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Many courses Physical Education Teacher Education (PETE) majors take are all considered valuable and important to the PETE majors before entering the profession of teaching physical education (PE). The practicum course is probably the most important for PETE majors. The practicum course typically consists of an elementary, middle school, and high school teaching experience. This study aimed to investigate PETE majors' perceptions of teaching before (pre) and after (post) they participated in a high school PE practicum. For this study, 14 senior PETE majors were interviewed before and after participating in their high school PE practicum. It was generally found that before participating in the practicum, the PETE majors were concerned about classroom management issues and dealing with the unknown before teaching. After the practicum, the students felt that being prepared with the lessons was important for their success, and the PETE students weren't anxious regarding the student teaching experience. These findings affirm the practicums importance in the PETE majors' preparation to teach PE., Introduction A physical education teacher education (PETE) major's preparation includes classes covering Introduction to Physical Education, Physiology, Motor Learning, and Methods of Teaching PE in elementary and secondary PE. The [...]

During a six-week period, students in Grades 1-5 participated in 15 sensory activities that focused on processing and integration motor skills. The intervention group participated in 20 minutes of the Minds in Motion maze (10 minutes in the morning and afternoon) while the control group continued with normal school activities. Pre and post difference scores of the dependent variables (Auditory Memory Test, Developmental Reading Assessment, and Office Referrals) were calculated. Manova results showed that the intervention group scored higher than the control on the auditory memory test. Groups did not differ on reading level or classroom behavior. However, post interviews with participating teachers indicated that the maze was a positive addition to the school day, especially with classroom management., Introduction Remarkably, over the past 50 years, opportunities for children to play freely have declined continuously and dramatically in the United States and other developed nations; that decline continues, with [...]

Simulation-based learning environments such as virtual reality (VR) can be promising to help pre-service teachers develop kindergarten-specific classroom management strategies. However, the successful integration of VR in higher education is impeded by limitations regarding the assessment of multifaceted skills such as classroom management strategies. In this paper, we aimed to understand how different assessment instruments lead to aligning or diverging conclusions regarding pre-service teachers' VR-supported over-time development of classroom management strategies in terms of behaviors and beliefs. With a variety of self-reported and observational measures, we gauged distinct aspects of pre-service teachers' classroom management strategies conceptualized as behaviors and beliefs at two time points: before and after practicing in a VR kindergarten classroom. Most measures captured an over-time development of behaviors and beliefs—except for pre-service teachers' self-reported usage of classroom management strategies. Alignment was observed between measures gauging pre-service teachers' classroom management strategies beliefs and between most, but not all, measures of classroom management strategies behaviors: Pre-service teachers' self-reported usage of classroom management strategies do not align with the observations of strategy usage. Our findings emphasize the importance of using multiple instruments to capture, assess, and appraise VR-supported development of distinct aspects of pre-service teachers' kindergarten-specific classroom management strategies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Modern Research in English Language Studies is the property of Imam Khomeini International 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.)

In the field of education, classroom expression recognition technology has important application value. It can help teachers understand students' emotions and learning attitudes and adjust teaching strategies in time to improve learning outcomes. However, in a classroom environment with a large number of students, it is difficult for teachers to monitor individual learning progress, resulting in low classroom management efficiency, insufficient teaching personalization, and imperfect student evaluation mechanisms. To address the above problems, this paper constructs a dataset covering five typical classroom expressions (resistance, confusion, understanding, fatigue, and neutrality). To address the problem of insufficient data volume, this paper introduces a data enhancement method based on generative adversarial networks to improve the diversity and quality of the dataset. At the same time, a multi-attention fusion network (MAF-ER) is proposed, which combines spatial attention mechanism, channel attention mechanism, and self-attention mechanism. Experimental results show that the expression recognition accuracy of the MAF-ER algorithm reaches 88.34%, which is better than the baseline method. The ablation experiment further verifies the effectiveness of the multi-level attention (MLA) mechanism. The results show that the proposed method has a high accuracy in expression recognition tasks and provides strong support for smart classrooms. [ABSTRACT FROM AUTHOR]

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

In the last decades, especially in the post-pandemic period, the digitization phenomenon has gained momentum in all sectors of social life, including the educational environment. In our opinion, the phenomenon of digitalization in education generates a multitude of effects at the level of classroom management, in relation to the following significant aspects: pedagogical/educational relations (between various educational actors: students, teachers, parents, educational managers, etc.) the teaching style/educational style, the learning style of the student, the mode and degree of engagement/involvement of students and teachers in the decision-making process at classroom level, the strategies of communication and resolution of conflict situations arising in different educational contexts, the ways of managing time, stress and priorities, etc. Through this article we aim to carry out a multidimensional research, aimed at identifying the perceptions and the attitudes of the teachers and students in the investigated sample, regarding the effects of digitization on the management of the classroom, in relation to the aspects listed above. The micro-survey sample included 103 pre-university teachers, with different specializations, who teach at different levels of education and 72 secondary school students (middle and high school). We appreciate that the answers obtained from the investigation carried out will contribute to the identification of valuable methodological landmarks from a socio-psycho-pedagogical point of view, useful in the direction of modernizing the management of the classroom and its realization in conditions of increased efficiency. [ABSTRACT FROM AUTHOR]

