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AbstractThere is a need to determine the teaching strategies of Criminology Instructors and the basic competencies learned by the students. This paper explores the teaching strategies of the faculty members of the Criminology Department and the basic competencies acquired by graduates as a result of the teaching strategies. The study used both the quantitative and the qualitative research designs where survey questionnaires and interview were used to gather data among 190 respondents. The results suggest a link between the teaching strategies utilized by the Criminology Department faculty at MPSPC and the transferable skills acquired by the graduates during their college years. It demonstrates that faculty members and the institution are preparing their students to be competitive through the transfer of knowledge and skills. As evidenced by the graduates’ ability to acquire fundamental competencies, the majority of the teaching strategies employed by faculty members are outcomes-oriented. [ABSTRACT FROM AUTHOR]

Due to the COVID-19 pandemic, Biology Teaching Assistants (TAs) were tasked with transitioning and adapting their instruction to an online environment by quickly implementing Emergency Remote Teaching (ERT) practices. Effective online and in-person teaching requires student-centered approaches to support undergraduate student learning. Using interviews and the Approaches to Teaching Inventory (ATI), a case study was conducted to explore the impact on TAs approaches to teaching during the transition to an online emergency remote environment, and to identify areas where TAs need further support through Teaching Professional Development (TPD). The findings revealed themes regarding challenges in the ERT context, such as decreased active learning opportunities, decreased office hours attendance, decreased student engagement, and more time spent on teaching tasks. Our work provides educational researchers and practitioners with key aspects that can improve TPD for online teaching and learning. [ABSTRACT FROM AUTHOR]

Teaching science and biology to deaf students requires overcoming challenges to ensure equitable access to scientific knowledge. Therefore, the creation of accessible teaching materials, combined with stimulation, critical thinking and active participation is essential for teaching to be enriching. The main objective of this review was to discuss the effectiveness of serious games, present in the adapted materials, in promoting the learning of science and biology by deaf students. The review brings a compilation of research aimed at practical and transformative instructions in the inclusive educational area, with a view to teaching science and biology. The research revealed that the use of serious games and adapted game elements is a promising strategy for engaging and motivating deaf students in science and biology classes. [ABSTRACT FROM AUTHOR]

Massive waste generation linked to overconsumption is considered one of the most significant socio-ecological issues today, becoming a challenge for health and well-being and a barrier to achieving sustainability. Education is key to raising awareness and involving citizens in the adoption of responsible consumption habits, facilitating the recognition of the relationship between our daily activities and the production of waste. The aim of this exploratory study is to analyse the perceptions and commitments of future secondary school teachers (FTs) toward this issue and to explore the educational approaches they propose to address it in the classroom (n = 138). In this work, a mixed-methods approach was used based on quantitative and qualitative data collected through a questionnaire. The results show that FTs have difficulties in recognising the different factors involved in the problem of massive waste generation. However, they incorporate the health and ecological vision, which is close to the holistic vision of the One Health approach. The majority of them take personal responsibility for the problem, although they opt for low-effort options. Regarding the educational proposals they design, only a minority can do it following a commitment-oriented approach. [ABSTRACT FROM AUTHOR]

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University 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 field of technology and computer science (CS) is developing dynamically. Just as anyone can learn computers at any age, students with special educational needs (SEN) also aspire to acquire IT (information technology) knowledge on an equal footing with all other students. However, one of the obstacles facing students with SEN is the lack of educational materials and programs for CS in secondary schools. The authors have designed teaching materials and assignments that promote inclusion. This study aims to evaluate the impact of teaching resources developed based on universal design for learning (UDL) to make the school's CS course accessible to all students. The experiment involved 16 students and five teachers. For 8 weeks, students studied computer science using training materials based on UDL. Assessment of knowledge outcome indicators, particularly programming skills, was conducted before and after the experiment. After studying computer science through specific tasks, the interviewees demonstrated a higher level of assimilation of the subject, as indicated by the subsequent test results (mean = 12.13, standard deviation = 1.20), compared to the pre-experimental test (mean = 8.94, standard deviation = 1.12). The study demonstrated that using special UDLbased tasks to teach CS makes it more accessible and has a positive impact on students with special educational needs. [ABSTRACT FROM AUTHOR]

