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Style of managing teaching process as classroom management determinator

Author(s): Ante Kolak / Language(s): English Issue: 2/2010

Didactics often stresses how the quality of teaching depends, among other things, on classroom management. Classroom management is here approached as organizational, educational and didactic competence that expresses itself in teaching organization, definition of educational goals and aims of the teaching process and in the clever choice of teaching methods and forms of activities. Whereas teaching methods are often in the focus of didactic studies,styles of teaching and classroom management are seldomly addressed.Teaching process is guided through application of a particular style of management. Leadership style of one particular teacher considerably influences numerous determinators of the teaching process- classroom climate, discipline, parents cooperation... The empirical part of this paper will look at teachers' attitudes towards an important determinator of classroom management the style of management applied in teaching practise.

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Educational Technology and Student Voice: Examining Teacher Candidates' Perceptions

Author(s): Erik Jon Byker,S. Michael Putman,Laura Handler,Drew Polly / Language(s): English Issue: 3/2017

Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students' choice, creativity, and freedom. Seminal educationists--like Dewey and Montessori--centered the purposes of education in the flourishing and valuing of Student Voice. This article examines the relationship between the integration of educational technology and Student Voice . In particular, the article describes and reports on a mixed-methods study of teacher candidates' (n = 63) perceptions of and practices with integrating digital technology and Student Voice. The article has two objectives. The first objective is to examine how teacher candidates construct and define the term Student Voice. The second objective is to describe how teacher candidates integrate digital technology and Student Voice into their lesson plan ideas. The study had three findings. First, the teacher candidates most closely defined and connected Student Voice with creative freedom. Second, although the teacher candidates had learner-centered definitions for Student Voice it was difficult for them to translate their definitions into actual lesson plan ideas that included the integration of educational technology in order for students to create so that their voices could be heard. Third, the student questionnaire data also illustrated how teacher candidates had varied perceptions of the relationship between technology and Student Voice; the candidates were more likely to describe elementary students' primary use of technology as "using apps or software to practice subject-area skills" or "playing educational games" than any other technology-rich activities. The teacher candidates were disconnected in their perceptions about what Student Voice meant and their proposed pedagogies to enhance Student Voice with digital technologies. To address the disconnect, the article discusses strategies that can guide teacher candidates to integrate educational technology into their lesson plans to allow students to create and for the Student Voice to resonate throughout the classroom community.

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Transformative Pedagogy in Context: being and becoming

Author(s): Patrick Farren / Language(s): English Issue: 3/2016

This paper examines, ‘‘transformative pedagogy’’ in post-primary, language teacher education in Ireland from philosophical, psychological and social perspectives. Links are made, where appropriate, to findings from a study at the National University of Ireland, Galway, Ireland. The construct supports teacher and pupils in developing their identity as persons for whom relationships are based on interdependence. It examines conditions that can support them in developing the capacity as ‘‘beings-in-relation’’ as well as ‘‘beings-in-becoming’’. Key theoretical perspectives are used to frame the discussion: 1) identity, 2) beliefs and attitudes, 3) moral-ethical values, 4) socio-affective factors, 5) social interaction/collaboration, 6) target language use 7) meta(cognition), 8) school and wider society.

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Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment

Author(s): Ercan Atasoy,Neslihan Uzun,Berna Aygun / Language(s): English Issue: 1/2016

The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge(TPACK) of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way.

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On the implementation of critical pedagogy in english language institutes in Iran

