve the research problem more clearly, and direct comparisons were made with direct quotations of the participants related to the same theme. According to the research findings, it has been determined that preschool teachers adopt a holistic approach that is appropriate to the classroom resources and the developmental stages of the children. In contrast, it has been found that instructors teaching at Qur'an courses are limited in terms of classroom management and lack sufficient knowledge and skills regarding the variable affecting classroom management. [ABSTRACT FROM AUTHOR]

Beginning teachers face numerous challenges when entering the profession. Their needs range from classroom management to emotional support, and mentors play a crucial role in addressing these challenges. This article explores the primary needs of novice teachers and how effective mentoring can help them navigate their first years in primary education. Drawing on both international research and Romanian educational practices, this paper highlights the importance of structured, supportive mentorship programs in shaping successful teaching careers. [ABSTRACT FROM AUTHOR]

To address growing K-12 teacher shortages, many districts are hiring emergency certified teachers at higher rates than in the past. Yet, little empirical research evaluates the performance of emergency certified teachers. In this study, we estimate the relationship between certification status and teacher evaluation scores (n = 1,312) in a large urban district with a high percentage of emergency certified teachers. Results indicate lower overall evaluation scores (β = -0.41, p < .001) for emergency certified teachers. The largest gaps were found for measures relating to learning strategies and classroom management. Findings suggest that targeted support in these two areas could be beneficial when leaders integrate emergency certified teachers. [ABSTRACT FROM AUTHOR]

The purpose of this article is to document the development of a new measure of teaching self-efficacy - The College Teaching Self-Efficacy (CTSE) Scale. We designed the CTSE scale to examine individuals' beliefs in their abilities to perform specific teaching tasks in a college classroom successfully. We developed an instrument that contained teaching tasks associated with different aspects of college teaching, such as instructional planning, instructional delivery, classroom management, and assessment. This paper provides preliminary validity evidence based on the scale's content and the internal structure. Implications of the study and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-construction of escalation and de-escalation during classroom interactions. We found that macro level social contexts and existing classroom patterns set the scene for the occurrence of a loaded moment. In addition, loaded moments emerge when specific instigating circumstances are co-constructed, which refer to incompatibilities between teacher and student(s). Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals. Finally, these co-constructions can result in a specific long-term relationship- and bond-development. Implications of these findings for research concerning student–teacher conflict are discussed. [ABSTRACT FROM AUTHOR]

This study aimed to explore ESL teachers' perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and analysed. The findings revealed five prominent challenges faced by the teachers, including inadequate infrastructure, limited technical support and training, classroom management issues, teachers' limited technological pedagogical content knowledge (TPCK) in ELT, students' unreadiness and lack of parental support. The study also identified three opportunities arising from online teaching, such as changes in teachers' attitudes and beliefs in technology, opportunities for teacher learning and experimenting with online teaching practice for pedagogical innovations. Despite the significant challenges encountered, the teachers perceived the online teaching experiences as opportunities to enhance their teaching competence with technology. This study has substantial implications, calling for strategic governmental measures to improve online learning in schools, highlighting the need to integrate technology-focused pedagogies into teacher education, revising outdated school curriculums to enhance students' digital literacy, providing financial support for disadvantaged students, encouraging parental involvement in online learning and fostering collaborative professional learning communities to enhance English teachers' TPACK. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine relationships between high school concert band directors' self-efficacy for classroom management, efficacious sources, and classroom management behaviors. Participants (N = 271) completed the Band Director Self-Efficacy for Classroom Management scale and responded to items about their demographic and school characteristics, formal preparatory experiences, stress from student behavior, support and trust, and satisfaction with recent classroom management. Additionally, participants rated their effectiveness for using classroom management behaviors. Participants' level of satisfaction with their recent classroom management was the strongest positive predictor of their self-efficacy for classroom management scores, followed by their ratings of parent resource support. When participants indicated higher stress from student behavior or higher administration resource support, they also had lower self-efficacy for classroom management scores. Results indicated that several classroom management behaviors predicted participants' self-efficacy, including establishing routines and procedures, keeping students on task, and rarely referring to the music score or lesson plan. Implementing and refining effective classroom management behaviors may improve the likelihood of directors gaining positive mastery experiences and lessen the influence of stress from student behavior on their self-efficacy for classroom management. [ABSTRACT FROM AUTHOR]