The aim of this paper is to show how teachers apply teaching and learning strategies related to the principles of the nervous system's functions. In our view, understanding what constitutes good teaching is about identifying how it engages the underlying cognitive and neurosystemic processes within the human brain in relation to learning. Using a student self-assessment questionnaire, we have investigated several key processes involved in neurodidactics (excitation, perception, memory, and the use, transfer, and adaptation of information and/or actions). The sample consisted of 884 7–10th grade students. The results showed that students' excitation, understanding, and consolidation of educational material are directly related to the work of the teacher and the teaching strategies they apply to attract and stimulate the student's attention and to help the student to understand and remember information. The learning strategies used by the students reflect the learner's learning activity, i.e., the use and application of strategies that allow internal knowledge to emerge. The consolidation of the learning material and the learning strategies used by the students was statistically significantly higher among the female participants. There are significant differences between low- and high-achieving students in terms of the effectiveness of teaching strategies for consolidation and the learning strategies applied by learners. The paper provides practical recommendations for teachers. [ABSTRACT FROM AUTHOR]

Copyright of Biology Teaching is the property of East China Normal University 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.)

This systematic review identifies the contributions of creativity to learning and its integration into teaching within educational approaches with an ecosocial and/or sustainable perspective based on scientific publications in the Web of Science and SCOPUS databases, following the PRISMA methodology guidelines. This study establishes a comprehensive understanding of creativity from a sociocultural perspective and examines the relationship between creativity and educational approaches based on sustainable education. The results highlight that creativity is incorporated into teaching in a cross-cutting manner in the ideation, design, and implementation of pedagogical strategies that include diverse techniques, resources, and methodologies. Creativity contributes to learning by being multifaceted and transforming the student experience through the identification, understanding, appropriation, and applicability of concepts. Various strategies and methodologies are identified that promote creativity by involving students in collaborative and reflective processes. Creativity stimulates imagination, interdisciplinary and intercultural integration, and experimentation. The fundamental role of the teacher and the learning environment is emphasized. Finally, the need to integrate creativity into educational plans from these approaches is highlighted, fostering the adaptability to uncertainty and the generation of creative and sustainable responses. This review provides a synthesized and updated resource for teachers and individuals interested in the relationship between creativity, learning, and sustainability. [ABSTRACT FROM AUTHOR]

This study highlights important aspects of the transition from face-to-face to emergency remote teaching (ERT) in the context of elementary school mathematics. The integration of computerised technologies in teaching is a process that requires a change in teaching method and sometimes in teachers’ worldview as well. The research examined the level of technology integration in mathematics lessons using the five-step Apple Classrooms of Tomorrow model. The relationship between mathematics teachers’ teaching strategies and their perceptions of their role in the classroom and in remote teaching in an emergency was analysed. The teachers’ level of comfort with technology integration in face-to-face teaching was found to strongly impact their perceptions of online teaching and the strategies used when transitioning to ERT. We point out tools that teachers need, and that they often lack, in order to incorporate teaching strategies at high levels of thinking, such as research-based learning, problem-solving, and developing classroom discussions while working in collaborative groups, into an online format. Implications arising from this study can shed light on the emphasis that must be considered when planning courses that prepare teachers for ERT, whether for in-service teacher training or bachelor’s and master’s degree programmes. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the effects of teacher verbal encouragement (VE) on strength, endurance, and psychophysiological responses, aiming to enhance teaching strategies in sports science education. Methods: Forty-eight sports science students, aged 21.3 ± 0.5 years, participated in this study. The sample was randomly divided into two groups, and a counterbalancing procedure was implemented. Participants completed strength and endurance testing sessions under normal conditions in the first week and repeated similar sessions in the second week with teacher VE. Strength was assessed using the 1RM bench press, squat, and deadlift tests, while endurance was evaluated through 8-minute time trials (8MTT: burpees, box jumps, hand-release push-ups, and sit-ups). Perceived exertion and physical activity enjoyment were investigated using self-reporting instruments. Results: The key findings showed that participants lifted greater weights in the 1RM bench press (p < 0.01; r = 0.45, medium to large effect), squat (p<0.001; Hedges' g = 1.36, large effect), and deadlift tests (p < 0.001; r = 0.79, large effect) and completed a greater number of repetitions in the 8MTT (p<0.001; r = 0.87, large effect) under VE. Perceived exertion was found to be lower under normal conditions (p<0.05; r = 0.29, small effect), yet physical activity enjoyment significantly increased under VE (p < 0.05; r = 0.81, large effect). Discussion: In conclusion, implementing teacher VE in sports science education can contribute to improved strength and endurance training outcomes and student psychophysiological response. [ABSTRACT FROM AUTHOR]