Author(s): Saeed Mehrpour,Afsaneh Baharloo / Language(s): English Issue: 3/2015

This research aimed to investigate the status quo of critical pedagogy in Iran. It focused on examining language teachers’ stances on implementing the principles of critical pedagogy in their classrooms. Also, of particular interest was the study of gender difference in practicing critical pedagogy in language institutes in Iran. At first,the Critical Pedagogy Implementation Inventory, developed by Mozaffari (2011), was administered to 116instructors teaching at language institutes to collect the required quantitative data. In the second phase of thestudy, forty-six of the participants were interviewed to gather some complementary qualitative data. The researchers utilized descriptive statistics, factor analysis, Cronbach’s Alpha, chi-square, and independent samples T-test for the quantitative phase of the study, and techniques based on grounded theory in the qualitative phase. Data analysis revealed that the majority of language teachers were in favor of practicing critical pedagogy in their classrooms. However, it was found that critical pedagogy is not efficiently practiced in Iranian educational contexts and even the teachers who advocated the principles of critical pedagogy had an almost average score on the Critical Pedagogy Implementation Inventory. In fact, the teachers claimed that there were some barriers to practicing critical pedagogy in Iran. The top-down educational system, prescriptive approaches to supervision, class size, learners’ expectations, conventional teacher-student relationships, and their traditionally-defined roles were among the main hurdles that impeded an appropriate implementation of critical pedagogy in classrooms. Further investigation also revealed that there was a significant difference between male and female teachers’ stances on practicing critical pedagogy. It was revealed that female instructors tended to be more positively immersed in such implementation.critical pedagogy in classrooms. Further investigation also revealed that there was a significant difference between male and female teachers’ stances on practicing critical pedagogy. It was revealed that female instructors tended to be more positively immersed in such implementation.

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Developing innovation pedagogy

Author(s): Taru Konst,Liisa Kairisto-Mertanen / Language(s): English Issue: 3/2019

The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and study how it has been and will be developed. The paper provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational goals and involving a sustainable future as the priority in all education. The research methodology is based on action research and participatory observation as well as on the experiences of the authors of the development process, which has taken place in a Finnish university of applied sciences during the past 12 years. The study helps to understand how education development takes place gradually and how it can simultaneously respond to the demands of a sustainable future. This paper strengthens the understanding of innovation pedagogy by providing a set of concrete steps to advise how to put innovation pedagogy in practice.

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RAMIFICATIONS OF QUANTUM PHYSICS FOR EDUCATION

Author(s): Selma Dundar-Coecke / Language(s): English Issue: 1/2014

The purpose of this study is to understand whether the developments in physics, particularly in quantum theory, can have an impact on education. Throughout the research a mixed method strategy was used. Previously, we obtained qualitative data from a focus group which consisted of six physicists working at CERN. From this qualitative data a research question emerged, on which we report here. The data were obtained by survey and subjected to chi-square analysis, as well as frequency distributions. Based on the obtained results, the possible impact of developments in quantum theory on education are discussed, hereby aiming to contribute to the philosophy of science in an educational framework. Consequently, this discussion produces three rich topics for future investigation.

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THE ROLE OF PARENTAL INFLUENCES ON THE ECONOMIC SOCIALIZATION OF CHILDREN

Author(s): Sabina Kołodziej,Katarzyna Lato,Magdalena Szymańska / Language(s): English Issue: 1/2014

Knowledge and understanding of basic economic concepts is crucial for the future orientation of children in a world of economy and influences taken in this sphere behaviors. Therefore, the aim of formal and informal economic education is to prepare young people to make independent and smart decisions regarding his or her financial resources. Nowadays, children earlier and earlier begin activity on the market, thus the economic knowledge role increases. Article presents two studies analyzing the relation between parents behaviors and children economic knowledge, understanding of market mechanisms and their decisions regarding money. Study 1 focused on parents informal education activities in the sphere of economics. The research covered a group of 100 respondents (50 pairs – parent and a child) and used questionnaires (separately for children and parents) on parents activity in the sphere of economic socialization. As a second part of the study children solved the Basic Economic Test (Walstad & Robson, 1990) designed to measure the level of economic knowledge among school-aged children. The study 2 analyzed the relations between parents activity connected with economic socialization and children economic knowledge as well as behaviors related to saving, borrowing, lending and repayment of one’s debt. In this study a group of 52 children took part and filled in a questionnaire on their economic knowledge and behaviors as well as their parents activities concerning economic socialization. Study 1 showed a positive correlation between parents informal education activity in the field of economics and the economic knowledge level of children. Study 2 showed higher levels of economic knowledge and more frequent attempts to earn money among children who receive pocket money. Results of both studies showed that the level of economic knowledge among children whose parents give them pocket money, explain economic issues and talk with children about planning household budget is significantly higher that among children who are not animated by parents. Moreover, parents activity in this field plays a vital role in shaping children’s first economic activities.