Learner-centred educational approaches, like differentiated instruction (DI), have been gaining popularity worldwide through the process of educational borrowing. Teachers' experiences with educational change are complicated when the educational ideas they encounter are transferred from abroad. This mixed method study examined how ten teachers in Singapore implemented and experienced DI, an educational approach from the USA. Findings revealed that when the destination conditions are more aligned with source conditions, Singapore teachers experience greater successes in their DI implementation, specifically in creating environments that support learning, building on quality curriculum, and leading and managing the classroom. When teachers faced cultural, technological, and political misalignments, they encountered greater obstacles, specifically, in using assessment and adapting instruction to student variances. Findings spell implications for greater synergy across educational change and borrowing work, including more criticality when borrowing educational ideas across countries and the need to foreground contextual peculiarities in both source and destination countries. [ABSTRACT FROM AUTHOR]

In environmental and sustainability education, critical thinking is important for the pluralistic teaching tradition, creating opportunities for student autonomy, deliberation and participation. However, focusing on student participation can also result in relativism or reproduction. Consequently, this article aims to investigate how different epistemological levels in whole-class conversations about sustainability issues can support students' emergent critical thinking. Transcripts of video-recorded whole-class conversations from 11 lessons in primary classrooms were analysed to answer the following research question: What epistemological levels are in play when the aim is to enhance critical thinking, and how are they visible in whole-class conversations? Our analysis reveals that all epistemological levels are essential in supporting primary students' critical thinking, and it shows how teachers can avoid relativism and reproduction through specific teaching moves that also enhance critical thinking. Thus, critical thinking is necessary to achieve the democratic aims of the pluralistic teaching tradition. [ABSTRACT FROM AUTHOR]

This paper examines the under-researched phenomenon of classroom exclusions and their implications for school exclusions. Responses from nearly 1500 secondary school pupils indicate that being expelled from the classroom is a common phenomenon. On average, one-third of pupils have been asked to leave the classroom at some point in the previous year. However, it is more common in some schools, and for some pupils, than others. Most often, excluded pupils stand in school corridors with nothing to do. Not only does classroom exclusion lead to a loss of learning time, it may mark the beginning of a trajectory towards school exclusion. Whether it takes on this more serious significance may depend on the extent to which the pupil perceives the teacher's action as appropriate and fair. The paper concludes that classroom exclusions are worthy of investigation not only for lost learning time but because of their significance for future school exclusion. However, in unravelling whether a classroom exclusion 'matters', it is important to examine not only the circumstances which led to it, but the pupil's perception of the legitimacy of the teacher's action. [ABSTRACT FROM AUTHOR]

The article focuses on the development of a postgraduate course on collaborative interventions in early childhood education. Topics discussed include trauma-informed pedagogies, strength-based approaches to inclusive learning, and the integration of resilience-building strategies like the Habits of Mind framework into classroom practice.

This research demonstrates a method to introduce blockchain technology in the classroom based on the Proof of Attendance Protocol (POAP). A blockchain is a digital distributed ledger with the potential to improve transparency and trust between parties. Businesses are testing, piloting, and deploying blockchain technology across their organizations, and students show growing interest in the technology. This teaching brief proposes an exercise that uses POAPs, nonfungible tokens (NFTs) associated with an event, to help students understand blockchain technology within supply chain management contexts. Instructors can use the exercise for various purposes: as incentives for behavior the instructor wishes to encourage (such as attending class) or as prizes for games. The exercise also includes a glossary of blockchain‐related terms to introduce the language of this industry to students. Student surveys showed a significant change in their knowledge of blockchain technology, specifically, a 41% increase in understanding of how blockchain technology may benefit supply chain management and a 35% improvement in the ability to explain blockchain technology to others. This brief concludes with resources to create and distribute POAPs for courses and other settings. [ABSTRACT FROM AUTHOR]

Classrooms are the factories where students are created, enhanced, become a better person than a mediocre or less mediocre human, learn ethics and morality, gather specific knowledge and make themselves ready for what they want to be and how to reflect themselves in the mirror of the world according to their goals and desires. For this reason, the scope of education is very widespread. Furthermore, the application of different topics and courses in the life of a human is not the same in various ages of their life. To make education effective, it is highly necessary to apply the things that suit people appropriately with their appeal, necessity and exact age. This research paper is based on the logical explanation of the definitions of education, classroom and its components, knowledge and skill, figures for apparent understanding, the elaboration of educational phases of human life, the ways to ensure an effective classroom and finally, the composition of an operative teacher and a dutiful student. [ABSTRACT FROM AUTHOR]

