Search

Purpose: To explore preservice teachers' (PSTs) implementation of cooperative learning (CL) during their school-based student-teaching after undertaking a CL course in a Chinese physical education teacher education program. Method: An interpretive qualitative case study design gathered data from eight PSTs using classroom observations, semistructured interviews, reflective journals, instructional materials, and field notes. Interactive cycling coding was used to analyze the data. Findings: The two themes, putting five key elements into practice and learning to facilitate with CL, convey how the PSTs implemented the procedures of CL and adapted CL to the contexts they were teaching in. Discussion and Conclusions: The eight PSTs appropriately implemented CL and contextualized CL practice in their classrooms. They shifted their teaching approaches away from direct instruction and toward more independent, pupil group-based tasks. This growth is particularly important in the Chinese physical education context, where policies advocate for CL yet student-centered teaching which is rarely seen in practice. [ABSTRACT FROM AUTHOR]

Purpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several "teacher" level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools. [ABSTRACT FROM AUTHOR]

This article explores how teaching Urban Anthropology can engender new relationships between cities, students, and classrooms. We discuss the generative connections between these actors as processes of becoming, which connect students with practices and theories for understanding urban life. Serving also as an introduction to a Special Issue on “Teaching the City,” this article introduces the issue’s pieces, which discuss teaching and learning across three continents. It also reflects on their collective contributions as an opportunity to think anew about the city through teaching. The four authors of this piece contributed equal labor.

Purpose: The goal was twofold: (a) to analyze the evolution of sportspersonship attitudes and negative values along a learning unit using the contextualized sport alphabetization model and (b) to determine the associations between sportspersonship and self-determined motivation. Method: The study followed a preexperimental, cross-sectional design with pre-, mid-, and posttesting. Forty-one primary education students (10.17 ± 1.13 years) participated in a futsal-based unit using the contextualized sport alphabetization model. Data were analyzed through a set of Grade (4) × Time (3) repeated-measures analysis of variances. In addition, Pearson moment–product correlational analysis was conducted to observe any possible associations between sportspersonship and motivation. Results: Findings showed a positive significant evolution, as well as a positive relationship, between sportspersonship and self-determined motivation. Results also showed significant differences among grades. Discussion/Conclusion: This study provides empirical support for the implementation of the contextualized sport alphabetization model, encompassed within a learner-centered teaching practice, to promote positive values among students in physical education. [ABSTRACT FROM AUTHOR]

A survey completed by 22 literacy clinic directors indicated that clinics share beliefs and instructional practices. Literacy clinics provide a context in which children are taught to read and write by clinicians who are training to be literacy teachers. As best practices in reading instruction are debated, effective clinical assessment and instructional practices have endured. Using a student‐centered approach, literacy clinics help students become engaged, confident, and capable readers. Research results identified four themes: multiple literacy components, affective factors, a cyclical assessment and instruction process, and clinician and student agency. The article connects these themes and gives examples of the application of the themes for classroom instruction and assessment practices. [ABSTRACT FROM AUTHOR]

The project of engaging undergraduates in research methods courses is an outstanding challenge for social work educators. Anxiety about the subject is common, for both students and instructors. Further, students’ wariness may reflect historical trauma and their knowledge about the ways in which research has been used to oppress people of color; lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual or ally, and other sexual and gender minorities communities; and other marginalized populations. This teaching note offers reflections and experiences about developing an undergraduate social work research methods course that uses antioppressive pedagogies to create student-centered learning with experiential team-based activities and ongoing critique about the role of power and privilege in research. Specific teaching resources and strategies are shared. [ABSTRACT FROM AUTHOR]

Scientific writing is a rewarding, challenging, and necessary part of research. Building skills in scientific writing is critical in graduate student training and provides the foundation for scientific communication at all professional levels. Despite the importance of writing in research, this skill remains a barrier to success for many students. We have developed a practical approach to minimize scientific writing barriers using student-driven, peer-exchange in combination with concrete project goals and dedicated writing group times for a graduate Scientific Writing course. Course topics were drawn from self-identified student challenge areas and presented using in-class activities and discussion. Students selected their semester-long project on which to work, including research proposals, thesis chapters, and manuscripts. Students exchanged two rounds of peer review that provided overview comments and detailed editorial feedback. At each stage of their project, students built on their previous work in response to peer and instructor feedback. All students made progress on their individual projects and the majority improved their skills in at least one challenge area. This student-directed approach to scientific writing offers an opportunity to empower students to improve their writing skills with an emphasis on establishing consistent writing habits that will benefit students throughout their professional careers. [ABSTRACT FROM AUTHOR]