The growing visibility of the LGBTQ community and the demand for their rights, also in the educational context, have led, among other things, to a higher focus on the experiences of teachers and the role they play when facing homophobia and promoting diversity and respect. In this sense, lesbian, gay and bisexual (LGB) teachers could experience their sexual orientation and its visibility as a problem. However, specific knowledge about these experiences is limited, also in Physical Education (PE). This study explores these experiences through data collected from 24 in-depth interviews with Primary and Secondary LGB PE teachers in Spain. The results align with the international literature, highlighting that disclosing their sexual orientation is a key aspect of participants’ experience. Although teachers agree on the advantages of “coming out of the closet,” LGB PE teachers define their strategies based on contextual elements such as fear of the families’ reaction, the type of school, or the training received. They develop strategies such as ignoring homophobic acts, reacting against them, or using them educationally. Overall, homophobia in the educational context affects them emotionally. As a conclusion, it is essential to improve training, engage allies, and involve the entire educational community in the fight against homophobia. [ABSTRACT FROM AUTHOR]

Objective: There is little research available regarding the instructional practices of librarians who support students completing knowledge synthesis projects. This study addresses this research gap by identifying the topics taught, approaches, and resources that academic health sciences librarians employ when teaching students how to conduct comprehensive searches for knowledge synthesis projects in group settings. Methods: This study applies an exploratory-descriptive design using online survey data collection. The final survey instrument included 31 open, closed, and frequency-style questions. Results: The survey received responses from 114 participants, 74 of whom met the target population. Some key results include shared motivations to teach in groups, including student learning and curriculum requirements, as well as popular types of instruction such as single session seminars, and teaching techniques, such as lectures and live demos. Conclusion: This research demonstrates the scope and coverage of librarian-led training in the knowledge synthesis research landscape. Although searching related topics such as Boolean logic were the most frequent, librarians report teaching throughout the review process like methods and reporting. Live demos and lectures were the most reported approaches to teaching, whereas gamification or student-driven learning were used rarely. Our results suggest that librarian's application of formal pedagogical approaches while teaching knowledge synthesis may be under-utilized, as most respondents did not report using any formal instructional framework. [ABSTRACT FROM AUTHOR]

First-year undergraduate nursing students enrolled in a GOB (general, organic, biological) Chemistry for Health Professions course often exhibit an initial apprehension in their chemical education. Due to students' varying backgrounds in chemistry, it becomes difficult to engage them in chemistry and gauge their comprehension of lecture concepts. To remedy these concerns, the author has found that a prelude to chemical education in the class—in the form of a joke, pun, meme, or video—has aided in the introduction and review of chapter topics, as well as assuaged the perceived intimidation of chemical education (I.C.E.) for first-year nonmajors. A qualitative survey highlighted the efficacy of "I.C.E. Breakers" as de-stressors and successful learning tools in the GOB Chemistry for Health Professions course offering in this Bachelor of Science in Nursing (BSN) curriculum. A graphical analysis of collected survey data comparing fall 2018 and 2021 semesters highlights first-year BSN students' feedback by asking them to rank their most difficult first-year science courses. The collective survey data illustrated a marked increase in students' positive responses to the GOB Chemistry for Health Professions course, in comparison with several other curricular science courses in the 4-year program, following the adoption of lecture I.C.E. Breakers. [ABSTRACT FROM AUTHOR]

Science communication skills are increasingly emphasized as an important skill for undergraduate STEM students. In our science communication podcast project, students use the fundamentals of science communication to research a topic related to their inquiry-based lab project. Groups then create a podcast that presents the current science to a general audience. This project has been run in an integrated introductory biology and chemistry course each semester since 2018. Student course evaluations indicate that they enjoy having autonomy over the topic and style of their podcast. Students' confidence in their science communication skills increased after completion of this multiweek scaffolded project. [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to evaluate the development and impact of a project to create a statewide test bank of Next Generation NCLEX®-style items. BACKROUND Using a train-the-trainer model, champions created an open access resource of Next Generation NCLEX-style items to use to teach clinical judgment and then trained peers on item writing and test bank use. METHOD Stufflebeam's CIPP (context, inputs, process, and products) model provided the framework for the evaluation. Data were synthesized from multiple sources including participation rates, item utilization, and survey data. RESULTS Twenty faculty from 13 schools were trained as champions and submitted 54 case studies, 33 bowties, and 21 trend items to the test bank. Items were used over 60,000 times in the first year. CONCLUSION The statewide test bank met a need for more teaching resources. The train-the-trainer model was an effective strategy for helping faculty learn to prepare for Next Generation NCLEX. [ABSTRACT FROM AUTHOR]

