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Student engagement and teachers' pedagogy are crucial predictors of academic performance in Physical Education (PE), essential for enhancing educational strategies and improving student outcomes. This study investigated the factors influencing PE academic performance among first-year college students at Liceo de Cagayan University, aiming to explore the causal predictive between student engagement, teachers' pedagogy, and academic performance. Using a quantitative approach with causal-predictive research designs, data were collected through survey questionnaires and analyzed using descriptive statistics, Pearson product-moment correlation, and multiple linear regression. Results showed high levels of student engagement, with emotional engagement (M=4.53, S=0.55), being the highest followed by cognitive (M=4.44, SD= 0.57) and behavioral engagement (M=4.42, SD=0.60). Teachers' pedagogical practices, particularly student-centered, through technology integration scored slightly lower. Students demonstrated excellent academic performance, with the highest mean scores linked to solid engagement and effective teaching practices. Significant correlations were found among behavioral (P=.007), emotional (P=.049), cognitive engagement (P=.020), student-centered approaches (P=.002), technology integration(P=.008), and pedagogical practices (P=.002), with academic performance. However, the data indicated a slight positive relationship, suggesting no single variable or combination of variables significantly predicted academic performance in PE. In conclusion, the study highlighted high student engagement and effective pedagogical practices as vital contributors to excellent academic performance. Despite significant correlations, the small effect size suggests that other unexplored factors may also influence academic success. Future research may explore additional variables and employ diverse methods for deeper insights. [ABSTRACT FROM AUTHOR]

This study investigated the implication of teachers' burnout to teaching effectiveness. This study ascertained the experiences, realizations and insights of the teachers of Munoz and Boay Elementary School, Monkayo East District, Davao de Oro as they experienced burnout while they delivered teaching effectiveness toward the learners. In the course of the study, those experiences, realizations and insights of eight teachers were identified. Using qualitative phenomenological research design, analysis of data revealed that the teachers' burnout make teachers tired, stress, irritated, drained, exhausted and the contributing factor were heavy workload, overwork, urgent reports, pressure by school head and toxic colleague. The effect of teachers' burnout to teaching effectiveness were negative wherein it resulted on ineffective in teaching delivery, less work enthusiasm, less creativity and efficiency to deliver teaching performance. As a result, the teachers realized that the teaching effectiveness delivered for the sake of learners' despite of effect of burnout. Teachers, school head and higher authorities must continue to do their share to eliminate burnout and continue deliver the teaching effectiveness. [ABSTRACT FROM AUTHOR]

This study investigated the teacher's competence of technology on elementary school teachers' computer competence and its consequent effect on teaching effectiveness on the elementary school teachers within the Sierra Bullones district during the academic year 2023-2024. The research explores the demographic profile of teachers, their computer competencies, teaching effectiveness, the relationship between computer competencies and teaching effectiveness, and proposes action plans based on the findings. Findings from the study reveal that most respondents fall within the age range of 41 to 50 years, predominantly female, with moderate teaching experience, and lower educational attainment. Teachers demonstrated proficiency in using office and teaching productivity tools, facilitating equitable access to technology, and applying technology to foster higher-order thinking skills and creativity among students. Furthermore, the study establishes a strong positive relationship between technology use and computer competence, as well as a significant association between computer competence and teaching effectiveness. In conclusion, the research underscores the significant impact of technology on teachers' computer competence and subsequent teaching effectiveness. Recommendations include implementing ongoing professional development programs, ensuring access to resources and technical support, fostering collaboration among teachers, and establishing mechanisms for evaluating and providing feedback on computer competence. By adhering to these recommendations, educational institutions can effectively enhance teachers' computer competence and improve teaching effectiveness, ultimately enriching the learning experiences of students in the digital age. [ABSTRACT FROM AUTHOR]

This study contributes to the growing body of research on the role of crosscutting concepts (CCCs) in three-dimensional teaching and learning by examining the complexity of elementary preservice teachers' (PSTs) knowledge for teaching related to CCCs. The researchers used qualitative methods to analyze PSTs' responses to a questionnaire about CCCs in three-dimensional learning and think-aloud interviews with nine PSTs about this questionnaire. The PSTs' responses suggest patterns and variations in their selection and justification of CCCs in relation to different scientific phenomena. These analyses highlight how different individuals likely see different CCCs as having "exploratory power" for the related phenomena and DCIs. The findings suggest that the knowledge required for effective teaching of CCCs as part of three-dimensional learning is complex and multifaceted. The study provides valuable insights into the strengths and limitations of elementary PSTs' understanding of CCCs and has the implications for supporting three-dimensional learning and teaching. [ABSTRACT FROM AUTHOR]

In part one of this editorial covering fifty observations about the history and evolution of the health promotion discipline I shared twenty five observations relating to societal trends, definitional nuances and seminal studies and resources that have contributed to the trajectory of the field. In this, part two of the editorial, I list an additional twenty five observations focused on polemics and controversies and on the importance of effective teaching, research and writing. I reflect on the different approaches used by public sector and private sector health promotion experts respectively. I also share inspirational quotes that I consider closely aligned with the vision and mission of our profession. [ABSTRACT FROM AUTHOR]

