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Set in a small Italian village in 1970, Maddalena Vaglio Tanet's newly released debut novel, Untold Lessons (2024), tells the story of schoolteacher Silvia who, plagued by guilt after the [...]

There are different factors and reasons why a subject is treated as the students' weakness or a very challenging one especially when its nature is boring or not in line with the students' interest. This study described the experiences of the learners and teachers experiences in the subject "The Works and Life of Jose Rizal" at Cebu Technological University - Moalboal Campus, Cebu Province for the school year 2023 - 2024. This study used the Husserl Phenomenology. The sampling design utilized in this study was purposive sampling following established inclusion criteria to identify the participants of the study. 13 participants volunteered to be part of the study. This study used Braun and Clarke's Thematic Analysis to analyze the experiences of the participants. There are three emerging themes that this research generated. These are the (1) Symbol of Filipino Nationalism, (2) Struggle of Bridging Past and Present in Education, and (3) Strategic Instruction for Effective Learning. These themes are pertinent in understanding what is happening inside a classroom where teachers and students share their experiences in learning and appreciating the Life and Works of Rizal. It is highly recommended to encourage teachers to explore different strategies and methods in teaching the subject to make it more engaging and absorbing. [ABSTRACT FROM AUTHOR]

The purpose of the study was to describe the teachers' experiences with the inclusion of learners with disabilities. This study utilized the multiple case study approach of qualitative research. An in-depth study was explored delving into the problems encountered specifically by four special education teachers on the inclusion of learners with disabilities. The study formulated three categories: experiences, coping mechanisms, and insights learned by teachers in handling learners with disabilities. Teachers' experiences revealed the emergent themes of nurturing guidance, inclusive adaptation, remarkable moments, effective learning, and navigating classroom dynamics. The coping mechanism identified the themes of individualization of instruction, patience, and understanding, use of rewards and motivation, parent support, use of visuals and creativity in teaching, and time management and resourcefulness. The insights category yielded the themes of responsibility, balancing personal and professional relationships, fulfillment in impactful teaching, holistic student-centered teaching, and promoting passion and purpose in teaching. [ABSTRACT FROM AUTHOR]

This research explored the link between teacher-student relationships and learning engagement, considering perceived social support as a mediator and academic self-efficacy as a moderator. A total of 930 college students completed the Academic Self-Efficacy Scale, Teacher-Student Relationships Questionnaire, Multidimensional Scale of Perceived Social Support, and College Student Learning Engagement Questionnaire. Mediating and moderating effects were investigated using SPSS19.0 and one of its process plugins 3.5. The findings indicated (1) teacher-student relationships positively predicted learning engagement; (2) perceived social support mediated the link between teacher-student relationships and learning engagement; and (3) academic self-efficacy moderated the initial phase of the pathway to the mediating role of perceived social support. Moreover, the mediating effect was more significant at elevated academic self-efficacy levels. Establishing harmonious relationships between teachers and students, nurturing students' confidence in their academic abilities , and expanding students' access to social support were essential to boosting the educational involvement of college students. The study findings will help educators enhance college students' engagement in learning and provide recommendations for educators to conduct educational and teaching activities. [ABSTRACT FROM AUTHOR]

The main objective of this study was to determine the competency level among MAPEH teachers teaching Music to grade six learners of selected public school of Loreto North District. It utilized the descriptive causal correlational and comparative research design and applied the following statistical tools: mean Pearson - r, independent T-test and Anova. This investigation used a research-made survey questionnaire and summative assessment tool. Universal sampling technique was used to 20 MAPEH teachers and their respective music learners in Grade 6 from selected public elementary schools of Loreto North District. The study's result revealed that most teachers teaching Music to grade six learners ages 39 years and below. Female teachers dominate in the field of teaching. Most of them have less than 9 months of teaching experience. In addition, most teachers teaching music in grade six have less than 19 hours of training/seminar experience. Furthermore, the level of academic performance of grade six learners in music in terms of test scores is fairly satisfactory. Survey revealed that there is a significant relationship between the level of pedagogical competency of MAPEH teachers, the length of teaching experience, and the number of training or seminars attended to the academic performance of Grade six learners. However, there is no significant difference in the level of pedagogy of MAPEH teachers when grouped according to age and sex. As a recommendation, teachers must motivate themselves to grow professionally and develop a sense of responsibility in their competency. Ultimately, teachers must study the curriculum competency-based in Music education and acquire better self-study and learning skills to further develop a sense of responsibility in accomplishing the task provided in the MELC. In the same manner, teachers must engage in providing alternative instructional designs that use developed instructional materials that are based on the needs of the pupils. Most importantly, school heads must provide full support to teachers, especially in conducting seminars or training workshops to enhance the skills of their teachers and purchase in some way musical instruments for teachers and learners to manipulate in the classroom. [ABSTRACT FROM AUTHOR]