There are many ways of being a good teacher. Here, I defend a way of teaching Indian and Asian philosophy that consists mainly in reading out loud to and with students—reading slowly, with lots of repetition. Such teaching is analogous to how a Taiji (i.e., "T'ai Chi") form gets taught in group Taiji classes. This method guides students to adopt the perspectives of the text's author[s] and imaginatively to inhabit the text's philosophical space. It differs from lecturing, but it is also unlike "student-centered," "inquiry-based," and "active" learning. Indeed, it is "text-centered" or "professor-centered" learning since it invites students to submit to texts and the ways the teacher models engagement with them. This method arguably de-emphasizes "getting students to be able to do philosophy on their own" and instead emphasizes "getting students to have a meaningful experience with philosophy" and "getting students to appreciate the value of philosophy." [ABSTRACT FROM AUTHOR]

The present study's purpose was to comprehend the internal dynamics of the social learning interactions inside a Physical Education Teacher Education (PETE) programme where pre-service teachers (PST) were learning and implementing student-centered approaches (SCA). Specifically, this article draws on the Value creation cycles framework to unveil the education development challenges faced by PSTs inside of their PETE Social Learning Space. The context was a two-year PETE programme in Portugal. In year one, the participants were three university teacher educators (TE) and 25 PSTs. In year two, the participants were 3 PSTs (from the original year one class) in their school placement, one university supervisor (US), and one cooperating teacher (CT). This study was an ethnography with a two-year longitudinal design. Data were collected through the ethnographer's participant-observations, meetings of the PSTs with the mentoring team (TEs, US, CT), and the ethnographer's field diary, reflexive log, and audio recordings. Data analysis involved the constant-comparative grounded theory method. The analysis resulted in understanding the challenges faced by PSTs while working in contexts of possible development of social learning spaces. Accordingly, findings explore the development of PSTs throughout the two years of the programme by analysing their involvement in each cycle of value creation: the PSTs' work group social dynamic; their experiences of peer-teaching SCAs before school placement; PSTs' intentions about implementing SCAs; the individualisation of PSTs learning process; relationship dynamics with stakeholders (TEs, CTs, and US); and, the lack of practical examples of SCAs implementation in the host school. The analysis of the value creation cycles encourage PETE programmes to invest in understanding the development of social learning spaces, before introducing them in programme policy, by acknowledging the importance of developing a mechanism of analysis and follow-up of its development. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. 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.)

Current research highlights the need for more studies focused on how high-quality assessment strategies can contribute to coach learning in coach education. The use of e-portfolios, as formative assessment tools, has shown to contribute to student-coaches' learning in university-based programs, but studies on this topic are still scarce. The aim of this action research project is to investigate the potentialities and challenges of the e-portfolio as a formative learning-oriented assessment tool in an undergraduate sport coach course in Brazil. By sharing this, from the perspective of student-coaches and the assistant-professors of the course, we reflect on the evidence with the intention to both inform colleagues doing similar work and contribute to an emerging body of assessment in coach education literature. [ABSTRACT FROM AUTHOR]

The research investigates the lived experience of teacher education students enrolled in a student-centered classroom environment. A classroom environment plays a vital role in developing academic performance through differentiated learning experiences. In the Philippine higher education under the implementation of a new curriculum, a focus on student-centered teaching approach was highlighted to achieve the goals of outcome-based education. The study about the students' lived experiences in a student-centered classroom setting could determine the strengths and weaknesses of the teaching methodology. In achieving the research objectives, the researchers conducted a series of classroom observations to observe the student's behavior in a student-centered approach. In the latter part of the semester, an interview among the enrolled students was conducted. The study is a qualitative method using the phenomenological approach wherein the lived experiences of the students are documented and analyzed. The findings revealed that interpersonal skills, creativity, and self-esteem were aspects of personality that were improved in a student-centered classroom environment. This reveals that the current trend in teaching approach contributes not only to the academic achievement of the students but also to their personal development. [ABSTRACT FROM AUTHOR]

