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Purpose: Prospective physical education teachers (PPETs) acquire beliefs during acculturation, which is the time before teacher education begins. Beliefs are based on shared experiences and influential in PPETs' professional development. We examined German PPETs' shared beliefs through the lens of teaching quality, comprising classroom management, student support, and cognitive activation. Method: Three focus group discussions were conducted, in which 13 German PPETs were instructed to work on shared lesson planning. The data were analyzed using reflexive thematic analysis. Findings: The PPETs believed that physical education should enable students' participation in sports. Therefore, classroom management was reflected as "managing a physical education class as a prerequisite for the complexity of teaching." Student support was reflected as "providing easy access to sports for all students." Cognitive activation was reflected as "disregarding cognitive activation in favor of transmissive teaching." The PPETs drew on their own physical education experiences as former students. Conclusion: Longitudinal studies focusing on cognitive activation are recommended. [ABSTRACT FROM AUTHOR]

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

Self‐efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self‐efficacy beliefs. Likewise, teacher self‐efficacy is proposed to shape teaching quality which, in turn, informs future teacher self‐efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three‐wave longitudinal design to examine the predictive effects of teacher self‐efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self‐efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self‐reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self‐efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self‐efficacy may show fruitful in raising overall teaching effectiveness. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The study of topological policy cultures highlights a tendency in policy spaces to undo the effects of topographical and cultural distances and differences. In contemporary education policy trends, such traits are present in the attempts to reimagine classroom spaces. A case in point is Future Classroom Lab (FCL), a physical classroom concept developed and spread across Europe, which promotes the use of digital technologies and divides the classroom into different functional 'zones'. We analyse FCL as a prototype that incites open exploration in the use and design of classrooms. We argue that prototypes are sometimes equally morphing into proto-practices, which are practised forms of prototypes that are in constant flux, enabling new and different functions, meanings and emotions to emerge. Prototypes and proto-practices secure the continuous transformation of policy spaces through relatively open variation, differentiation and exploration. As such, they are emblematic of contemporary topological policy cultures. [ABSTRACT FROM AUTHOR]

Preparing prospective mathematics teachers to become teachers who recognize and respond to students' mathematical needs is challenging. In this study, we use the construct of critical incident as a tool to support prospective mathematics teachers' reflection on their authentic fieldwork activities, notice students' thinking, and link it to the complexity of mathematics teaching. Particularly, we aim to explore the characteristics and evolution of prospective mathematics teachers' noticing of students' mathematical thinking when critical incidents trigger reflective discussions. Critical incidents are moments in which students' mathematical thinking becomes apparent and can provide teachers with opportunities to delve more deeply into the mathematics discussed in the lesson. In the study, twenty-two prospective mathematics teachers participated in fieldwork activities that included observing and teaching secondary school classrooms. The prospective teachers identified critical incidents from their observations and teaching, which were the foci for reflective discussion in university sessions. By characterizing the prospective teachers' reflective talk in these discussions, we demonstrate the discussion's evolution. In it, participants questioned learning and teaching mathematics and suggested alternate explanations. This characterization also shows that using critical incidents in the university discussions enabled the prospective teachers to link students' thinking with the teacher's teaching practices while supporting their reflection using classroom evidence. We emphasize the importance of descriptive talk in the discussion, which allows for deepening the prospective teachers' reflections. Further, we explore the teacher educator's contributions in those discussions, showing that the teacher educator mainly maintained the reflective talk by contextualizing the critical incidents and pressing the participants to explain further issues they raised in the discussions. Implications for mathematics teacher education are discussed. [ABSTRACT FROM AUTHOR]

This study aimed to identify the relationship between training program effectiveness and English language teachers' self-efficacy. The participants of this study consisted of 144 English language teachers at Makkah schools. The data were collected via the Effectiveness of Training Program Scale and the Teachers Self-Efficacy Scale. The findings of the study revealed a statistically significant relationship between training programs effectiveness and English language teachers' self-efficacy. Furthermore, English teachers perceived self-efficacy toward student engagement and instructional strategies was medium, whereas classroom management was not high. Relevant implications and future directions are discussed within the scope of the training program effectiveness and teacher's self-efficacy literature. [ABSTRACT FROM AUTHOR]