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THE LEGITIMACY OF PHYSICAL EDUCATION CLASSES FOR UNIVERSITY STUDENTS

Author(s): Robert Podstawski,Dariusz Choszcz / Language(s): English Issue: 1/2014

The aim of the study was to determine the influence of the current scope of P.E. classes organized at the University of Warmia & Mazury in Olsztyn (Poland) during a period of one semester on the level of 1st year students’ motor abilities. A total of 337 full-time students aged 19-20 participated in the research. In order to calculate the students’ BMI, basic anthropometric parameters such as their body mass and height were measured. The students’ motor abilities were examined at the beginning as well as at the end of the summer semester of the academic year 2009/2010 using the following 13 motor tests: the standing long jump [cm], the 4x10 m shuttle run [s], the skipping with clapping of hands – 8 s [number of claps], sit-ups – 30 s [number of sit-ups], the medicine ball (4 kg) forward throw [cm], the medicine ball (4 kg) backward throw [cm], the bent-arm hang on bar [s], the downward bend from standing position [cm], the sit and reach [cm], Burpee test – 1 and 3 min. [number of cycles], and the forward-backward arm rotation over head holding a bar [cm]. The data were subjected to statistical analysis using the Statistica PL v. 10 software package. In the majority of motor trials (eight out of eleven) the students performed significantly worse after completing the semester-long P.E. course. In the other five trials the differences were found to be insignificant. Moreover, the study revealed that the participants’ average BMI increased over the course of the experiment. Based on the above it can be concluded that the current university P.E. program seems to be ineffective as it failed to result in noticeable positive physical changes, although the possible influence of the P.E. classes on the students’ attitudes toward physical education and their future lifestyles should not be ignored. If it is to lead to the desired physical changes in university youth, the amount of time devoted to physical education at the university must be increased, the classes distributed differently and their form rethought.

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AGE-APPROPRIATENESS OF THE SCIENTIFIC VOCABULARY FOR BEGINNING READERS

Author(s): Mare Müürsepp / Language(s): English Issue: 1/2013

The study concerning an experimental learning material was carried out in the primary school. A specific feature of the innovative material is topic based on notions related to physics. Seven years old pupils' pre-knowledge of scientific notions have been analysed in the current study. A sample of the vocabulary suggested by the physicists was tested with different groups of respondents: pupils of the first grade, pupils additionally involved in extracurricular activities in the club "Friend of Science" and the students of a teacher training department. The notions selected by the physicists denote the phenomena of energy, space science, atomic and digital study area that up till now were not included in the actual primary school curriculum. As a result of this study, the fact has to be reported that the pupils – not having had any previous lessons on these themes – have given 72% right answers altogether, but the pupils involved in the special club, know nearly all presented notions. There are conclusions drawn from the current study for compiling of texts for beginning reader and for introducing the scientific themes in primary school lessons.

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DEVELOPMENT OF CHEMISTRY LABORATORY SELF-EFFICACY BELIEFS SCALE

Author(s): Fatma Alkan / Language(s): English Issue: 3/2016

Chemistry self-efficacy beliefs have been defined as someone’s beliefs about his or her own capability to perform a given chemistry task. These beliefs, one of the affective variables in the laboratory practices which are quite effective for learning science, affect individuals’ accomplishment, motivation and anxiety. Self-efficacy is task and domain specific. Therefore, self-efficacy beliefs gathered through chemistry self-efficacy scales cannot be accepted as a predictor of chemistry laboratory self-efficacy beliefs. In this research, an instrument, Chemistry Laboratory Self-Efficacy Beliefs Scale, was developed in order to determine students’ self-efficacy beliefs toward chemistry laboratory. Data were collected from 1095 high school students. Validity analysis was examined with Exploratory Factor Analysis, then Confirmatory Factor Analysis was made. The factor analysis revealed 2 factors: psychomotor self-efficacy and cognitive self-efficacy. The reliability analysis was computed with Cronbach alpha coefficient, for the whole instrument it was 0.885. The analyses resulted in the development of a two-factor scale of 14 items that was shown to be valid and reliable. At the same time, this instrument is also the first original instrument developed for determining the students’ self-efficacy beliefs toward chemistry laboratory.