Introduction: Ineffective and non-interactive learning among nursing students limits opportunities for students' classroom presentation skills, creativity, and innovation upon completion of their classroom learning activities. Pecha Kucha presentation is the new promising pedagogy that engages students in learning and improves students' speaking skills and other survival skills. It involves the use of 20 slides, each covering 20 seconds of its presentation. The current study examined the effect of Pecha Kucha's presentation pedagogy on presentation skills among nursing students in Tanzania. Objectives: The aim of this study was to establish comparative nursing student's presentation skills between exposure to the traditional PowerPoint presentations and Pecha Kucha presentations. Methods: The study employed an uncontrolled quasi-experimental design (pre-post) using a quantitative research approach among 230 randomly selected nursing students at the respective training institution. An interviewer-administered structured questionnaire adopted from previous studies to measure presentation skills between June and July 2023 was used. The study involved the training of research assistants, pre-assessment of presentation skills, training of participants, assigning topics to participants, classroom presentations, and post-intervention assessment. A linear regression analysis model was used to determine the effect of the intervention on nursing students' presentation skills using Statistical Package for Social Solution (SPSS) version 26, set at a 95% confidence interval and 5% significance level. Results: Findings revealed that 63 (70.87%) participants were aged ≤ 23 years, of which 151 (65.65%) and 189 (82.17%) of them were males and undergraduate students, respectively. Post-test findings showed a significant mean score change in participants' presentation skills between baseline (M = 4.07 ± SD = 0.56) and end-line (M = 4.54 ± SD = 0.59) that accounted for 0.4717 ± 0.7793; p <.0001(95%CI) presentation skills mean score change with a medium effect size of 0.78. An increase in participants' knowledge of Pecha Kucha presentation was associated with a 0.0239 (p <.0001) increase in presentation skills. Conclusion: Pecha Kucha presentations have a significant effect on nursing students' presentation skills as they enhance inquiry and mastery of their learning content before classroom presentations. The pedagogical approach appeared to enhance nursing students' confidence during the classroom presentation. Therefore, there is a need to incorporate Pecha Kucha presentation pedagogy into nursing curricula and nursing education at large to promote student-centered teaching and learning activities and the development of survival skills. Trial registration: It was not applicable as it was a quasi-experimental study. [ABSTRACT FROM AUTHOR]

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

The educational podcast is a didactic resource requiring specific planning to create a digital audio file with educational content. These podcasts promote meaningful learning and stimulate cognitive skills. This study aimed to analyze the effectiveness of educational podcasts in increasing students’ satisfaction and performance in content acquisition compared to live oral presentations. An experimental methodology was used, involving 148 students from the University of Zaragoza (2022-2023). Students were divided into two groups: one used podcasts, and the others gave live oral presentations. They assessed both types of presentations using an evaluation rubric and collaborated on content development. Data on academic performance, satisfaction, ratings, gender, age, and admission cut-off marks were collected for statistical analysis. Both groups reported high satisfaction, with in-class presentations deemed slightly more appropriate. Exam performance was similar across groups. Collaborative, student-centered learning increased satisfaction, but intra-group conflicts prevented clear distinctions between the methodologies. [ABSTRACT FROM AUTHOR]

We examine the ideal twenty-first century learner as discursively produced in recent future-oriented documents published by the OECD and UNESCO. Drawing inspiration from Bacchi's question 'What is the problem represented to be?', we identify a constellation of interrelated discourses that together craft an image of a post-political, resilient, empathic, bio-perfected, transhuman learner. This learner is conditioned to endure, adapt and adjust to ongoing socio-political conditions and crises, rather than to contest, resist, or alter them. We argue that this portrayal is reflective of a deepening ideological alignment between the OECD and UNESCO – organisations that have traditionally held divergent views on the purpose and value of education. We conclude by advocating for the reinvigoration of subjectivities that prioritise political agency, defined as the capacity to act upon and transform the existing social order and power structures. [ABSTRACT FROM AUTHOR]

As students and teachers embrace more forms of multimodal composing, classroom power structures move from the more linear, hierarchical structures typically seen in education to more open, student-centered forms. However, these transitions are not always seamless. Using a multiliteracies framework, this article focuses on how a classroom teacher framed what counted as writing in a senior English class where students created a digital writing portfolio across three platforms. Findings explore what counted as writing from the perspective of the teacher before, during, and after the portfolio unit as well as the struggles that she faced in understanding how to assess the myriad of possible authoring paths multimodal projects offer. Implications extend to how teachers may be influenced by and continue to push back on established institutional power structures to open spaces for reshaping what counts as writing in the classroom. [ABSTRACT FROM AUTHOR]