Objective: Disruptive and distracting behaviors in the classroom, from off-task to aggressive behaviors, negatively affect academic engagement and achievement and can lead to more serious problems, including mental health conditions and substance use disorders. The goals of this systematic review were to assess the level of evidence, using established rating criteria, for interventions aimed at preventing or reducing disruptive and distracting classroom behaviors; identify program components common to multiple interventions; synthesize the evidence in regard to students from different racial-ethnic groups; and conduct an economic analysis of these interventions. Methods: A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022. The authors rated interventions as having high, moderate, or low levels of evidence of effectiveness on the basis of the number and rigor of studies with positive outcomes. Results: Of the 27 interventions identified across 65 studies (N=73 articles), six interventions received a high or moderate evidence rating. The Good Behavior Game was the most frequently studied intervention. Many interventions shared similar program components, including behavioral management, classroom management, emotional-cognitive processes, and skills acquisition. Most articles (86%) were focused on elementary school students. The four interventions rated as having high evidence of effectiveness also showed generally positive outcomes in studies conducted in school settings with racial-ethnic diversity. No studies met the criteria for inclusion in an economic analysis. Conclusions: With greater use and more research, interventions focusing on reducing disruptive and distracting behaviors have the potential to promote student well-being and prevent mental health conditions. [ABSTRACT FROM AUTHOR]

The conduct of teachers, especially in handling disruptions, significantly impacts the comfort of students. This research investigates the correlation between preservice teachers' effectiveness in terms of managing disruptions and the emotions experienced by both engaged and disruptive students. In an experimental simulation, we crafted a classroom scenario wherein preservice teachers engaged in handling severe disruptions over a 10-min period. During the simulation, other preservice teachers assumed the roles of either engaged or disruptive students, following specific behaviour guidelines. Afterwards, the student role players completed questionnaires to gauge their perceptions of positive and negative emotions, as well as to assess the effectiveness of the teacher's management of disruptions. Notably, interaction effects were observed between preservice teachers' disruption management strategies and the students' roles (either engaged or disruptive) on their emotional responses. When preservice teachers effectively managed the classroom during the simulation, those acting as engaged students reported higher levels of positive emotions and fewer negative emotions. In contrast, when classroom management was ineffective, participants portraying disruptive students experienced more positive emotions and fewer negative emotions. The educational implications of these results are considered and discussed. [ABSTRACT FROM AUTHOR]

This paper discusses two teachers' experiences implementing a phenomenon and problem-driven curriculum for the first time in two kindergarten classes. It describes how teachers shifted their teaching to support students' collaborative sensemaking about phenomenon. It also discusses how the teachers helped students overcome anxiety about uncertainty when figuring out phenomenon and during an engineering design challenge. Throughout the paper teachers offer detailed descriptions of the adjustments they made to their instructional methods and how those changes in pedagogy impacted students during the curriculum. Impacts to students' overall sense of academic agency are also discussed. Finally, the paper addresses real-world concerns facing teachers transitioning to phenomenon and problem-driven instruction, including the amount of class time allocated to science learning and the amount of content required by the Next Generation Science Standards. [ABSTRACT FROM AUTHOR]

This study discusses whether free-view media processing technology impacts individual student learning in everyday dance teaching practice in different ways. This study was conducted empirically by creating three groups: a traditional face-to-face group, a completely digital media online learning group and a blended model group. Results indicated that the blended learning model group achieved better results than the traditional face-to-face model group and the completely online group. In other words, this indicates that free-view media processing technology plays a positive role in dance teaching. It encourages students to reflect and think critically. With blended learning, students can embrace new technologies, learn and teach together, and avoid disruptions caused by removing technology from the classroom. [ABSTRACT FROM AUTHOR]

Love pedagogy integrates emotional and relational aspects into education, fostering compassionate relationships between educators and students, and promoting a more humane approach to teaching. Rooted in its leading principle that education should nurture both the intellectual and emotional growth of students, this study explored the role of love pedagogy in contemporary education by examining the opinions, knowledge, and experiences of 61 educators. Through a qualitative questionnaire with open-ended questions, the research investigated how teachers perceive and implement love-based approaches in their classrooms. The findings indicate a strong belief among educators that love is a foundational element to effective teaching, promoting emotional well-being, enhancing student engagement, and fostering a positive learning environment. Many teachers perceived love as an essential component of education, considering it an integral part of their professional responsibilities. The study highlights the benefits of love pedagogy in reducing behavioral issues, increasing participation, and supporting holistic student development. However, challenges such as personal stress and difficult student behavior can hinder consistent application of this approach. Notably, 83.61% of teachers had no formal training in love pedagogy, pointing to a gap in teacher education programs. Based on these results, the study concludes that formalizing the role of love in education, teachers can better nurture both the academic and emotional growth of their students, resulting in improved educational outcomes. Therefore, it proposes to incorporate love pedagogy into formal teacher training, provide institutional support for teachers, and promote a more holistic educational framework. [ABSTRACT FROM AUTHOR]