This study aimed to describe the experiences of College PE students in implementing the Physical Education Curriculum, coping mechanisms for the challenges encountered, and the learning insights observed. Five participants in the study were second-year college students from Notre Dame of Marbel University, taking PE122 Team Sports subject. The status of the implementation of physical education was geared toward two significant themes: satisfying the students in the teaching instruction and enjoying the Physical Activities. At the same time, the coping mechanism for the challenges in implementing physical education was geared toward two significant themes: worry and lacking a positive attitude towards learning the skills and boosting confidence in performing the skills. In addition, the learning insights drawn to improve the implementation of physical education at the tertiary level are presented in two major themes: improving the learning instructions and providing holistic development activities to students. The Commission on Higher Education should consider the needs of the learners and teachers in planning the Physical Education subject to implement the Physical Education curriculum at the tertiary level effectively. The teacher applies unique teaching styles to activate the participation of the students in the physical activities and provide meaningful learning experiences to students. [ABSTRACT FROM AUTHOR]

This study reports on data from two 6‐week virtual intercultural exchanges (VIEs) between teachers of multilingual learners in K‐12 schools in Türkiye and the United States. Using the data from these asynchronous VIEs, we focus on Turkish world Englishes speakers’ use of epistemic markers and evidentials. We examine how participants from Türkiye use markers of epistemic modality and evidentiality in intercultural encounters and how that use influences their construction of cultural information about Türkiye. Our findings show participants selectively code epistemic modality and evidentiality to indicate (their proximity to) the source of cultural information, avoid potential misunderstanding, and claim responsibility for the factuality of the information shared (or not). Our study contributes to understanding how world Englishes and Intercultural Communication intersect in multilingual contact zones that transcend borders―both real and imagined―between cultures, languages, and nations. [ABSTRACT FROM AUTHOR]

Multicultural consultee-centered consultation has the potential to improve outcomes for historically marginalized students given its intentional consideration of their unique backgrounds and strengths. However, more research is needed to determine how consultants themselves, as school psychologists, conceptualize student problems, especially when members of the consultation triad differ in their racial identities. The current study analyzed extant data from a larger study examining racial match in consultation (N = 83), in which participants were randomly assigned to view a teacher describing a student referral problem across four conditions: (a) White teacher describing a White student, (b) White teacher describing a Black student, (c) Black teacher describing a White student, and (d) Black teacher describing a Black student. Multiple regression analyses were used to determine the relationships between school psychologists’ perceptions of various aspects of the consultation process, illustrating whether consultants’ representations of the problem differed based on the racial diversity of the consultation triad. Results indicated moderate correlations (r = 0.36 to 0.57; p < .01) among consultants’ perceptions of consultant-consultee collaboration, consultants’ perceptions of teachers’ expectations about students, and consultants’ perceptions of the student-teacher relationship. Participants’ self-reported cultural competence was not significantly correlated with participants’ representation of the problem. Finally, racial match between a White teacher and White student was negatively associated with participants’ perceptions of collaboration (B = - 0.56; p < .001) and positively associated with participants’ perceptions of the student-teacher relationship (B = 0.88; p < .001). Implications for research and practice are provided. [ABSTRACT FROM AUTHOR]