This study aimed to build an integrative model of the interrelations between pedagogical training, teacher regulation skills, learning patterns and student-centred teaching approach. Self-reported questionnaire data were collected from 378 higher education teachers and analysed using structural equation modelling. The findings indicated that pedagogical training was related to teachers' regulation of their pedagogical development, which was further connected to both meaning-oriented and application-oriented teacher learning. However, only meaning-oriented teacher learning was connected to adopting a student-centred teaching approach, while application-oriented teacher learning was not. Teacher regulation was negatively connected to problematic learning, meaning that those who did not regulate their pedagogical development more often reported a problematic pattern towards teacher learning. Thus, pedagogical training, regulation skills and teacher learning patterns are important in terms of teachers' pedagogical development to a student-centred teaching approach. The findings highlight the importance of regulation and the quality of teacher learning in increasing student-centred teaching. [ABSTRACT FROM AUTHOR]

Research in the field of second/foreign language learning has shown that some learners are more successful than others. This can be ascribed to the influence of several factors. Manifold studies have proved the consequential effect of motivation on the learning process. The level of motivation of learners, however, is believed to fluctuate due to the effect of various internal and external factors. The teacher's teaching style is one of the external factors that has been claimed to be influential in the process of teaching and learning by many researchers. Nonetheless, less emphasis has been put on the relationship between this variable and motivation, especially in the Moroccan context. The purpose of this study, therefore, was to investigate the effect of teachers' teaching styles on common core learners' motivation to learn English at Moulay Youssef High School in Meknes, Morocco. To this end, a random sample consisting of 103 participants was selected using the stratified sampling method. To collect numerical data, the questionnaire was employed as a research instrument, and the data were analysed statistically using the Statistical Package for the Social Sciences (SPSS) version 20. The results of this research demonstrate that teachers' teaching styles significantly affect learners' motivation to learn English. Further, it is indicated that the authoritarian and the democratic styles are the dominant styles among English teachers at Moulay Youssef High School. Hence, it is paramount to consider the effect of the teaching style to be able to control its influence on the learners' motivation. [ABSTRACT FROM AUTHOR]

This article explores the current state of English as a Foreign Language (EFL) education in Morocco, identifies key challenges, and proposes strategies for improvement. Through a mixed-methods approach involving surveys and interviews with EFL teachers and students, the study highlights issues such as inadequate teacher training, out-dated curricula, and limited access to resources. The findings suggest that professional development for teachers, curriculum reform, integration of technology, and student-centred teaching approaches are crucial for enhancing EFL education in Morocco. The article concludes with practical recommendations and a call for policy support. [ABSTRACT FROM AUTHOR]

This article explores the ways in which popular musicians in Malaysia learn the craft of Western popular music-making in comparison to those in the United Kingdom. Literature that studied popular musicians and their practices had largely focused on communities within Anglosphere regions, and there are insufficient understandings of the journeys of non-Anglosphere popular musicians to determine if their experiences coincided with those from Anglosphere nations. In this mixed method study, popular musicians from Malaysia and the UK completed online questionnaires that enquired into their experiences with formal learning, as well as the practices they engaged in. Secondary data was also harvested from literature based on UK musicians for triangulation purposes. Though the findings indicated numerous overlaps in the experiences of popular musicians from both countries, there were areas of distinction. Malaysian popular musicians were more inclined than their counterparts in the UK, to engage with formal popular music learning, to cultivate a reliance on notation, and to experience instrumental lessons that comprised more features of informal learning. Implications from this article include the need to further investigate the factors behind the disparities, and to afford increased attention towards the learning cultures of non-Anglosphere popular musicians. [ABSTRACT FROM AUTHOR]

The study is a descriptive-correlation research design. This study assessed the teaching competencies and Individual Performance Commitment and Review Form (IPCRF) ratings of educators in the public schools situated in the BaloI District of Lanao del Norte, Philippines. Employing a descriptive-correlation research design, the study used descriptive research methods to elucidate the socio-economic profile, including age, sex, length of service, number of training sessions attended, and teacher position. The study's participants were the teachers from the Baloi District within the Division of Lanao Del Norte, SY 2022-2023. Result of the evaluation of teachers' competencies and performance offers a favourable perspective on the overall educational landscape. The robust competencies demonstrated in knowledge, skills, and attitudes underscore a commitment to effective teaching practices, fostering a student-centered learning environment. The emphasis on real-life examples, effective communication, and continuous professional development reflects a dynamic teaching approach that contributes to a positive and engaging educational atmosphere [ABSTRACT FROM AUTHOR]

The author explores a transformational civic pedagogy framework that would help elementary teachers in fostering student-centered civic learning. Topics discussed include the learning goals that explain transformative civic learning, lesson plans in which teachers can enact the learning goals in their class, and examples of transformational civic learning.