Student activities based on deposition in a beaker introduce Walther's Law, which states that, if uninterrupted, vertical deposition is duplicated in the horizontal. When gravel, sand, and clay (mud) are stirred in a beaker of water, they settle out predictably. The heaviest (gravel) deposits first, then sand, and, finally, clay. This is Walther's Law in the vertical. The same sequence is seen in streams flowing into the sea. Gravel settles out first, followed by sand and clay. This is Walther's Law in the horizontal. Activities in this article use Walther's Law to introduce high school Earth-science students to stream deposition, shifting shorelines, and regional deposition. [ABSTRACT FROM AUTHOR]

• Developing evidence-based practice (EBP) skills is crucial for nurses to safely and effectively work within organizational contexts; • Students reported significant improvements in EBP dimensions of competence, knowledge and attitudes after the EBEPA; • Implementing teaching strategies support students in acquiring EBN competences and empower them in decision-making. The incorporation of EBP into practice remains a challenge of the nursing profession. Several studies highlighted the limited engagement of nursing students in utilizing evidence-based practice (EBP) and their difficulty in perceiving the relevance of scientific evidence in daily practice. This study aimed to measure the acquisition of EBP skills among nursing students following the implementation of an innovative educational intervention that connected academic settings with training environments. To assess the effectiveness of the educational intervention, a before-after study was carried out. The EBP Competency Questionnaire scale (EBP-COQ) was used to assess student's EBP competencies before and after the educational intervention, as well as at the end of their clinical training. A repeated-measures ANOVA was performed to compare the three tests' averages. After the educational intervention and upon completion of clinical training, students reported significant improvements in the subscales of competence, knowledge, and in the overall score. Our results underline the importance of implementing teaching strategies to support students in acquiring EBP competences and empower them in decision-making. [ABSTRACT FROM AUTHOR]

Examining the effects of applying sociolinguistic competency teaching strategies on university students' linguistic proficiency and sociological variance among EFL learners is one of the key goals of this study, which aims to investigate one of the major obstacles associated with learning EFL. The research objectives were investigated through the use of a quantitative, descriptive approach. A questionnaire was employed as a means of gathering research data. One hundred fifty EFL students from several universities in Egypt were chosen at random to participate in this study. The data analysis was performed using SPSS. The research findings show that the implementation of sociolinguistic competence teaching strategies has a positive impact on linguistic proficiency and sociological variation as perceived by university EFL students. The results revealed that there are statistically significant differences (α ≤ 0.05) in the impact of implementing sociolinguistic competence strategies for teaching EFL on linguistic proficiency and sociological variation as perceived by participants according to gender. In addition, the results revealed that there are statistically significant differences (α ≤ 0.05) in the impact of implementing sociolinguistic competence strategies for teaching EFL on language proficiency and sociological variation as perceived by students according to academic level. The findings of the study demonstrated how crucial it is to use sociolinguistic competency techniques to illustrate linguistic performance and sociological variances in order to achieve sociological realization. Furthermore, the results indicated that this is the primary method used by EFL students in Egyptian universities to develop sociolinguistic competence. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)

Since many childbirth education (CBE) courses have moved online, there is a need for a pedagogical design model for online learning. In this study, an online CBE course was flipped, user studies were conducted, and a pedagogical design model was developed. Flipped learning was chosen as it combines asynchronous and synchronous learning activities. The developed model was further strengthened by conducting a pilot study with public health nurses. User data were collected with questionnaires and analyzed using inductive thematic analysis. The results show that in informal learning settings, emphasis should be on which elements are asynchronous or synchronous and mandatory or voluntary. Additionally, time management and interaction between participants and their peers and the instructor should be considered for future training. [ABSTRACT FROM AUTHOR]

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey. [ABSTRACT FROM AUTHOR]