Background: Communication via social networks has different norms than in the "offline" world and broadens the sphere of student-teacher interactions. Facebook is mainly used for social interaction and information sharing. However, it also serves as an education and learning platform. This risks boundary-blurred behaviors between students and their academic teachers in the virtual space. The current study examines the differences in perceived subjective norms, attitudes, and reported behaviors of academic teachers and nursing students' boundary-blurred behaviors with each other on Facebook. Methods: A cross-sectional study was utilized, guided by the Theory of Reasoned Action (TRA), examining attitudes, subjective norms, and reported virtual behaviors that signify blurred student-teacher boundaries. Data were collected among 223 nursing students and 78 academic teachers. The university's ethics committee approved the research (#21.9.19). Results: Consistent with the TRA, a significant correlation was found between virtual boundary-blurred behaviors and attitudes (r =.55, P <.001), university subjective norms (r =.48, p <.001), and peers' subjective norms (r =.47, p <.001). Nursing students' attitudes were significantly (t = 5.81; p <.001) more favorable towards boundary-blurred behaviors (M = 2.40, SD = 0.91) than those of academic-teachers (M = 1.71, SD = 0.83), and so were the perceived subjective norms of their student peers (M = 2.72, SD = 1.15) compared to those of their teachers (M = 2.09, SD = 1.14). Interestingly, the difference in reports of boundary-blurred Facebook behaviors between teachers (M = 1.36, SD = 0.52) and students (M = 1.49, SD = 0.70) was not significant. Boundary-blurred behaviors for teachers were best predicted by attitudes and perceived subjective norms of the university [R2 = 0.62; F(5,72) = 23.31], and for students by attitudes and perceived subjective norms of their peers [R2 = 0.45; F)5,216) = 28.88]. Conclusions: The differences demonstrated between students and teachers may emanate from the perception of the teacher's role and generational gaps. These may lead to miscommunication and the crossing of boundaries. The findings indicate the importance of setting more explicit guidelines for using social media in the context of student-teacher communication. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodResultConclusionThis study explored the feasibility of implementing an individualised vocabulary intervention for dual language learners through teachers, who leverage their knowledge about their students to address each child’s diverse needs.Participants were 32 Cantonese-English pre-school dual language learners and 16 teacher implementers from eight classrooms of a Head Start Programme. During the 3-week programme, teacher implementers were given an individualised set of 12 target words for each student. Implementation was measured using daily logs, questionnaires, and interviews. Children’s immediate word learning was reported by teachers and word retention was measured two weeks after the intervention.Teacher implementers were able to teach the individual target words to each participant in one-on-one interactive sessions 94% of the time. Various teaching strategies were used along with culturally relevant teaching materials. On average, children learned 92% of the target words and retained 42% of the target words.The study highlights the practicability of implementing an individualised intervention programme by harnessing teachers’ knowledge of the children they work with. The results have implications for building a high-quality and culturally-responsive intervention programme for dual language learners. [ABSTRACT FROM AUTHOR]

The rapid growth in the number of English learners (ELs) in urban and rural school classrooms and the continual homogenization of a White, female, teaching force in the United States create cultural and linguistic disconnections in the classroom. As research suggests, although classroom diversity and ELs' academic needs could be addressed by teachers' enactment of linguistically responsive teaching (LRT) practices, most mainstream classroom teachers are not adequately prepared to implement these practices. This study examined the teaching practices of teachers with English learners in rural, elementary classroom settings in the US to find evidence of linguistically responsive teaching. It also explored how rurality shaped teachers' instruction of ELs. The findings illustrate limited and considerable evidence of LRT implementation in the teachers' classrooms. Evidence shows that two focal teachers mostly implemented LRT through their teaching strategies and scaffolded instruction. Findings further demonstrate that rural factors like place-based awareness and the teachers' rural upbringing influenced their instruction of ELs. Implications on the need for researchers to undertake further and critical examination of LRT both as a theoretical framework that guides teacher preparation and as a theory that guides educational research are discussed while recommendations for language teaching, pedagogy and teacher preparation are put forward. [ABSTRACT FROM AUTHOR]

Teacher contingency, in which teachers adapt their support to the learner's level of understanding is assumed to be the distinguishing characteristic of scaffolding. Yet, classroom studies on the topic scarcely exist. The current study examined the process of contingency in classroom settings. Three novice and three experienced English language teachers were video‐recorded to compile a 9‐h corpus. The model of contingent teaching was used to code the different stages of scaffolding. Conversation analysis was applied to provide an emic perspective of each stage. The results indicated different contingent and non‐contingent teaching patterns for novice and experienced teachers. The non‐contingent teaching of novice teachers was characterized by skipping the diagnosis stage, failing to adapt the support to the learners' level of understanding by using high‐support moves, and failing to check learners' understanding. The experienced teachers mainly diagnosed their learners' understanding, checked their diagnosis, and used a wider array of strategies to provide interventions. Their non‐contingent teaching stemmed from maladjustment of support to their learners' level of understanding. The implications for theory and practice are then discussed. [ABSTRACT FROM AUTHOR]

This study investigates South African teachers' attitudes in schools for learners with special educational needs specifically learners with severe intellectual disability (SID) using a quantitative and descriptive online survey. The questionnaire includes the Modified Teachers' Attitudes Scale. The theory of planned behaviour is used as an explanatory model to explore why teachers may have difficulty with their role in supporting the educational needs of learners with SID. Purposive sampling was employed to recruit teachers which are on Facebook support groups. The results based on the feedback from 221 teachers, reveal that teachers possess negative attitudes regarding the communication, socialisation, and future outcomes of learners with SID. Teachers revealed positive attitudes towards inclusion and their capabilities when teaching learners with SID. A neutral attitude was obtained towards these learners' participation needs. The article concludes with the importance of teacher education on the nature and manifestations of the disorder to provide realistic expectations within the classroom. An additional recommendation is made addressing the management of schools requesting to fortify the use of inclusive practice and place value on input from teachers. [ABSTRACT FROM AUTHOR]