In the Republic of Croatia, all education-related documents, reforms, and changes at all levels of education rest on a constructivist approach to learning and teaching. The initial teacher education system should take responsibility for introducing new methodological scenarios, didactic design of spaces, and equipment that are compatible with contemporary learning theories and support multiple learning styles. This paper aimed to identify and compare the perceptions of teacher education students in the Republic of Croatia regarding the teaching of Science. Students' perceptions in the academic year 2022/23 were compared to the academic year 2011/12 when the research was first conducted. This paper included teacher education students in their 2nd (N=366) and 5th year (N=386) of study from three Croatian universities. Students' perception of teaching was assessed through drawings, the analysis of which indicates the students' self-perception as teachers during the teaching of Science and reveals their preconceptions about teaching and learning. The results show that 2nd-year students are more likely to perceive themselves in teacher-centered environment. Furthermore, 2022/23 generation students are more likely to perceive themselves in teacher-centered environment when compared to students 11 years ago. For 5th-year students, there is no statistically significant difference in the perception of teaching between the 2011/12 generation and the 2022/23 generation. However, when the results are categorized on the continuum of teaching theory, it is evident that 24% more of them perceive themselves to be in teacher-centered classes in 2022/23 and 20% less in student-centered environment as opposed to 11 years ago. Therefore, it is recommended to modernize higher education teaching with new didactic solutions, strategies, and technologies that will help students change their perceptions of teaching and learning, and subsequently implement it once they start working. [ABSTRACT FROM AUTHOR]

This paper describes (1) the reasoning behind a self-directed learning assignment in an advanced qualitative research methods course, and (2) doctoral students' experiences with that assignment. Drawing on instructor and student perspectives, a professor and four doctoral students collaborated to reflect and report on the process and product of one assignment within a course. The doctoral students approached the assignment in unique ways: delving into one specific research methodology, comparing multiple research designs, and exploring current uses of qualitative research at a research conference. The piece contributes to the body of literature about students' and instructors' experiences in graduate qualitative research methods courses and argues for providing more opportunities for students to direct their own learning in graduate coursework. [ABSTRACT FROM AUTHOR]

Institutions of higher education are seeking to support more active learning among faculty, and that support includes the creation of active learning spaces to support more student-centered course activities. However, incremental development of these learning spaces leads to a sorting of students between active and passive learning environments. This study collected repeat-measure data from undergraduate students enrolled in a two-semester course sequence to evaluate factors affecting student enrollment decisions and student attitudes toward learning. We integrated this combination of research tools using a QuantCrit analytic framework, which revealed student attitudes and decision-making processes that were generally stable over the study period for individuals, but very different when examining student enrollment groups over time. Limited access to active learning classrooms forced students to self-sort based on either their social networks or their attitudes toward learning. That, in turn, may create a marginalizing force that pushes out some students—most often women—from undergraduate programs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to explore learner-centered emerging technologies, methods of learning with artificial intelligence (AI), student engagement and concerns related to the assessment process at public and private universities in Bangladesh. Design/methodology/approach: The study employed a qualitative research approach to investigate innovations in learning, student engagement and assessment concerns. Respondents were categorized into three clusters: Cluster-A comprised students from various academic levels, Cluster-B included faculty members with online teaching experience and Cluster-C consisted of information and communication technology (ICT) experts from university information technology (IT) departments. Qualitative data were collected via in-depth interviews. Findings: The research findings indicate the widespread acceptance and utilization of learner-centered technologies, with online and hybrid learning offering flexibility, accessibility, self-paced learning and better student engagement opportunities. While AI platforms like ChatGPT and Gemini are valued for clarifying theoretical concepts, concerns exist regarding their ethical use, particularly in completing assignments. The assessment process faces challenges related to online exams, with concerns over cheating prompting calls for AI-supported solutions. However, there is a gap between commitment and action in regulating unethical AI usage, highlighting the need for clearer guidance and investment in technological solutions for an effective assessment process. Research limitations/implications: Limitations of this study include the inability to quantify the satisfaction level with the emergence of learner-centered technologies, which could be better explained through a quantitative study. Originality/value: This study's originality and value stem from its thorough investigation of innovations in learner-centered education considering the emergence of AI and student engagement, uniquely focusing on the perspective of a developing country. [ABSTRACT FROM AUTHOR]