Copyright of Iranian Journal of Educational Research is the property of University of Hormozgan 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 Journal of University Research / Üniversite Araştırmaları Dergisi is the property of Journal of University Research 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 effects of air quality on health and cognition are well documented, but few studies have focused on its impact on emotions, leaving this area underexplored. This study investigates the influence of environmental factors—specifically particulate matter (PM1, PM2.5, and PM10) and carbon dioxide (CO2)—on students' basic emotions in secondary school classrooms. For the collection of environmental data, we used low-cost sensors, which were carefully calibrated to ensure acceptable accuracy for monitoring air quality variables, despite inherent precision limitations compared to traditional sensors. Emotions were recorded via camera and analyzed using a custom-developed code. Based on these data, we found significant but modest correlations, such as the negative correlation between PM levels and happiness, and positive correlations of CO2 concentrations with fear and disgust. The regression models explained between 36% and 62% of the variance in emotions like neutrality, sadness, fear, and happiness, highlighting nonlinear relationships in some cases. These findings underscore the need for improved classroom environmental management, including the implementation of real-time air quality monitoring systems. Such systems would enable schools to mitigate the negative emotional effects of poor air quality, contributing to healthier and more conducive learning environments. Future research should explore the combined effects of multiple environmental factors to further understand their impact on student well-being. [ABSTRACT FROM AUTHOR]

Yükseköğretim kademesindeki öğretmen yetiştirme sürecinin iyileştirilebilmesi için mevcut öğretmenlerin uygulamalarının incelenmesi önem arz etmektedir. Bu çalışmanın amacı, Uluslararası Öğretme ve Öğrenme Anketi (Teaching and Learning International Survey [TALIS]) 2018 Türkiye örnekleminde yer alan ortaokul ve lise matematik öğretmenlerinin sınıfta kullandıkları öğretim uygulamalarını incelemektir. Araştırmanın çalışma grubunu, TALIS 2018 Türkiye örnekleminde yer alan toplam 1399 matematik öğretmeni oluşturmaktadır. Lise ve ortaokul matematik öğretmenlerinin öğretim uygulamaları puanları karşılaştırıldığında, ortaokul öğretmenleri lehine anlamlı bir farklılık bulunmuştur. Ortaokul ve lise matematik öğretmenlerinin öğretimin anlaşılırlığı puanları arasında anlamlı bir farklılık bulunmamakla birlikte, bilişsel etkinlikler ve sınıf yönetiminde ortaokul öğretmenleri lehine anlamlı bir farklılık bulunmuştur. Zenginleştirilmiş etkinliklerde ise, ortaokul öğretmenlerinin oransal olarak bilgi iletişim teknolojilerini daha sık kullandıkları tespit edilmiştir. Bu bağlamda her iki kademedeki öğretmenler tarafından sınıflarda daha fazla kullanılması için yükseköğretim ders içeriklerinde bilişsel etkinliklerin ve zenginleştirilmiş etkinliklerin kullanımına daha fazla yer verilmesi önerilmektedir.

In the last decades, especially in the post-pandemic period, the digitization phenomenon has gained momentum in all sectors of social life, including the educational environment. In our opinion, the phenomenon of digitalization in education generates a multitude of effects at the level of classroom management, in relation to the following significant aspects: pedagogical/educational relations (between various educational actors: students, teachers, parents, educational managers, etc. ) the teaching style/educational style, the learning style of the student, the mode and degree of engagement/involvement of students and teachers in the decision-making process at classroom level, the strategies of communication and resolution of conflict situations arising in different educational contexts, the ways of managing time, stress and priorities, etc. Through this article we aim to carry out a multidimensional research, aimed at identifying the perceptions and the attitudes of the teachers and students in the investigated sample, regarding the effects of digitization on the management of the classroom, in relation to the aspects listed above. The micro-survey sample included 103 pre-university teachers, with different specializations, who teach at different levels of education and 72 secondary school students (middle and high school). We appreciate that the answers obtained from the investigation carried out will contribute to the identification of valuable methodological landmarks from a socio-psycho-pedagogical point of view, useful in the direction of modernizing the management of the classroom and its realization in conditions of increased efficiency.