This article explores a form of classroom inquiry linked to postgraduate primary student–teachers' education, whilst on practicum in England. The inquiry model is congruent with Stenhouse's' notions of 'teachers as researchers' undertaking 'systematic' inquiry in a 'naturalistic' environment. Feldman further develops Stenhouse's conception into a definition of action research, where teachers come to a better understanding of their practice. The inquiry bases itself on the central tenants of close to practice (CtP), which is defined as research that: focuses on issues defined by practitioners as relevant to their practice and involves collaboration between people whose main expertise is research, practice, or both. As teacher educators, we evaluated the potential of CtP inquiry, by undertaking a critical discourse analysis (CDA) of sixteen student–teacher research reports. CDA revealed that several socio‐cognitive processes took place as a result of, student–teachers engaging in CtP research, including explorations of identity, beliefs and values and negotiation of power relationships and structures. Further analysis provided insights into Stenhouses' conceptualisation, firstly, how student–teachers committed to developing their understanding of the curriculum with respect to teaching design. Secondly, the findings resonate with student–teachers rejecting acting as 'docile agents' within existing structures and developing 'pathways to emancipation and autonomy'. Thirdly, testimony revealed that student–teachers valued this mode of learning and developed critical attitudes to educational research. This study has clear implications for the design of initial teacher education programs and the continued professional development of teachers in England and potentially further afield. [ABSTRACT FROM AUTHOR]

The ability to identify and report child abuse and neglect at schools plays a significant role in protecting children and reducing the consequences of violence and abuse. This research examines how preschool teachers identify and report child abuse and neglect by focusing on their knowledge and skills in available preventions and interventions. The study sample included 25 preschool teachers from both public and private kindergartens in Türkiye. Thematic analysis was conducted on the interventions around child abuse and neglect using semi-structured interviews. The thematic analysis revealed three themes: (a) challenges in protecting children; (b) being able to identify neglect and abuse; and (c) contributing factors in child protection. Many participants demonstrated an ability to identify the consequences of child abuse and neglect. Key barriers to protecting children were the teachers' difficulties in reporting abuse, struggles within the school environment, parents' normalization of violence and abuse and resistance to changing their behaviors toward children. Based on these findings, a multilevel intervention approach was recommended to address child abuse and neglect in school settings, emphasizing the need for coordinated responses. [ABSTRACT FROM AUTHOR]

Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories, and (2) moderated effects of a school-based intervention. The study included N = 198 adolescents (Mage = 12.86 years, SDage = 0.75, 52% female, 41% immigrant descent, 49% intervention group) in Germany. Teacher-student relationships played an important role in facilitating intervention effects on identity development trajectories, emphasizing the importance of the relational context when implementing school-based interventions to promote heritage cultural identity development. [ABSTRACT FROM AUTHOR]

The negative impact of student-to-teacher victimization on teachers' perceptions of the work environment and their well-being is supported by growing empirical literature. For instance, violence in the classroom can have a negative impact on teachers themselves and hinder teachers from playing crucial roles in students' classroom experiences, resulting in adverse effects on student performance. However, the research field is limited in understanding the adverse effects on teachers' perceptions more directly related to student learning, such as teacher neglect. To fill the gap in the literature, the current study analyzes data from a nationwide sample of 1,054 middle and high school teachers in South Korea where teachers are generally treated with high regard and social status, often exerting a strong influence and authority over students in both an educational and parental way. Specifically, we conduct propensity score matching to investigate potential influences that student-to-teacher victimization can have on the following three outcome variables: teacher neglect, commitment, and pride. Results of mean comparisons after accounting for other confounding factors show that when compared with nonvictims, victims of student-to-teacher victimization are more likely to neglect their students; these victims also tend to exhibit less pride as teachers. Yet, the results also showed no significant statistical difference in teacher commitment. The current findings highlight the importance of developing programs to prevent and intervene in students' aggressive behaviors toward teachers. Particularly, administrators are recommended to consider providing training for teachers, specific to understanding student-to-teacher victimization in order to promote a more positive school environment and better student-to-teacher relationships in classrooms, including improving teachers' job performance. [ABSTRACT FROM AUTHOR]

Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio‐contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non‐immigrant backgrounds. A total of 1065 seventh‐grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student–teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies. [ABSTRACT FROM AUTHOR]

The article discusses the parallels between politicians and performers, focusing on their shared experiences of the limelight and performance anxiety. Topics include the relationship between physical stress responses and decision-making under pressure, how voice teachers can help students manage performance anxiety, and the role of stress conditioning in preparing for high-pressure situations.