This work explores how gender mainstreaming can be included in the teaching and research of engineering, a framed discipline belonging to Science, Technology, Engineering and Mathematics (known with the acronym STEM), an area of ​​knowledge known for having (especially in the Western countries) a low proportion of female students. There is little research and manuals that address gender-specific issues in this area of ​​knowledge and how they could be addressed. During the 2018/2019 academic year, a pilot project on gender mainstreaming was carried out at the Universitat Politècnica de Catalunya – BarcelonaTech (UPC) as part of these actions. For this purpose, 41 voluntary teachers from 8 Bachelor's and Master's Degrees of the UPC have been recruited. Social and gender relevance of the subjects, inclusive methodology, classroom management and assessment have been considered in this research. One of the tools obtained from this study is a guide of recommendations to be used by the teaching and research staff to introduce the changes that make possible the effective incorporation of the gender equality Sustainable Development Goal (SDG) in engineering teaching and research. The recommendations proposed in this work derive from the research carried out for this project. The work, therefore, paves the way for further insight into the specific gender bias in engineering and is an essential tool for people involved in teaching and research in the engineering field from a critical spirit. [ABSTRACT FROM AUTHOR]

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

Recent publications emphasize the need to take greater account of differences in teaching quality between subjects. The empirical analysis of this topic requires a comparison of teaching quality in different subjects to distinguish generic aspects of teaching quality from subject-specific ones. In this paper, we compare teaching quality in mathematics and German lessons using observational data from primary schools in Switzerland (NMath = 319; NGerman = 237). Data were collected using an observation instrument reflecting the teaching dimensions of the MAIN-TEACH model, which was developed based on a synthesis of established observation frameworks. The dimensions of classroom management, motivational-emotional support, selection and implementation of content, cognitive activation, support for consolidation, assessment and feedback, and adaptation were tested for subject-related measurement invariance. With a two-fold measurement invariance approach, differences between the subjects were investigated at both a global and an indicator level. When applying alpha accumulation correction, no significant subject-related differences in factor loadings or intercepts were found. The factorial structure of our data was basically identical for the two subjects. The comparison of latent factor means revealed no mean differences between the subjects. We discuss the implications for both the MAIN-TEACH model and research into subject-related differences of teaching in general. [ABSTRACT FROM AUTHOR]

Different approaches for measuring instructional quality have been debated. Previous studies based on student ratings have primarily used class-average ratings. Beyond this, the high within-classroom variability of students' ratings might indicate that instruction caters to some, but not all students. Therefore, we investigated student-reported instructional quality in mathematics classrooms by considering the average student ratings and rating heterogeneity within classrooms. Using a case-centered clustering approach, we aimed to detect meaningful configurations of the level and heterogeneity of student-reported instructional quality in terms of the Three Basic Dimensions (TBD): classroom management, cognitive activation, and student support. We analyzed data from N = 973 grade eight students across N = 106 classes. Using Latent Profile Analysis (LPA), we identified four classroom profiles comprising 20% to 28% of the sample. The results indicate that the profile with the lowest average ratings showed consistently high heterogeneity for all indicator variables. However, the profile with the highest average ratings exhibited consistently low heterogeneity. We gained interesting insights into between-class differences in instructional quality by considering rating heterogeneity. Furthermore, we explored how classrooms from the identified profiles differed regarding socio-economic status (SES) and mathematics-related characteristics (interest, intrinsic motivation, self-concept, and achievement). [ABSTRACT FROM AUTHOR]

In educational research, teaching quality is extensively studied because of its role of a mediator between teacher characteristics and student learning. However, empirical evidence on differences between video and live scoring of teaching quality is rare. In the present study, thirty lessons from 15 secondary mathematics classrooms in a German metropolitan area were observed. Lessons were scored both live in the classroom and using video recordings. Live and video scoring was conducted by (different) trained observers. Ratings were obtained with a "hybrid" observational instrument that covers generic and subject-specific characteristics of teaching quality in mathematics classrooms. Generalizability analysis and paired t tests were performed to investigate mode effects. The findings showed that in live scoring, classroom management was rated lower, and cognitive activation was rated higher. Rankings of lessons or classrooms were very similar across modes, and reliabilities did not differ to a meaningful extent either, except for classroom management reaching better results for live ratings. This suggests that based on the present findings, classroom observation performed with our hybrid framework of teaching quality generalizes across observation mode only under certain circumstances. Further research is necessary to better understand the relation between observation mode and teaching quality ratings, as well as the impact of the scoring procedures. We discuss the implications of our findings for educational research and practice. [ABSTRACT FROM AUTHOR]

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As the English language is required to be used beyond English subject classrooms in English as a foreign language (EFL) country, teachers from various disciplines, such as math and science, may find it challenging when having to conduct the course in English. Therefore, this professional development project aimed to address the issue of math and science pre-service teachers lacking classroom language knowledge when teaching in an EFL setting. The project involved a month-long training program for pre-service teachers on how to use English classroom language in teaching Math and Science to elementary and high school students. Pre- and post-training video recordings were collected to evaluate the linguistic development of the participants in classroom language use. Additionally, journal entries were collected to know the participants' insights on pedagogical growth and perceptions when using English in teaching content lessons. The findings indicated a significant improvement in the participants' classroom language use in various areas such as greetings and lesson introductions, feedback and instructions, classroom management, requests and questions, and lesson conclusions. The pre-service teachers also reflected on their pedagogical development in their journals. The article discusses some implications of the project that could benefit similar initiatives in EFL settings that use English as partial or full medium of instruction. [ABSTRACT FROM AUTHOR]