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs' lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection. [ABSTRACT FROM AUTHOR]

This study aims to develop a science, environment, technology, and society (SETS)-based learning module to enhance critical thinking skills among elementary school students. Employing a research and development (R&D) approach adapting the Borg and Gall model, this module is designed to enrich the learning process of natural and social sciences (IPAS). The research sample involved elementary school students from selected schools, utilizing quantitative methods to measure the module's effectiveness. Validation results showed high scores in content, media, language, and pedagogy, indicating a highly valid module. Practicality tests revealed high practicality from both learners' and educators' perspectives, with average scores above 90. The findings indicate a significant increase in students' critical thinking abilities post-module learning, as measured by pre-test and post-test instruments. Implications of these findings suggest that integrating SETS concepts into IPAS learning can be an effective strategy in enhancing elementary students' critical thinking skills. These findings also offer insights for educational practitioners in designing more interactive and environmentally relevant learning materials. [ABSTRACT FROM AUTHOR]

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners. [ABSTRACT FROM AUTHOR]

This study aimed to determine the emotional intelligence and clinical teaching effectiveness of the faculty of medicalrelated programs in Cebu Doctors' University and the relationship between them in order to utilize the findings for the proposals in the integration of the institutional faculty development plan. The respondents included were 186 employed full-time or part-time medical-related faculty members of the different programs. A descriptive-correlational research design was utilized. The two (2) research instruments used was Emotional Intelligence Scale and Modified Clinical Teacher Effectiveness Inventory. An increase emotional intelligence mean score indicates that the respondent has a greater sense of self-awareness regarding emotions toward others and themselves, as well as social skills in managing and utilizing emotions to develop positive attitudes that improve problem-solving and clinical decision-making. Whereas, increase clinical teaching effectiveness mean score indicates that the respondents has high teaching behavior in transmitting theoretical and clinical knowledge used in the practice and the attitudes toward the profession, greater occurrence in the type and amount of feedback regarding his/her clinical performance. The relationship between emotional intelligence and clinical teaching effectiveness showed no relationship on all the aspects. A proposal entitled "Enhancing Emotional Intelligence and Teaching Effectiveness Among Medical-Related Faculty" was integrated to the institutional faculty development plan as to improve the faculty with low emotional intelligence and moderate clinical teaching effectiveness in regards with personal, emotional and social aspects in translating to know thyself and others' need. Based on the findings, this study served as the basis for the university's institutional development plan, which appropriately addressed the importance of emotional intelligence and clinical teaching effectiveness among faculty by financing the plan to be implemented through seminars/workshops to promote faculty well-being - teaching behavior and interpersonal relations with others. [ABSTRACT FROM AUTHOR]

Background: Simulation training provides safe environment for skill acquisition and retention. This study addresses a critical challenge in Africa – umbilical cord and placenta management after childbirth – aiming to bridge theoretical learning with practical experiences through simulation. We realized a new low-cost high-fidelity simulator of placenta and umbilical cord. We conducted a needs-based training course for nursing and midwifery students at St. Luke Hospital of Wolisso, Ethiopia, to validate our new simulator and compare its acceptability and teaching effectiveness with other two simulators (conventional low-fidelity model and human placenta). Methods: We surveyed St. Luke Hospital medical experts to obtain their feedback on the new simulator's face, content, and usability. We carried out a simulation training course for 67 students who received theoretical lectures and simulation courses being divided into three groups according to the simulator used. We assessed the simulators' user acceptability using the Technology Acceptance Model (TAM) and compared the final objective evaluations by tutors between groups. Results: Experts confirmed the new simulator's fidelity, material quality, and usability. Students training on the new simulator demonstrated higher objective scores and perceived it as more useful and user-friendly compared to human placenta, while there was no difference between conventional simulator and human placenta in the TAM items. Conclusion: We validated a new high-fidelity simulator developed by the Sant'Anna School of Advanced Studies in Pisa, Italy, using the TAM scale and robust statistical methods, thanks to a successful collaboration with St. Luke's Hospital in a simulation training course where students achieved higher objective scores and perceived the simulator as more useful and easier to use than a real human placenta, suggesting significant educational benefits and potential for future research. [ABSTRACT FROM AUTHOR]

Introduction: To improve clinical teaching skills, feedback on teachers' strengths and weaknesses needs to be reliable, timely, and relevant. To provide timely feedback we undertook development of an analytical dashboard to provide learner feedback to our faculty. As dashboard data displays are limited we performed a modified Delphi (mDelphi) method to determine what feedback would be preferred by our faculty. Methods: Our study was used to develop a group consensus of how our faculty's teaching effectiveness data should be presented on an online electronic dashboard to support their needs. A working group of junior and senior faculty, a resident and fellow were asked to provide topics that provided formative and summative feedback for our faculty. Thirteen topics were identified and these were used in a mDelphi process to choose 4–5 topics which were relevant to faculty and be able to be displayed on a faculty facing dashboard. Two rounds of the mDelphi were performed using faculty experts in education of varying levels of experience. Results: The first round of the mDelphi identified ten topics which were given high priority by our experts and the other three were discarded. In the second and final round four topics were given the highest importance for inclusion on the faculty dashboard. Conclusion: Our study identified 4 high priority topics for a faculty teaching scorecard. This study showed that anesthesiology faculty prefer topics relevant to formative rather than summative assessment with an emphasis on benchmarking to other faculty with the goal of improving teaching effectiveness. [ABSTRACT FROM AUTHOR]