Background: Nursing education across the globe is rapidly evolving in terms of curricular expectations and professional preparation. While there is a plethora of curricular resources and graduate programs in the United States, in some countries, these resources are limited. Methods: The Fulbright Specialist program, the application process, and challenges as well as the benefits of the role are described. The deliverables by the Fulbright Specialist, e.g. demonstrating classroom pedagogical methods, providing access to an online doctoral program, and explaining publication strategies, are noted. Results: Immediate and 2-month follow-up information regarding the Specialist's deliverables are described. The benefits to the Specialist are also detailed. Conclusion: Nursing educators in the U.S. and leaders of nursing schools outside of the U.S. are invited to share pedagogical practices and provide faculty development through the Fulbright Specialist program. The benefits of a collaboration are mutually beneficial. [J Nurs Educ. 2024;63(11):781–784.] [ABSTRACT FROM AUTHOR]

This article explored the political-organisational origins of non-racial school sport in South Africa. The focus was on identifying key role players and events of this particular history. It begins with a presentation of political-historical themes of resistance and accomodationism in South African education during the 1950s and 1960s. Next, it proceeds with a historical layout of the formation of the South African School Sports Board. This was an ineffective organisation steeped in conservative politics and was accused by its detractors of collaboration with the Apartheid state. After its demise, the South African Senior Schools' Sports Association and South African Primary Schools Sports Association emerged. These two organisations proved much more effective than their predecessor. The article concludes by showing how school sport organisations provided learners and teachers national participation opportunity, despite limitations on participation imposed by the Apartheid regime. [ABSTRACT FROM AUTHOR]

BACKGROUND: COVID-19 pandemic had disrupted the teaching in most of the educational institutes worldwide. It has tested the readiness of educational institutes in their ability to deal with crisis. OBJECTIVE: This study aimed to determine the perception of health sciences faculty toward online education during the period of pandemic in Pakistan. METHODS: This cross-sectional research determined the perception using online survey which had been taken from the study conducted by Almahasees et al. Questions related to faculty's perception regarding IT skills, online classes taking more effort than on-campus learning, online platforms having adequate tools to facilitate teaching. Data was analyzed using SPSS. Statistical tests comprised of descriptive statistics and Kruskal-Walli's test. RESULTS: From a total of 318 participants, there were 234 females and 84 males. A statistically significant association was identified between field of specialization and competency to teach online (p = 0.022). Faculty stated that more efforts were required to teach online (p < 0.001). Most of the tutors reported virtual sessions helped improved the interaction with their students (p < 0.001). Most of the time faculty had to prompt students to complete their assignments on time (p < 0.001). Many of the faculty members disagreed that delivering virtual sessions from home was quite ineffective (p = 0.221) and reported experiencing distractions (p < 0.001). CONCLUSION: This study showed that online learning proved less effective than face-to-face learning. The main drawback of distance learning was the lack of teacher-student interaction. Online learning promotes student-centered learning and could be applied in situations of crisis like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

AbstractMetaphor is a popular pedagogical tool to help learners understand unfamiliar concepts, but its affective and interactional qualities remain underexplored compared to its cognitive benefits. This study investigates how metaphor may enhance affective engagement within introductory statistics education for linguistics students. As previous research tends to rely on delayed and self-reported data, this study employs a mixed-methods approach that combines real-time physiological measures of engagement with feedback through surveys and interviews. It compares metaphorical and literal instructional styles for teaching simple linear regression, focusing on: i) differences in teacher and learner skin conductance levels, ii) teacher-learner synchrony through skin conductance concordance, iii) the relationship between physiological measures and affect-related survey responses, and iv) learner reflections on their experiences. Results show that the metaphorical style is associated with higher engagement levels and stronger teacher-learner synchrony, affirming the role of metaphors in enhancing collaborative learning when elaborated over time in spontaneous interactive fashion. However, the qualitative data reveal nuanced learner perceptions, highlighting the importance of clearly communicating the scope of metaphor use. This study contributes to understanding the interplay between affective and cognitive engagement in metaphorical learning, offering practical recommendations for its effective implementation in complex subjects like statistics. [ABSTRACT FROM AUTHOR]