This study aims to investigate the predictive role of cultural intelligence, motivation to teach, and "culturally responsive classroom management self‐efficacy" (CRCMSE) in teachers' sense of efficacy. The study utilized a combination of "structural equation modeling" (SEM), deep learning, and "artificial neural network" (ANN) to analyze data collected from 1061 preservice teachers. The SEM analysis indicated that cultural intelligence, motivation to teach, and CRCMSE significantly predicted the sense of efficacy of the teacher candidates, accounting for 59% of the variance. Additionally, the ANN model accurately predicted the teachers' sense of efficacy with 75.71% and 75.17% accuracy for training and testing, respectively. The sensitivity analysis revealed that CRCMSE played the most crucial role in predicting the preservice teachers' sense of efficacy. The deep learning model also predicted the sense of efficacy with an overall accuracy of 74.18%. The utilization of a multimodal analysis approach facilitated the identification of both linear and nonlinear relationships between the constructs. Practitioner points: This study investigated the predictive role of cultural intelligence, motivation to teach, and CRCMSE in teachers' sense of efficacy.The study employed a combination of SEM, deep learning, and ANN to analyze the data.The multimodal analysis facilitated the identification of both linear and nonlinear relationships. [ABSTRACT FROM AUTHOR]

History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict‐affected societies. However, its success is dependent on teachers taking risks to challenge entrenched 'us versus them' views of history. How does a student teacher in Northern Ireland grapple with risk‐taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity‐based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies. [ABSTRACT FROM AUTHOR]

We reconceptualize co-teaching in higher education to be more than a method for professional development or adapting to student preferences. Instead, co-teaching offers community and collaboration that can sustain the holistic well-being of professors, especially marginalized faculty who navigate high service loads and extra scrutiny from students. Drawing upon our Chicana/Latina feminist onto-epistemologies, we leveraged embodied pedagogies of care and plática to self reflect and critically analyze our particular approach to co-teaching–what we term 'comadre co-teaching.' This paper demonstrates how co-teaching meets institutionalized expectations for teaching excellence, but most importantly, serves to sustain us as faculty of color and mothers. We present brief narratives of our co-teaching experiences as examples of what it looks and feels like to have support in navigating the chaos of teaching during a pandemic. We also offer lessons learned of what it takes to create and sustain a support network among historically marginalized faculty. [ABSTRACT FROM AUTHOR]

This article considers the ways in which a group of postgraduate students position themselves in a multicultural classroom at one university in the UK. Research indicates that postgraduate students actively negotiate and renegotiate their learner identities and belonging in the context of higher education environments and develop new subject positions. The study examines students' constructions of their own identities as learners and considers their changing identities from the perspective of agency. Our data collected from focus groups and one-to-one interviews with students prior to the outbreak of the Covid-19 pandemic, comprise a large proportion of non-UK/EU students, amongst whom Chinese students are the single largest constituency. Findings show that students' experience of learning is constitutive of the identification work they do during lectures and group-work to position themselves as participants of HE, and in the process, practice othering of students belonging to non-traditional participants in UK higher education. [ABSTRACT FROM AUTHOR]

Although the constructs of teacher power and authority are widely adopted in the study of classroom management, less is known about how faculty power, authority, and career stage intersect. This interpretive, qualitative study is thus guided by the following question: What role do formal, expert, and referent power play in the approaches and practices of exemplar university teachers across career stages? We adopted a three-pronged teacher authority framework to explore the conceptualizations and utilizations of formal, expert, and referent power by exemplar college teachers in early, mid-, and late career stages. Our findings highlight both the tasks and tensions perceived by faculty in each career stage, as well as the forms of power these teachers draw on to navigate the classroom. Ultimately, exemplar teachers encouraged student engagement, learning, and relationships through pedagogical, personal, and relational authority. [ABSTRACT FROM AUTHOR]

This paper presents a new visualisation of tensions in developing and delivering undergraduate higher education. It links qualitative research on academics' perceptions of education in one English research-intensive university to known models of knowledge, curricula, pedagogies, student engagement and identities to propose a new conceptual framework. Reworking the 1980s Clark triangle, with its apices of academic oligarchy, state authority and market denoting system tensions, a common apex now merges state and market agendas, and societal pulls are introduced at the third. The paper acknowledges today's complex higher education environment and responds to critiques about the original triangle's static nature, recognising oscillation within the space and adding a fourth apex representing students' identities. The adapted model, supported through academics' lived experiences, makes explicit the spectrum of choices and desired educational outcomes. It offers an important aid to debates on the purpose of higher education and learning and teaching policy and practice. [ABSTRACT FROM AUTHOR]