Student evaluations of teaching (SETs) are widely used in higher education to assess instructional effectiveness and inform faculty personnel decisions. However, the factors influencing SETs remain a topic of ongoing research. This study investigated the predictive role of students’ motivation-related perceptions, as conceptualised by the MUSIC model (eMpowerment, Usefulness, Success, Interest, and Caring), and course difficulty in explaining variability in course and instructor evaluations. Participants included 2,949 undergraduate students from 30 courses across various disciplines at a large public university in the United States. Hierarchical linear modelling analyses revealed that students’ perceptions of the MUSIC components were significant predictors of both course and instructor evaluations at the student and course levels. Perceived course difficulty was negatively associated with evaluations, but the effect was smaller compared to the motivation-related variables. The final models explained substantial proportions of variance in course (67.6%) and instructor (65.2%) evaluations at the course level. The findings highlight the importance of fostering a motivationally supportive classroom environment to enhance students’ perceptions of empowerment, usefulness, success, interest, and caring, which in turn, can lead to more favourable evaluations of teaching effectiveness. SETs should be used as a tool to inform instructors’ pedagogical decisions rather than for personnel evaluation. Limitations and future research directions are discussed, including examining the influence of student diversity on SETs and referencing more recent literature. [ABSTRACT FROM AUTHOR]

Robotics education is valuable for developing students' 21st century competencies. It is of significant importance for teachers and researchers to explore its effective pedagogies. Robotics learning is interdisciplinary, and the most effective pedagogy is problem-oriented instruction. This type of instruction requires students to independently identify heuristic problems which can be categorized into four types: paradox, critical reflection, anomaly, and practice problems. School students are too young to develop sophisticated self-regulated learning, thus requiring guidance from teachers. However, how teachers can best guide students to solve these four types of problems remains unclear. Accordingly, this study aimed to investigate teaching behavioral patterns in the instruction of a robotics course. The participants were 30 seventh-grade students and a teacher. We proposed a Teaching Behavior Coding Scheme and used Lag Sequential Analysis to analyze the course videos to identify various major teaching behaviors and their sequences in the heuristic problems. The results showed that the behaviors included indirect influence, direct influence and wait time. Indirect influence occurred more often than direct influence, and it is argued that enough wait time should be provided in the instruction. Moreover, the results further suggest that paradox is missing from this instruction. The teaching behavior patterns for the three types of problems are discussed. The findings propose a new method to analyze teaching behavior patterns, and also recommend how teachers can support students learning in interdisciplinary robotics courses. The results contribute to the literature by designing the Teaching Behavior Coding Scheme and confirming its use in a robotics course. [ABSTRACT FROM AUTHOR]

Background: To develop a laparoscopic training course that combines a smartphone application (APP) and virtual reality (VR), and initially evaluate the feasibility and effectiveness of its implementation. Methods: The Exploring Laparoscopy (Ex-Lap) app was developed to meet training demands. The course was designed by integrating the app with a VR simulator (LapSim®) and animal organ perfusion simulators. From January 2021 to December 2023, 91 participants were enrolled in the study and then divided into 5 separate batches to undergo the first stage of the course. The performance of the participants was evaluated by rating scale, the overall Training and Assessment of Basic Laparoscopic Techniques (TABLT) scores, and pass rates. Statistical analyses were conducted using SPSS 26.0, employing Kruskal-Wallis tests, Chi-squared analysis, and Fisher's exact test, depending on the data type. Results: The Staged Training and Assessment of Laparoscopic Skills (STALS) course was developed, consisting of three stages. The overall pass rates for the first stage across the five batches ranged from 85 to 100%, with no significant difference (P = 0.387). No significant differences were found in the scale scores or TABLT scores for the training tasks among students from different batches (all P > 0.05). Conclusions: The STALS course is applicable in residency training, demonstrating satisfactory teaching effectiveness and replicability. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles within the issue on topics including student teaching effectiveness, values held and enacted by school leaders, and role of English education policy in teacher expertise in respect to professional development of teachers.