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THE EFFECT OF KAYEU LEARNING OUTSIDE THE CLASSRROM PRIMARY SCIENCE MODULE ON INTRINSIC MOTIVATION OF INDIGENOUS LEARNERS

Author(s): Cindy Wong Chyee Chen,Kamisah Osman / Language(s): English Issue: 3/2016

In order to motivate indigenous learners to learn science and instil their positive attitude towards the subject, conducive and simulative learning environment need to be specifically designed for them. This research is aimed to determine the effect of Kayeu Learning Outside the Classroom (LOC) primary science module on intrinsic motivation of indigenous learners. The treatment group (n=38) used the Kayeu LOC primary science module while the control group (n=35) used the conventional module, which are materials mandated by Ministry of Education (MOE). Three-point Likert scale intrinsic motivation questionnaire consisting of general and science constructs was administered before and after T&L to both groups. Analysis of MANOVA repeated measures showed there were no significant effects of the groups and time on the intrinsic motivation, and there was no significant interaction effect between time and the groups on intrinsic motivation. However, follow-up simple interaction analysis found that there is a significant main effect of the time and significant effect of interactions between time and the groups on the general construct.

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EMPOWERING STUDENTS’ METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM

Author(s): Lina Listiana,Herawati Susilo,Hadi Suwono,Endang Suarsini / Language(s): English Issue: 3/2016

Metacognitive skills play an important role in various students’ cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students’ metacognitive skills empowerment in biology teaching. Sample of this research were 162 students of the first year natural science class of senior high schools in Surabaya, Indonesia, academic year 2014/2015. The students’ metacognitive skills were measured using essay questions test, given at the beginning and at the end of the research. The results of the research showed that the implementation of teaching strategies had an effect to empower students' metacognitive skills. GITTW learning strategy had the biggest effect on the metacognitive skills empowerment. TTW learning strategy could improve students’ metacognitive skills higher than GI and conventional teaching strategy. This proves that GITTW is one of the teaching strategies that teachers should use to maximise the students’ metacognitive skills empowerment.

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DISPLACED VALUES: FROM REMEMBRANCE TO RESILIENCE

Author(s): Geert Franzenburg / Language(s): English Issue: 1/2013

The different considerations of this study analyze in biblical tradition and modern times experiences of displacement and their consequences for educational purposes and resilience. Exemplified by Baltic experiences, it demonstrates how memory constructs coping strategies, which can be transferred into models of enculturation and value-education. Following the stages of the Biblical story of Jewish exile and diaspora, the considerations analyze, how modern people in situations of crisis, transition, mobbing or displacement can draw benefit from the existential experiences memorized in these narratives and actualized in rituals as a memory-culture and process of enculturation. In this context, different memory cultures, focused on a common situation, underline different expressions of remembrance and suggest different approaches to cope with them: symbolic, ritualized, narrative. In this study the Exile- and Diaspora-oriented EXODUS, exemplified by the Baltic exile before and after 1945, facilitates a framework for educators to identify and integrate experiences of exile and diaspora into a concept of enculturation, which combines holistic exercises in non-violent communication, awareness, creative work, intercultural discourse and similar experiences. Furthermore, it assists them to facilitate opportunities to make helpful experiences in their own diaspora-like framework.

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COPING STRATEGIES OF UNIVERSITY STUDENTS IN GEORGIAN CONTEXT

Author(s): Tamara Turashvili,Marine Japaridze / Language(s): English Issue: 1/2013

Studies in university students' coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students' stressors. Research into university students' coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support.Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler & Parker (Endler & Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes & Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being.

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WHO ARE POLISH FUTURE EDUCATORS? SELECTED ASPECTS OF SOCIAL IDENTIFICATIONS

Author(s): Elżbieta TURSKA / Language(s): English Issue: 1/2013

This research presents the results of a study on selected aspects of social identity of future educators which include family identity, national, European and global identities, religious identity and professional identity. The aim of the research was to find out whether Polish pedagogy students, who in future will become educators, are able to ask and answer identity questions and reflect on their own identity. The study was conducted in a group of 364 university students of pedagogy of the University of Zielona Gora, Poland. The data was gathered with the use of a diagnostic survey technique by means of a questionnaire. The study leads to an optimistic view on future educators who reflect on their identity and can give clear answers to identity questions. This ability is essential for the future educators themselves as it adds to their personal development, but it is also crucial in the job and vocation of an educator.