There is limited contemporary evidence around students' experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing was key and working through problems by hand was valued, while the use of powerpoint often received critique. The final theme shows how resources form a crucial link from the lecture into students' private studying. This study also drew on lecturer interviews, and the comparison shows considerable coherence between lecturer intentions and students' experiences. The final aspect of this study compared across institutions, and here we see the structural impact of the high levels of contact time in the South African programmes. [ABSTRACT FROM AUTHOR]

This article argues that paying attention to affect offers new theoretical insights into critical thinking and reflexivity that deepen scholarly understandings of the entanglement between 'thinking-feeling' in higher education pedagogies. In particular, this article brings together the literatures on affect theory and critical thinking in higher education to make a contribution to the analysis and sorting through of various conceptions about critical thinking in higher education, and to figure out how those conceptions operate in affective ways. It is suggested that a more refined understanding of the role of affective thinking in higher education can provide new political openings for negotiating sensitive and controversial socio-political issues in universities. To illustrate the potential of this theoretical contribution, this article discusses a concrete example that concerns how students may engage in and respond to political activism involving the colonial legacies of western universities. [ABSTRACT FROM AUTHOR]

While a trans-disciplinary approach has been suggested within school science learning to facilitate the role of science education for societal development, lacking is a conceptualisation with respect to what trans-disciplinarity is, why it is needed, and how it can potentially be implemented in the classroom. In seeking to address this limitation, this study undertakes a systematically literature review of research articles published between 2011 and 2022, within the scope of trans-disciplinarity at school level science education. The five key transdisciplinary attributes are identified as – complexity, liberation, inclusion, transcendence beyond education and reflection, leading to the identification of 12 key dimensions of trans-disciplinarity. Based on this finding, a model is put forward with respect to implementing trans-disciplinarity within school level science teaching-learning, incorporating all identified dimensions as an approach towards addressing wicked problems within the society. The significance of this study lies on the conceptualisation of trans-disciplinarity in a holistic sense, so as to address a wider societal development through school science education. [ABSTRACT FROM AUTHOR]

The article presents the discussion on providing practical guidance for early-career teachers preparing for the school year. Topics include emphasizing organization, classroom management, and community-building strategies; and creating a back-to-school checklist for syllabi and materials, tips for building rapport and managing classrooms effectively, and strategies for planning engaging activities for the first days of school to foster a positive learning environment.

Systematically applying the science of behavior throughout an educational environment may help position our educational system for success. Teacher preparation, school climate, classroom setup, and instructional delivery are all aspects of a school that the science of behavior can positively affect. Through the implementation of targeted teacher preparation, ongoing follow-up and support, establishing a decision analysis protocol for data-based instructional decision making, and ensuring measurement and accountability for both staff and students, this goal may be in reach. In this article, we describe the foundational steps for implementing the Comprehensive Application of Behavior Analysis to Schooling (CABAS) and Accelerated Independent Learner (AIL) models, and the resulting data in an underperforming public charter school serving disenfranchised populations. The components of the model included classroom management techniques, design of interventions, use of evidence-based curricula, supervision, and research-based strategies and tactics to train and monitor professionals. The implementation of these procedures was done in successive phases to inductively analyze which components were needed and when. We report the relevant outcome data resulting from the targeted CABAS AIL components in the two phases of implementation. [ABSTRACT FROM AUTHOR]

This paper describes a strategic science of teaching (SST) and its application to effective education as a form of social justice. SST is grounded in the Comprehensive Application of Behavior Analysis to Schooling (CABAS®), a system-wide approach to teaching. The Accelerated Independent Learner (AIL) model stems from the CABAS® system but operates within public schools and general education classrooms where the science of behavior is applied to establish academic, social, and self-management repertoires for all students. In the AIL model, data from the student's progress drives instruction. The arrangement of the classroom includes classroom management, instructional presentations, curriculum-based measurement, visual displays of individual student mastery of curricular objectives, the interaction between verbal development and what to teach, and acquisition of learning cusps. Another critical aspect of these classrooms includes teacher measures and teacher education. All these components are used to collectively accelerate student learning. Using this model, we attempt to remove the barrier to a one-size-fits-all education system, thus creating a more just educational system for all children. [ABSTRACT FROM AUTHOR]