This paper reports on a systematic literature review to understand better methodologies and data collection tools used to judge student teaching effectiveness, ways in which validity and reliability are considered, the processes involved in assessing new teaching effectiveness within teacher education programmes, and how evaluation and results are used to judge readiness to teach. The accurate and consistent judgement of teaching competence during and at completion of preparation continues to be an area of increasing interest and concern. The PRISMA review process identified 45 key papers. An in-depth analysis underscored several crucial factors, such as the challenge of ensuring the reliability of judgements within dynamic educational environments and the need for broader understanding and applications of reliability and dependability when making judgements. The findings of this systematic literature review hold implications that merit consideration by teacher education programmes for processes to judge teaching effectiveness. The analysis also highlighted the intricacies inherent in evaluating teaching effectiveness, alongside ongoing discourse regarding the criteria and measures for judging competence of student teachers. [ABSTRACT FROM AUTHOR]

The two main trends in the development of higher education worldwide are universal access and digital transformation. These trends are bringing about an increase in class sizes and the growth of online higher education. Previous studies indicated that both the large-class setting and online delivery threaten the quality, and the exploration of strategies to ensure quality teaching and learning in the large-class setting was in face-to-face or blended learning mode. This study contributes to this topic by exploring the quality of teaching and learning in a new scenario: the fully online large university class. Furthermore, it proposes to use student engagement as a new means to explore the quality of teaching and learning in a large-class setting as it offers evidence on quality from the in-itinere perspective rather than the more commonly ex-post perspective offered by existing studies, collected, for example, from student feedback or course grades. This study was conducted in a mandatory course at an Italian university. Both the Moodle log data and students' reflective diaries are collected to analyze the presence of students' behavioral, emotional, and cognitive engagement. Tableau and NVivo handle the quantitative and qualitative data, respectively. By confirming the presence of all three types of engagement, the result indicates quality teaching and learning happens in the fully online large university class. Since we select both "high-grade" and "low-grade" students as representative samples, the Tableau visualization also indicates that only using behavioral engagement to predict students' academic performance is unreliable. [ABSTRACT FROM AUTHOR]

The main purpose of this paper was to follow the development of research units in Israeli colleges of education: To learn about the challenges they faced, their contribution to individual teacher educators as well as to teacher education colleges' research capacity. The study is autoethnographic. Thirteen veteran research unit members authored 46 stories narrating significant experiences they had. Six themes were identified in the stories: Nurturing individual research capacity, developing the college's research culture, human and power relations, ethics, resources and units' development over time. The themes are aligned with three preconditions for research capacity building: expertise, motivation and opportunities, and involve both the individual (micro-level) and institutional (meso-level) contexts. The autoethnographic genre enabled us to link individuals' actions and teacher education colleges. The study shows that although research units were effective in enhancing research capacity, their actions also had unintended consequences, and suggests ways to counteract them. [ABSTRACT FROM AUTHOR]

Teacher professional standards are a mechanism to safeguard quality teaching. In the context of Chinese early childhood education (ECE), this study developed a scale for self-assessing teacher competence against professional standards. The study adopted a three-phase design. In Phase 1, in accordance with Professional Standards for Kindergarten Teachers of China, a 60-item questionnaire was generated. In Phase 2, with a homogeneous convenience sample of 323 kindergartens teachers, the pretested 60-item questionnaire was subjected to rounds of exploratory factor analysis, which resulted in a 34-item scale. In Phase 3, with a sample of 1030 kindergartens teachers, confirmatory factor analysis was performed, which confirmed three measurement models including professional knowledge (8 items), professional practice (18 items), and professional disposition (8 items). The study exemplified how professional standards could be used as a tool for teacher self-assessment in ECE in a formalised manner. [ABSTRACT FROM AUTHOR]

This study identified preservice teachers' perceptions toward the Sustainable Development Goals (SDGs). The study group comprised 22 Turkish preservice primary school teachers. The Q-methodology was adopted, the statements of which concerned the 17 SDGs. The data analysis revealed two main perspectives: the prioritization of basic human needs and the prioritization of future human needs. As a common perception, preservice teachers placed a higher priority on peace, justice, and strong institutions, no poverty, and quality education than on any of the other SDGs. The results shed light on how preservice teachers perceive the SDGs. Different perspectives of preservice teachers on the SDGs may influence their future teaching practice. This study highlights the importance of considering different perspectives among preservice teachers to ensure the effective implementation of SDGs in education. [ABSTRACT FROM AUTHOR]

Purpose: Algorithmic and computational thinking are necessary skills for designers in an increasingly digital world. Parametric design, a method to construct designs based on algorithmic logic and rules, has become widely used in architecture practice and incorporated in the curricula of architecture schools. However, there are few studies proposing strategies for teaching parametric design into architecture students, tackling software literacy while promoting the development of algorithmic thinking. Design/methodology/approach: A descriptive study and a prescriptive study are conducted. The descriptive study reviews the literature on parametric design education. The prescriptive study is centered on proposing the incomplete recipe as instructional material and a new approach to teaching parametric design. Findings: The literature on parametric design education has mostly focused on curricular discussions, descriptions of case studies or studio-long approaches; day-to-day instructional methods, however, are rarely discussed. A pedagogical strategy to teach parametric design is introduced: the incomplete recipe. The instructional method proposed provides students with incomplete recipes for parametric scripts that are increasingly pared down as the students become expert users. Originality/value: The article contributes to the existing literature by proposing the incomplete recipe as a strategy for teaching parametric design. The recipe as a pedagogical tool provides a means for both software skill acquisition and the development of algorithmic thinking. [ABSTRACT FROM AUTHOR]