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Zastosowanie techniki eksternalizacji w systemowej terapii dziecka doświadczającego lęku

Author(s): Anna Gulczyńska / Language(s): Polish Issue: 4/2019

The main goal of this article is to present how to work in systemic approach using externalization technique. This technique was applied to treatment with a family in which there was a child who experienced anxiety disorder. The article is supposed to provide both theoretical information about general rules of conducting family systemic approach therapy, as well as indicate clues to use it in practice.

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META-ANALYSIS ON THE EFFECTIVENESS OF INVENTION EDUCATION IN SOUTH KOREA: CREATIVITY, ATTITUDE, AND TENDENCY FOR PROBLEM SOLVING

Author(s): Hyuksoo Kwon,Eunsang Lee,Dongkuk Lee / Language(s): English Issue: 1/2016

This study aims to synthesize the research findings on the effects of K-12 invention education regarding creativity, attitudes toward invention, attitudes toward science, and tendency for technological problem solving in South Korea. Meta-analyses were conducted by calculating the effect size of 37 studies, including theses and journal papers associated with the implementation of invention education, published in South Korea. The overall effect size was medium (0.694), and invention education was found to have an effect on education. The effect sizes determined by the dependent variables and the categorical variables indicated that invention education had a positive impact. In other words, invention programs have helped improve K-12 students’ creativity, attitudes toward science, and tendency for technological problem solving. However, the number of program sessions and participants in invention programs did not have an impact on the benefits of invention education. Considering the effects of invention education on the students’ perspectives, this study could be helpful to both K-12 educational researchers and practitioners in the fields of science and technology education. Further studies are needed to develop the concrete instructional strategies of invention education for K-12 science and technology classrooms.

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Strategie uczenia się języka obcego a czynniki środowiskowe

Author(s): Magdalena Kolber / Language(s): Polish Issue: 2/2021

Celem badania jest ukazanie związku pomiędzy strategiami uczenia się a czynnikami środowiskowymi. Próbę badawczą stanowiło 371 uczniów uczących się języka angielskiego w liceach ogólnokształcących w województwie kujawsko-pomorskim, a do zebrania materiału wykorzystano kwestionariusz ankiety Inwentarz Strategii Uczenia się Języka (wersja7.0) autorstwa R. Oxford. Badanie pokazuje, że istnieje związek pomiędzy zachowaniem strategicznym uczniów a znajomością języka obcego i wykształceniem ich rodziców. Wnioski mogą zainteresować teoretyków edukacji, nauczycieli oraz rodziców.

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Особенности формирования и оценки математической грамотности школьников

Author(s): Larisa Olegovna Denischeva,Natalya Viktorovna Savintseva,Ildar Sufiyanovich Safuanov,Andrei Vladimirovich Ushakov,Vladimir Arkadevich Chugunov,Yulia Aleksandrovna Semenyachenko / Language(s): Russian Issue: 4/2021

The study investigates the problem of developing mathematical literacy. The purpose of the article is to reveal the specifics of developing and assessing schoolchildren’s mathematical literacy. Materials and Methods. The research is based on the concept and model of mathematical literacy defined for the OECD Programme for International Student Assessment (PISA). The main research methods include an analysis of mathematics teachers’ experiences and an analysis of the structure of mathematical literacy tasks. Results. The article presents an analysis of the conceptual foundations of developing schoolchildren’s mathematical literacy. The authors identified and structured the characteristic features of the tasks aimed at forming mathematical literacy, described the main approaches to their development, based on the use of model schemes and mathematical modeling. The links between the contexts of real-life situations and the content areas of the school mathematics course were traced. The complete process of working with mathematical models is illustrated by tasks arising in life situations. The authors revealed the main approaches to the development of tasks, designed to form mathematical literacy, based on the model schemes and the process of mathematical modeling. Conclusions. In conclusion, the authors summarize stages of designing mathematical literacy tasks and the requirements to the approaches of their development. The conclusion is made about the possibility of using model schemes as a reference for mathematical literacy tasks.

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