Merdeka Curriculum, an educational initiative introduced by Nadiem Makarim, Indonesia's Minister of Education and Culture, has several differences with Ki Hadjar Dewantara's educational concept. In its implementation, the Merdeka Curriculum emphasizes student freedom in determining the course of learning, promotes creativity, and encourages project-based learning. However, this may conflict with Ki Hadjar Dewantara's concept, which prioritizes the role of the teacher as a facilitator in directing student development. This research aims to understand the factors that cause this phenomenon by using Ki Hadjar Dewantara's perspective as an analytical tool. This research uses a descriptive qualitative approach with a literature study method through several stages including library data collection, recording, reviewing data sources, and processing information. The results show that Ki Hadjar Dewantara's concept of education also emphasizes student-centered learning by respecting their individuality and a holistic approach to education. Unfortunately, in the implementation of the Merdeka Curriculum, the focus on respecting students' individuality and developing moral, emotional, and physical aspects may not be a priority. In addition, other important aspects such as education for students' daily lives may also not get enough attention in the Merdeka Curriculum. The link between learning in the curriculum and students' real lives may become less clear. [ABSTRACT FROM AUTHOR]

Performance Management Through the Medeka Mengajar Platform is a tool that makes it easier for teachers and school principals to set more contextual performance targets by the needs of indicator units and career development to improve the quality of student-centered learning. This Performance Management feature is also integrated with e-performance services managed by the State Civil Service Agency. The method used in this research is the Library Research method or library research. Performance management transformation is a form of collaborative relationship carried out by the Ministry of Education and Culture with teachers and school principals, the State Civil Service Agency (BKN), a government agency in charge of personnel management, and the Regional Government according to its authority through the Regional Personnel Agency and the Education Service. This performance management transformation comes as a form of aligning and accelerating processes through integrated technology in regional performance management. There are relevant performance improvement priority indicators to assist teachers and school principals in achieving them. Assistance from the Ministry of Education and Culture and the Education Department is still needed in managing performance through PMM. [ABSTRACT FROM AUTHOR]

Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary education. The aim is to assess the key characteristics associated with different approaches by investigating five popular student-centered teaching methodologies: activity-based learning, inquiry-based learning, cooperative learning, problem-based learning, and project-based learning. The results enable educators to make informed decisions about instructional strategies and provide a stepping stone for further research. [ABSTRACT FROM AUTHOR]

Despite the importance of Student-Centered Learning (SCL), limited information exists in the literature on how SCL can be facilitated by various educational technologies. This study, therefore, explores the literature to investigate the role of educational technology in supporting SCL. Particularly, it builds on the American Psychological Association (APA) learner-centered principles framework, and a classification inspired by John Dewey on technologies that support student learning. Specifically, this study conducts a systematic literature review of literature reviews focusing on student-centered learning to reveal research trends, gaps and future directions related to the factors and principles of SCL and the classifications of technologies in SCL environments. The obtained results found that cognitive and metacognitive were the most covered SCL factors, followed by factors related to motivational, affective and individual differences. Additionally, technologies for management were the most utilized in SCL environments and supported both cognitive and metacognitive, as well as motivational and affective factors and principles of SCL. The findings further revealed several challenges when adopting SCL, such as pedagogical, environmental, technological, curriculum, or social related. [ABSTRACT FROM AUTHOR]