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Automatically detecting learners’ engagement levels helps to develop more effective online teaching and assessment programs, allowing teachers to provide timely feedback and make personalized adjustments based on students’ needs to enhance teaching effectiveness. Traditional approaches mainly rely on single-frame multimodal facial spatial information, neglecting temporal emotional and behavioural features, with accuracy affected by significant pose variations. Additionally, convolutional padding can erode feature maps, affecting feature extraction’s representational capacity. To address these issues, we propose a hybrid neural network architecture, the redistributing facial features and temporal convolutional network (RefEIP). This network consists of three key components: first, utilizing the spatial attention mechanism large kernel attention (LKA) to automatically capture local patches and mitigate the effects of pose variations; second, employing the feature organization and weight distribution (FOWD) module to redistribute feature weights and eliminate the impact of white features and enhancing representation in facial feature maps. Finally, we analyse the temporal changes in video frames through the modern temporal convolutional network (ModernTCN) module to detect engagement levels. We constructed a near-infrared engagement video dataset (NEVD) to better validate the efficiency of the RefEIP network. Through extensive experiments and in-depth studies, we evaluated these methods on the NEVD and the Database for Affect in Situations of Elicitation (DAiSEE), achieving an accuracy of 90.8% on NEVD and 61.2% on DAiSEE in the four-class classification task, indicating significant advantages in addressing engagement video analysis problems. [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]

When analyzing instructional quality in mathematics, observational measures can consider domain-specific instructional approaches (e.g., effective teaching of mathematics) and content-focused practices (e.g., effective teaching of a specific mathematical topic). In this study, we analyze lesson videos from secondary algebra classrooms using two different instruments—one focused on ambitious mathematics teaching practices and one focused on instructional features that support students' learning opportunities in algebra specifically. We consider the information provided by overlaying these instruments to raise implications for instructional improvement efforts, particularly related to how information from the instruments might inform formative feedback to teachers. We consider how alignment between instrument and instructional emphasis can influence the strengths and areas of instructional improvement identified in a given lesson. We further model a collaborative process for looking across observation instruments to deepen understanding of the information provided. [ABSTRACT FROM AUTHOR]

In this survey paper we focus on aspects of the quality of teaching mathematics from several perspectives. We differentiate between effective aspects that are empirically proven and more normative ones that constitute "good teaching" but that are highly dependent on context. High quality of mathematics teaching includes characteristics from a generic point of view as well as those that rely upon more subject- and topic-specific features. In the paper we draw upon examples of the research traditions in Germany and in the US—where the discussion regarding quality of mathematics teaching has been particularly intensive—to provide a short overview about empirical key findings. We then describe open questions in this research field and conclude by proposing a conceptualization of high quality mathematics teaching that foregrounds the relationship between generic and topic-specific and also considers different possibilities for the measurement of the quality. [ABSTRACT FROM AUTHOR]

The potential of tasks to foster mathematical learning and understanding is an important aspect of instruction and their implementation in teaching is thus often viewed to be positively related to the quality of instruction. Both the selection of tasks as well as their implementation in the classroom depend on many factors, with teachers' knowledge and skills as one of the most important ones. The present study aims to analyze the relations between different aspects of task potential, the quality of instruction, and teachers' competence in order to investigate whether task potential can be seen as an indicator for teaching quality, for teacher competence, or as an independent construct in models of educational effectiveness. To this end, we draw on data from the TEDS-Validate study, namely tests of mathematics teachers' competence (n = 31) observations in their classrooms (n = 60), and an in-depth analysis of all tasks used in the respective lessons (n = 2490). Multiple regression analysis suggests that while some facets of task potential are related to either teaching quality or teacher competence, the potential of tasks emerges as an independent construct with some characteristics predicting the teaching quality of the respective lessons. Implications of these results for the role of tasks in educational effectiveness research are discussed. [ABSTRACT FROM AUTHOR]

Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical Quality of Instruction (MQI). Toward this end, we drew on data from 38 upper-grade primary school teachers, each observed in six mathematics lessons, which were coded using both frameworks. Data were analyzed using the Extended Logistic model of Rasch to explore whether a common scale of teaching quality with good psychometric properties could be developed. Saltus was then utilized to investigate the possibility of forming levels of effective teaching in mathematics. A common scale encompassing both subject-generic and subject-specific teaching aspects, which had good psychometric properties, was developed. The subject-generic and subject-specific teaching aspects of these frameworks were clustered in five distinct levels. With the exception of the top level that included only subject-generic aspects, all other levels included teaching aspects from both frameworks, thus providing support to the assumption that it is possible to develop levels of effective teaching that combine related subject-generic and subject-specific aspects. In discussing the study findings, we consider their implications for developing an integrated framework of teaching quality and for developing professional development programs that combine subject-generic and subject-specific teaching aspects. [ABSTRACT FROM AUTHOR]