This manuscript responded to the call for the integration of evidence-based practice concept into the nursing curriculum. It aims to 1) review the importance of teaching evidence-based nursing in nursing education, 2) identify key principles and competencies associated with evidence-based nursing, and 3) provide evidence-based teaching strategies to foster critical thinking and research literacy among nursing students. Drawing from current pedagogical research and best practices, it provides a robust framework for enhancing teaching methodologies in the nursing field. Encompassing diverse evidence-based strategies ensures direct relevance and applicability in real-world clinical scenarios. Recognizing healthcare's dynamic, it serves as a comprehensive resource for nurse educators, fostering a profound understanding of evidence-based practices. By distilling insights from recent pedagogical studies, it establishes a strong foundation for continuous improvement in teaching methods, advocating for seamless integration of evidence-based strategies. In summary, this paper is vital for nurse educators to refine their instructional methodologies, offering evidence-based teaching strategies grounded in research and practical application. It significantly contributes to shaping a new generation of nursing professionals, equipping them with the requisite skills, knowledge, and the adaptive mindset necessary for effective evidence-based practice in the ever-evolving healthcare landscape. [ABSTRACT FROM AUTHOR]

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

Copyright of International Journal of Educational Research (22196064) is the property of Association of Arab Universities 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.)

Background: This study investigates the challenges and solutions in implementing Interprofessional Education (IPE) within the nursing curriculum at a Hispanic-Serving Academic Institution in Bronx, New York. Objective: To explore how IPE can bridge gaps in healthcare education by fostering collaboration among students from various disciplines. Methods: The authors developed workshops and simulation cases involving multiple healthcare disciplines to address barriers such as course context differences, faculty workload, institutional barriers, and hierarchical culture in healthcare. Findings: The results showed positive impacts of IPE within the nursing program, with successful collaborations among nursing, social work, speech language and hearing sciences, health services administration, and exercise science students. Conclusions: The study highlights the transformative potential of IPE in healthcare education, emphasizing the need for a multifaceted approach to address individual, faculty, and structural barriers and offering insights for enhancing collaboration, communication, and cultural sensitivity among future healthcare professionals. [ABSTRACT FROM AUTHOR]

The research aims to determine Web 2.0 tools usage levels of teachers teaching at preschool, primary and secondary school levels, in terms of school levels and educational backgrounds, and to reveal the possible relationship between teachers' use of Web 2.0 tools and their self-efficacy levels. The study comprised 203 instructors from Zonguldak province with various education levels and teaching at various school levels. The data in this study was collected through “Competency in Using Web 2.0 Tools" and "Teachers' Self-Efficacy Perceptions" scales. Correlation and two-factor ANOVA analyses were used to determine the outcomes after verifying the data's normal distribution and the scales' fit indices. According to the study's findings, scores on the "Web 2.0 Tools Usage Competency Scale" were higher in favor of teachers with a master's degree. It was concluded that teachers' usage levels of Web 2.0 tools were significantly related to classroom management, one of the sub-dimensions of the teachers' self-efficacy perception scale, and their educational level, one of the demographic characteristics of the teachers. Furthermore, when the self-efficacy measure sub-dimensions were examined, it can be concluded that teachers' levels of the use of Web 2.0 tools did not differ significantly by school level or educational level, but they did differ significantly in terms of classroom management. The research findings also offer suggestions.

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.

Mathematics is a complex subject where different teaching strategies need to be considered and utilized to teach more engagingly. However, each student has a different level of intellectual capacity some can learn fast, and some take time to internalize the topic. This study investigates the lived experiences of the students towards different strategies in teaching mathematics. The study used a qualitative methodology that utilizes Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the Modified Van Kaam Approach popularized by Moustakas. The participants in this study were chosen using purposive sampling with inclusion criteria. The researchers conducted face-to-face interviews with ten BSED-Math students who are studying at Cebu Technological University which led to the following themes (1) The Pessimist, (2) The Optimist, (3) The Self-Directed, (4) The Discomfort, and (5) The Teachers' Criticizers. These themes emphasized the experiences and the unbearable pain of the students. It is advised to take the participants' degree of intelligence into account when planning how the teacher will present the lesson and by soliciting and taking into account the students' feedback both during and after the discussion as the class as a whole will benefit from smooth learning transitions. [ABSTRACT FROM AUTHOR]