Among the student-centered approaches, there is one that stands out: student-centered learning (SCL). This model emphasizes students' ability to learn and make decisions. This research uses a qualitative approach with a case study method; examining how the student-centered learning paradigm is applied in the field of guidance and counseling is the main objective of this research. The informants in this study were field study students in the Islamic Education Program at UIN Sunan Kalijaga Yogyakarta during the period October–November 2023. The students involved were all registered in the guidance and counseling course. Data collection techniques include observation and interviews. Based on the results of the study, it was concluded that the application of the student-centered learning model in guidance and counseling classes B and C in the odd semester of 2023 proved effective in increasing student activeness. The increase in student activity can be seen in the increase in critical thinking skills, communication skills, and skills in solving problems. In addition, the lecturer acts as a facilitator of learning practices and is responsible for overseeing the entire learning process. Abstrak Diantara pendekatan yang berpusat pada siswa, ada satu yang menonjol: Pembelajaran Berpusat pada Siswa (SCL). Model ini menekankan pada kemampuan siswa dalam pembelajaran dan pengambilan keputusan terkait pertumbuhan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, mengkaji bagaimana paradigma pembelajaran yang berpusat pada siswa diterapkan dalam bidang bimbingan dan konseling menjadi tujuan utama penelitian ini. Informan dalam penelitian ini merupakan mahasiswa studi lapangan di Program Pendidikan Agama Islam UIN Sunan Kalijaga Yogyakarta selama periode Oktober–NNovember 2023. Mahasiswa yang terlibat semuanya terdaftar pada mata kuliah Bimbingan dan Konseling. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa penerapan model Student-Centered Learning pada kelas Bimbingan dan Konseling B dan C pada semester ganjil tahun 2023 terbukti efektif dalam meningkatkan keaktifan mahasiswa. Peningkatan aktivitas mahasiswa dapat dilihat dari meningkatnya keterampilan berpikir kritis, keterampilan berkomunikasi, dan keterampilan dalam memecahkan masalah. Disamping itu, dosen berperan sebagai fasilitator praktik pembelajaran yang bertanggung jawab mengawasi seluruh rangkaian pembelajaran.

This study explored the crucial importance of teaching controversial public issues in, acknowledging the prevalent occurrence of differing opinions among students about numerous issues facing society. Using a transcendental phenomenological method, this research explored the complex experiences of secondary social studies teachers as they navigated these controversial issues in public schools. The study illuminated the lived experiences of five Kontemporaryong Isyu teachers through and in-depth interview. These teachers were under the jurisdiction of the Schools Division Office of Caloocan City. The findings emphasized several important themes, such as the importance of thorough training for teachers, the need for curriculum to address current societal issues, the autonomy given to teachers in choosing topics and teaching methods, the use of learner-centered teaching approaches, and the difficulties faced in effectively engaging students. Additionally, the study emphasized the crucial need for teachers to promote democratic values, such as equity and reverence, to encourage substantial discussions and analytical reasoning among pupils. These observations had implications for secondary Social Studies teachers and Social Studies Administrators, highlighting the importance of continuous professional growth and the establishment of supportive educational settings that promoted the development of well-informed citizens and encouraged students to engage in critical thinking. [ABSTRACT FROM AUTHOR]

Over the past few years, batteries have become increasingly more common in electronic devices as part of people’s daily lives. Concerns for the environment have grown due to the improper disposal of these materials which is increasing. Batteries contain potentially toxic metals in their composition, which can lead to soil contamination due to exposure to weather conditions and rain. Concerning this matter, to prove the harm that batteries cause to aquatic environments when incorrectly discarded, students decided to carry out leaching tests that consist of using collected rainwater and a simulation of seawater, to which they added alkaline L1154 batteries connected in series and lithium batteries as well. This hands-on learning experience is intended for high school students and can be adapted to be taken in the first year of Chemistry at universities. The adaptation offers a valuable opportunity for students of different educational levels to explore the environmental impacts of batteries, provoking a deeper understanding of the chemistry involving these devices.

Open science skills are increasingly important for a career in ecology and evolutionary biology (EEB) as efforts to make data and analyses publicly available continue to become more commonplace. While learning core concepts in EEB, students are also expected to gain skills in conducting open science to prepare for future careers. Core open science skills like programming, data sharing, and practices that promote reproducibility can be taught to undergraduate students alongside core concepts in EEB. Yet, these skills are not always taught in biology undergraduate programs, and a major challenge in developing open science skills and learning EEB concepts simultaneously is the high cognitive load associated with learning multiple disparate concepts at the same time. One solution is to provide students with easily digestible, scaffolded, pre‐formatted code in the form of vignettes and interactive tutorials. Here, we present six open source teaching tutorials for undergraduate students in EEB. These tutorials teach fundamental ecological concepts, data literacy, programming (using R software), and analysis skills using publicly available datasets while introducing students to open science concepts and tools. Spanning a variety of EEB topics and skill levels, these tutorials serve as examples and resources for educators to integrate open science tools, programming, and data literacy into teaching EEB at the undergraduate level. [ABSTRACT FROM AUTHOR]