Based on an opportunity-use model of instructional quality, this study investigates the extent to which subject-specific instructional quality rated by experts is reflected in students' assessments of their own learning and understanding, and how students' perceptions predict their achievement. The analyses used data from a German-Swiss sample of 36 classes with around 900 lower secondary students, obtained as part of the so-called "Pythagoras study" in the school year 2002/2003. The teachers were instructed to introduce the Pythagorean theorem in three lessons, which were videotaped. Using the videos, the experts assessed the instruction quality with respect to the goal of promoting a deep understanding of the theorem. The students completed the questionnaires assessing their understanding of the content, their learning process, and the general comprehension orientation of the teacher. The results showed significant and moderate correlations on the class level between expert-rated subject-specific teaching quality and students' perceptions of their own learning and understanding, as well as of the teacher's general comprehension orientation. Multilevel models revealed that subject-specific expert ratings are reflected in individual students' perceptions of their own learning and understanding. Student perceptions were also associated with achievement gains. The results suggest that the assessment of quality by students and experts is more closely linked if a distinction is made between the quality of the learning opportunities offered and their use and if subject-specific criteria are used instead of generic criteria. This study contributes to a more nuanced understanding of the validity of student perspective in assessing instructional quality. [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]

Purpose: This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community. Design/methodology/approach: This paper's conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities. Findings: The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators. Practical implications: Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment. Originality/value: This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education. [ABSTRACT FROM AUTHOR]

This article explores the application of generative artificial intelligence (AI), such as ChatGPT, in the development of customized textual materials for communication teaching. It underscores the potential of generative AI to address the scarcity of suitable learning materials and enhance teaching effectiveness. A case study of text generation for a communication theory class highlights the process and efficiency of employing generative AI to produce contextually rich and pedagogically relevant teaching resources. [ABSTRACT FROM AUTHOR]

The main thrust of the study was to find out the mediating effect of teaching effectiveness on the relationship between teamwork skills and the work values of teachers in public schools. This study employed a non-experimental quantitative design utilizing the descriptive correlation technique. This study was conducted in Alabel 3 District, Division of Sarangani for the school year 2022-2023. Based on the results, the level of teaching effectiveness was high in terms of content knowledge and pedagogy, learning environment, curriculum and planning, assessment and reporting, and personal growth and professional development, while neither agree nor disagree. In terms of plus factors. The level of teamwork skills was high in terms of communication, time management, problem-solving, listening, critical thinking, collaboration, and leadership. The extent of the work values of teachers was observed all the time in terms of strong work ethics, responsibility, integrity, honesty, reliability, adaptability, accountability, and self-motivation. There was a significant relationship between teamwork skills and work values, teamwork skills and teaching effectiveness, and teaching effectiveness and work values. Lastly, teaching effectiveness on the relationship between teamwork skills and work values was significant but partial. [ABSTRACT FROM AUTHOR]

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office 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 China Medical Education Technology is the property of China Medical Education Technology Editorial Office 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.)

AbstractDue to the current shortage of accountants and the various pipeline initiatives taking place, our research aims to address the instructor’s role in the accounting classroom. We survey students on their perceptions regarding teaching and assessment methods used in university accounting courses. Results for both in person and online courses suggest students prefer instruction that involves instructor demonstration of exercises and real-world examples, while relying on the instructor’s personal experiences with accounting. We offer valuable perspectives to educators aiming to improve both the caliber of accounting education and the student learning experience to help combat the drastic shortage. [ABSTRACT FROM AUTHOR]

Underpinning this consideration of writing instruction in Aotearoa New Zealand (NZ) is the premise that acts of teaching interact with the context in which they occur; they are shaped by the socio‐cultural milieu, philosophical and socio‐political traditions, curriculum and assessment systems, and the nature of individual classrooms. This perspective positions research regarding effective teaching and learning as requiring interpretation and, often, adaptation. Further, we have argued elsewhere that shared theories or understandings about constructs in writing instruction, applied within a context, can give rise to varied acts of instruction. Two constructs in writing instruction, key given features of the NZ context, are examined: developing independent, self‐regulating writers, and engaging in responsive, sustaining pedagogy. In NZ, shared theory of the importance of developing independent, self‐regulating writers is actioned in multiple pedagogical acts or approaches: teaching of strategies, largely through modelling; scaffolding goal setting; providing opportunities for decision making and choice; and enabling peer and self‐evaluation. Promoting self‐regulation is important given a policy of continuous intake, and traditions of non‐streamed classrooms and of teaching the individual. Shared understandings about responsiveness include knowing each individual student and building on, and sustaining, existing strengths. In teaching, writing this includes differentiating instruction often through the use of small‐group instruction, providing targeted, accessible feedback, and the use of culturally sustaining forms of instruction such as those involving trans‐languaging and storytelling. These understandings align with shared views of teaching as iterative inquiry and with official invitations to adapt curricula to fit local contexts. [ABSTRACT FROM AUTHOR]