This study explored the practices of Grade 3 teachers in Cataingan East District, employing an Explanatory-Sequential Study design to identify strategies, assess efficacy, address challenges, and determine support needs. Quantitative analysis scrutinized socio-demographic profiles, teaching strategies, and effectiveness perceptions, while qualitative inquiry through thematic analysis delved into challenges and support mechanisms. Participants included 21 elementary teachers from Cataingan East District, predominantly female, married, and experienced, representing diverse backgrounds. Commonly used strategies such as Vocabulary Instruction and Interactive Read-Aloud were identified, with potential enhancements suggested for areas like Literature Circles. Phonics Instruction emerged as highly effective. Challenges included student reading levels, learning styles, resource scarcity, waning student interest, and parental involvement. Teachers articulated requisites for enhanced literacy instruction, including conducive environments, tutoring support, parental involvement, ongoing training, ample resources, and mentorship opportunities. Recommendations emphasized supporting teacher professional development, fostering collaborative instructional approaches, ensuring sustained support and resource availability, developing targeted interventions, and nurturing a supportive teaching environment. These insights advocated tailored initiatives aimed at empowering Grade 3 teachers, optimizing teaching practices, and addressing systemic challenges in literacy instruction, ultimately fostering student success and promoting holistic educational development. [ABSTRACT FROM AUTHOR]

This study utilized a qualitative research design to investigate the teaching strategies employed by special education teachers within inclusive classrooms. Adopting a phenomenological approach, the research aimed to explore these educators' lived experiences and perspectives, focusing on how their strategies fostered inclusive environments. This study explored the experiences of special education (SPED) teachers in inclusive classrooms, revealing their efforts to address diverse learning needs through personalized education plans and differentiated instructional strategies. Despite facing challenges like insufficient resources, stakeholder resistance, and lack of support, SPED teachers employed coping mechanisms such as individualized education plans (IEPs), multisensory teaching methods, and assistive technology to enhance student accessibility and outcomes. Collaboration with professionals and parents, along with continuous professional development, proved crucial for comprehensive support. Their lived experiences demonstrated a strong commitment to fostering inclusive, empathetic, and respectful classroom communities, underscoring the importance of adequate resources, stakeholder support, and ongoing training to overcome barriers and improve educational experiences for students with disabilities. [ABSTRACT FROM AUTHOR]

Providing written corrective feedback (WCF) for students’ written work is a common practice in the writing classrooms at the Faculty of English, The University of Danang-University of Foreign Language Studies (UD-UFLS). To optimize teaching strategies, teachers must comprehensively understand their students’ attitudes towards this process. Through questionnaires and interviews, this study gathered data from 10 teachers who are in charge of the English language classes and 120 first-year English-majored students to explore their perspectives on the practice of giving WCF in writing lessons. The findings reveal that a majority of students anticipate receiving more focused and direct feedback from their teachers. In addition, the results provide insights into teachers’ expectations regarding students’ post-WCF activities and the extent to which students fulfill these expectations. The study also offers recommendations for refining teaching strategies to better align with students’ expectations, thereby narrowing the gap between teachers’ methods and students’ preferences.

Utilizing innovative and creative strategies to enhance English language teaching is one of the most significant factors that English teachers should consider. This review paper focuses on the significance of the innovative and creative teaching strategies that educators should adopt. These strategies will create an engaging and motivating learning environment to help college EFL/ESL students improve their problem solving and critical thinking skills. This paper elucidates how technology, lesson planning, student-centered approach, and teaching flexibility contribute to enhancing teachers’ skills to implement innovative and creative teaching strategies in the classroom. As a result, a conceptual framework was developed by integrating Vygotsky’s social constructivism theory to cultivate innovative and creative English language teaching strategies. These strategies include a student-centered approach, cooperative learning, and flexibility in teaching, which contribute to more holistic learning.

Abstract The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities.

AbstractAs the COVID-19 pandemic took hold in early months of 2020, education at all levels was pushed to emergency fully remote, online formats. This emergency shift affected all aspects of teaching and learning with very little notice and often with limited resources. Educators were required to convert entire courses online and shift to remote instructional approaches practically overnight. Students found themselves enrolled in online courses without choice and struggling to adjust to their new learning environments. This article highlights some of the challenges and successes of teaching emergency online undergraduate statistics courses. In particular, we discuss challenges and successes related to (a) technology, (b) classroom community and feedback, and (c) student-content engagement. We also reflect on the opportunity to continue to enhance and enrich the learning experiences of our students by using some of the lessons learned from emergency online teaching as new permanent online statistics courses are developed and/or moved back into the classroom.