In 1752, the American polymath Benjamin Franklin supposedly flew a kite near the city of Philadelphia, Pennsylvania, to confirm that lightning had the same properties of common electricity that electrical machines produced and Leyden jars served to store. Illustrations, vignettes and paintings frequently portray the famous experiment, showing Franklin, with a boy, flying the kite in an open field and amid a storm. Nonetheless, little is known or said about the elements of these illustrations and the reference the illustrators used to portray the experiment. This paper aims to discuss these matters in a thoughtful study of seven nineteenth-century illustrations depicting Benjamin Franklin's kite experiment. I will show that the account by Joseph Priestley in his The History and Present State of Electricity, published in 1767, influenced these illustrations. I indicate that due to this influence, the illustrations present several departures from Franklin's original account, leading to a mistaken iconography of how the experiment took place. I conclude with a discussion on how this study can contribute to a better use and understanding of illustrations depicting scientific episodes in science classrooms. [ABSTRACT FROM AUTHOR]

Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program is an evidence-based intervention intended to promote the social and emotional skills of children and to reduce the frequency of inappropriate types of behavior. This paper reports on its initial implementation in Portugal. The primary aim of this study is to establish preliminary evidence on the social skills of Portuguese children and behavioral difficulties at school and on teacher practices concerning the IY-TCM as a universal stand- alone intervention. Additional aims are to determine whether is effective in a subsample of children at risk of developing behavioral disorders and to assess its acceptance by Portuguese preschool teachers. Eight pre-school teachers who received IY-TCM training were compared to eight corresponding teachers who did not. A total of 296 children, aged 3-6 years old, took part in the experiment. Overall, the results from this study suggest that the IY-TCM program had resulted in changes in the expected direction at child level (including children with early signs of disruptive behavior) and at teacher level, with medium and high effects sizes. Teacher satisfaction with numerous aspects of the IY-TCM program was high. Practice or Policies: This program can be very useful to be used in initial teachers training. [ABSTRACT FROM AUTHOR]

This mixed-methods study compares how secondary teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions indicate that even though teacher-directed lessons (teacher talk, individual work, and questioning) still dominated, subject teachers were using a variety of student-centered learning (SCL) methods (activities and group work) and integration of technology (ICT) in accordance with reform initiatives. Surveys also revealed that classroom management needs decreased as a result of the reforms. The problem lies with the examination system, as there is little room for introducing reform initiatives. [ABSTRACT FROM AUTHOR]

This article explores how educators can utilize class meetings to teach essen tial social-emotional skills and build community. Drawing on Adlerian Psychology and Posi tive Discipline, practical examples are provided to demonstrate how class meetings foster a sense of belonging and significance, thereby improving student resiliency and overall wellbeing. Outcomes of class meetings on enhancing student communication and collaborative problem-solving among diverse students and school settings are explored. Students' per spectives about their class meeting experiences and subsequent outcomes are included. The importance of intentional facilitation in creating a cohesive and supportive environment that encourages students' active participation is discussed. The authors offer practical recommen dations for educators seeking to implement class meetings. Possible barriers to effective class meetings are shared, as are solutions to overcome common obstacles. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of student populations. Recent studies have also demonstrated that a positive reinforcement-focused version of the GBG can be successfully implemented using a software application. The purpose of this article is to provide a brief overview of the GBG and its evidence base and describe the steps for implementing the GBG with a freely available software application for classroom management. [ABSTRACT FROM AUTHOR]

Cuerpo-territorio is a method stemming from Latin American geography, which recognizes the centrality of situated and embodied experiences as a form of knowing. We engaged with this method in the classroom to understand how students through their embodied and situated experiences had absorbed a post-development geographic course content and how these notions had remained with them. Given that emotions, particularly when elicited by images play a major role in consolidating knowledge, we asked students to explore their embodied feelings related to the course content by reflecting and representing them in a visual form on a poster. Through this paper, we aim to contribute to the debate on the importance of applying decolonial strategies in the classroom by widening the methodological toolbox of our geography colleagues. We find that, given the diversity of the students' population, working with a boundary object such as the posters helped students to relate to each other via the course content. Finally, reflecting and assimilating the course content through cuerpo -territorio, we argue, was conducive to consolidating learning outcomes, while students experienced knowledge co-creation with their peers. [ABSTRACT FROM AUTHOR]