This study examines the correlation between principal leadership styles and school performance indicators at Bangkal Integrated School, specifically focusing on academic performance, teacher effectiveness, and parental involvement. Utilizing a correlation research design, data was collected from ten teachers, ten Supreme Student Government students, and ten parents. The Multifactor Leadership Questionnaire (MLQ) assessed leadership styles, while academic records and performance evaluations measured school performance indicators. Statistical analyses included descriptive statistics, correlation, and regression analyses. Findings indicated that the school head's leadership style incorporated laissez-faire, transactional, and transformational elements, fostering trust, structured expectations, and inspiration. Parental involvement significantly enhanced student academic performance, emphasizing the critical role of teacher-parent collaboration. Although a negative correlation was found between perceived leadership and academic performance, the relationship with teacher performance was positive. Recommendations for optimizing leadership effectiveness include enhancing communication, leadership development, and collaboration. Strengthening parental involvement alongside effective teaching practices can improve student outcomes. Moving forward, comprehensive leadership development and stakeholder collaboration are vital for creating a supportive and inclusive school environment that promotes student achievement and parental engagement. [ABSTRACT FROM AUTHOR]

Several observation tools evaluate teaching quality in Physical Education (PE), but none of them cover the core competencies required to comprehensively assess whether the teacher is providing teaching quality in PE. The aim of this research is to develop, validate, and test the reliability of the System for Observing Teaching Competencies in Physical Education (SOTC-PE). The development of the SOTC-PE involved an eight-phase process. Validity and reliability testing were conducted for the SOTC-PE variables. Validity was tested using the Delphi method by a panel of experts and through representative video fragments. Reliability was tested by training external observers and calculating observer agreement with respect to the gold standard, as well as inter- and intra-observer agreement. The results indicate that the SOTC-PE is a valid and reliable tool for evaluating observable teaching competencies in PE. [ABSTRACT FROM AUTHOR]

Nowadays, colleges and universities focus on the assessment model for considering educational offers, suitable environments, and circumstances for students' growth, as well as the influence of Teaching Quality (TQ) and the applicability of the skills promoted by teaching to life. Teaching excellence is an important evaluation metric at the university level, but it is challenging to determine it accurately due to its wide range of influencing factors. Fuzzy and Deep Learning (DL) approaches must be could to build an assessment model that can precisely measure the teaching qualities to enhance accuracy. Combining fuzzy logic and DL can provide a powerful approach for assessing the influencing factors of college and university teaching effects by implementing the Sequential Intuitionistic Fuzzy (SIF) assisted Long Short-Term Memory (LSTM) model proposed. Sequential Intuitionistic Fuzzy (SIF) can be used sets to assess factors that affect teaching quality to enhance teaching methods and raise the standard of education. LSTM model to create a predictive model that can pinpoint the primary factors that influence teaching quality and forecast outcomes in the future using those influencing factors for academic growth. The enhancement of the SIF-LSTM model for assessing the influencing factors of teaching quality is proved by the accuracy of 98.4%, Mean Square Error (MSE) of 0.028%, Tucker Lewis Index (TLI) measure for all influencing factors and entropy measure of non-membership and membership degree correlation of factors related to quality in teaching by various dimensional measures. The effectiveness of the proposed model is validated by implementing data sources with a set of 60+ teachers' and students' open-ended questionnaire surveys from a university. [ABSTRACT FROM AUTHOR]

The purpose of the study is to investigate and assess the teaching effectiveness of the faculty members in a private college in Nueva Vizcaya, Philippines. Respondents of this survey included 362 learners from various departments namely the College of Arts, Sciences and Education - Information Technology aptly called CASE-IT, College of Business, Management and Accountancy "CBMA," College of Engineering and Technology "CET," School of Medical Sciences "SMS," and School of Criminology "SOC." The researchers used frequency, mean, standard deviation, and chi-square as statistical tools. Mean and frequency were used in measuring the Age, Sex, and Department. Standard deviation was used to measure the extent of the scattered set of values. Chi-square was used in determining the significant relationship between the respondents' profile and their perspectives on teaching effectiveness. The mean was used for questions that require a five-point Likert Scale to assess their corresponding qualitative description. The findings of this study revealed that the learners perceived their faculty members' teaching effectiveness as very satisfactory in terms of commitment, knowledge of the subject, teaching for independent learning, and management of learning. Differences occurred in the learner's perspective in each department, revealing each strength and weakness in the faculty member's teaching effectiveness. Furthermore, the results imply that the faculty members' teaching effectiveness can be effectively enhanced by continuous professional development programs, peer observation programs, mentorship programs, recognition and appreciation of the faculty members, supportive leadership collaboration between the faculty members and administration, and promoting healthy worklife balance for the faculty members. [ABSTRACT FROM AUTHOR]

With the increasing number of students majoring in art in universities, the improvement of the quality of art teaching in universities is becoming increasingly important. However, due to the unique characteristics of art teaching compared to other majors, in order to improve the quality of art teaching, it is necessary to follow the individual characteristics of art majors and students, and establish corresponding systems to ensure the steady improvement of teaching quality, while taking students as the main body. Thus, the overall quality of cultivating art talents in universities can be improved. The art education quality evaluation in higher education institutions is MAGDM. In recent years, the Exponential TODIM (ExpTODIM) and grey relational analysis (GRA) technique was employed to deal with MAGDM. The 2-tuple linguistic Pythagorean fuzzy sets (2TLPFSs) are employed as an effective tool for expressing uncertain decision information during the art teaching quality evaluation in higher education institutions. In this paper, the 2-tuple linguistic Pythagorean fuzzy number Exponential TODIM-GRA (2TLPFN-ExpTODIM-GRA) technique is implemented to deal with MAGDM under 2TLPFNs. Finally, a numerical example for art teaching quality evaluation in higher education institutions is implemented to verify the proposed technique. The research contributions of this work are outlined: (1) the entropy technique is employed to conduct the attribute's weight; (2) the 2TLPFN-ExpTODIM-GRA technique is implemented to implement the MAGDM under 2TLPFNs; (3) a numerical example for art teaching quality evaluation in higher education institutions and several comparative analysis is employed to validate the 2TLPFN-ExpTODIM-GRA technique. [ABSTRACT FROM AUTHOR]

Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their technological pedagogical content knowledge (TPACK) and its seven domains (TK, PK, CK, PCK, TCK, TPK, TPACK). The study was based on a mixed methodology approach, and the study sample included 70 prospective teachers who were distributed into an experimental group and a control group. Data were collected using the TPACK questionnaire and semi-structured interviews with 10 participants. The quantitative and qualitative results showed that prospective teachers in the experimental group significantly and positively impacted TPACK and its seven domains. The results of the study indicated that digital video recordings allowed prospective teachers to reflect and ponder on their teaching skills, content delivery, and the appropriate use of technology and its relevant tools in the educational process to identify strengths for development and weaknesses for improvement. Therefore, the results of the current study provide concrete evidence for the need to use DVRs as a promising educational approach in future professional preparation and to develop prospective teachers' technological pedagogical content knowledge (TPACK). [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of Student Evaluations of Teaching at the University of Peloponnese, which has systematically collected anonymous evaluations since 2015. The analysis focused on participation rates, average scores, and the correlation between student evaluations and their academic performance. Participation rates were notably low, averaging 14.63%, with postgraduate students showing higher rates (27.33%) than undergraduates (10.77%). The average SET scores were moderately high, with postgraduates rating their courses slightly better (M = 4.137) than undergraduates (M = 3.899). A weak positive correlation was found between course grades and evaluations among undergraduates, whereas no significant correlation was observed for postgraduates. These findings highlight challenges in using SETs as reliable measures of teaching effectiveness and suggest the need for improved participation and more comprehensive evaluation methods. The results provide insights into enhancing assessment practices and contribute to the broader discourse on the validity of student evaluations in higher education. [ABSTRACT FROM AUTHOR]

University-teaching quality evaluations are crucial for assessing teachers' effectiveness and enhancing students' learning in classrooms. To improve the evaluation efficiency, this study suggests a creative classroom evaluation approach by using machine vision and pentapartitioned neutrosophic cubic set (PNCS). First, this study uses machine vision technology to establish a PNCS to capture the students' states in classrooms. Second, it proposes four entropy functions to determine the attribute weights. Third, it combines the improved entropy weight functions with the PNCS to evaluate the teaching effectiveness. This study's practical price is to introduce big data theories into teaching evaluation fields. Last, an example is provided to confirm the efficacy and applicability of the evaluation approach suggested in this study. [ABSTRACT FROM AUTHOR]

Introduction: The coronavirus disease 2019 pandemic has reinforced the necessity and importance of telepractice. Although studies suggest frameworks to facilitate telepractice implementation, how parents learn related therapeutic skills via telepractice remains unexplored. The purpose of this study was to explore the perspectives and performance changes of parents with children enrolled in aural–oral rehabilitation who transition from in-person sessions to telepractice. Methods: A total of 456 parents were enrolled in an aural–oral rehabilitation program with different online session formats [telepractice (n = 392), consultation (n = 23), and hybrid (n = 41)] during the pandemic. The Parental Teaching Skil Scale and the Parental Behavioral Skills Scale were used to examine parent performance changes before and during the lockdown. Furthermore, semi-structured interviews were conducted with 10 parents. Results: Parents who scored higher in in-person courses were more likely to enrol in telepractice and make steady progress. Parents who participated in hybrid sessions tended to score lower on Parental Teaching Skill Scale before lockdown and reported that the dual-track, parallel learning method provided them with a set amount of time to discuss teaching difficulties with their therapists without being disturbed by their children. Parents who attended the consultation sessions scored higher on Parental Behavioral Skills Scale than on Parental Teaching Skill Scale during the in-person courses. Discussion: Parents who continued online courses during the lockdown showed consistent and significant gains in most skills related to aural–oral rehabilitation, regardless of session format. Moreover, parents who scored better on Parental Behavioral Skills Scale than in Parental Teaching Skill Scale during in-person courses tended to request consultation sessions during the lockdown. [ABSTRACT FROM AUTHOR]

This paper is a practical how-to guide to help you start using active learning or to have greater success and more fun with it. We categorize active learning techniques as Think, Pair, Share, Composite, Group, Move, or Lead and discuss how to implement activities in each category, along with advice on creating engaging, effective, and equitable learning experiences. We introduce the Active Learning Pedagogy Sequence (ALPS) which orders these categories by difficulty and time for instructors and students. We believe both instructors' teaching skills and students' learning skills develop along the ALPS. [ABSTRACT FROM AUTHOR]