Good classroom management is one of the supporting factors for successful learning. This study aims to examine the implementation of classroom management in improving student learning interactions at the State Elementary School (MIN) in Bima City. This study is a qualitative study with a phenomenological approach. Data collection techniques were carried out by observation, interviews, and documentation. Data analysis was carried out by reducing data, presenting data, drawing conclusions, and verifying. The results of the study showed that classroom management at MIN Kota Bima was highly considered. The form of classroom management carried out at MIN Kota Bima is to organize students in the classroom to create and maintain student motivation so that they are always involved in the educational process at the madrasah. While the learning interaction that occurs is a reciprocal relationship between teachers and students, such as students being able to respond and respond quickly to the material taught by the teacher, students being able to ask questions without feeling awkward and inferior, and students being able to discuss well with their groups or deskmates. Supporting factors in classroom management and student learning interactions include learning motivation, ice breaking, teacher appreciation, learning media, and mastering teaching materials.

In Kosovo, the inclusion of special education needs (SEN) in regular classrooms is growing, yet teachers often lack the necessary preparation. Effective management requires competency, inclusive training and development. This study explored the relationship between teacher competences, inclusive education training, and professional support in managing classrooms with children with SEN in Kosovo. We employed a mixed-methods approach, distributing structured questionnaires to 57 elementary and secondary school teachers and conducting a literature review. Descriptive statistics revealed that 98.20% of children receiving special education services had impairments, indicating a robust commitment to addressing SEN. The emphasis was on early intervention, as evidenced by the creation of 96.50% Individualized Education Plans (IEPs) in the first grade and the active analysis of previous program data by 87.70% of teachers. A chi-square test found a significant correlation between training in inclusive education and teachers' proficiency in managing inclusive classrooms (p-value < 0.01). However, 8.80% of teachers reported limited data access, highlighting the need for further training and support. IEP goals often prioritized social skills (12.10%) and adaptive behavior (11.8%), emphasizing the necessity of thorough educator preparation. The study underscores the critical role of inclusive education training in enhancing teacher competency. Although most SEN children receive necessary services, challenges like restricted data access require solutions through continuous professional development. Hypothesis testing showed professional support significantly boosts teacher confidence in inclusive practices (p-value < 0.05), emphasizing continuous training.

Introduction: The educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently, it becomes imperative to identify the most effective conflict resolution practices applicable within this context. To achieve this, a thorough procedure based on mixed methods was employed to analyze and interpret both classroom conflict behaviors and teachers' strategic responses. Method: This study employed an indirect observational methodology, from a mixed methods approach. Data was collected through a focus group comprised of teachers. Following the connect framework, the procedure was conducted in three phases: QUAL-QUAN-QUAL. Two analytical techniques were implemented. A lag sequential analysis was used to explore potential behavioral patterns. The results of this analysis informed a polar coordinate analysis, which generated a visual representation of the relationships between codes. Results and discussion: A focus group addressed four questions, yielding satisfactory data quality control results (kappa values: 0.80, 0.77, 0.76, 0.82). In polar coordinate analysis, the 37 observational instrument categories were designated as focal behaviors. Each of the 37 analyses treated all categories as conditioned behaviors. The analysis identified 342 activation/inhibition relationships between focal and conditioned behaviors. Of these, 195 were statistically highly significant, distributed across quadrants: Quadrant I (106), Quadrant II (36), Quadrant III (16), Quadrant IV (36). Significant gaps in understanding of conflict were identified, along with disparities in the resources and competencies necessary for successful conflict resolution among the observed educators. Specifically, teachers frequently employed techniques informed by intuition rather than deliberate strategy learned in their training. Consequently, the study advocates for enhancing teachers' cognitive and emotional competencies to optimize conflict management within the classroom and bolster their adaptive coping mechanisms. [ABSTRACT FROM AUTHOR]

This study aimed to identify the level of educational competencies among students of the field training course and the relationship of teaching competencies to different school stages, in additional to identifying the level of educational competencies at each school stages depending on the gender variable, the descriptive method was used, the study sample consisted of 57 students enrolled in the field training course (22) female, (35) male, the questionnaire was used as a data collection tool covering four areas: planning, objectives, classroom management, executive of the class, The results showed that all areas of teaching competencies came in high level except planning which came in a very high level, and there is no relationship between educational competencies and different school stages, in additional there are differences in the level of planning competence in favor of males, the researchers recommended promoting competencies to hold woks shops to teaching and learning methods and increased tasks and duties related to planning the daily lesson and the quarterly plans. [ABSTRACT FROM AUTHOR]

This study aims to develop a decision-making approach to help instructors be more effective in selecting appropriate individuals as teammates in the same group to engage in learning together. The social network analysis (SNA) technique is employed to extract the implicit social relationships between each student and any of the other students in the class. The search mechanism based on a genetic algorithm (GA) is developed to find several feasible solutions of organized members for groups under consideration of the acquired relationship measures by SNA and an optimum teammate selection can be effectively achieved. Besides, a simulation based on the SIR model is applied to find the team network topology is of a better knowledge transfer performance than the original one (i.e., without splitting students into groups for learning). An application showcases the developed deci-sion-making approach is of good efficiency and is a promising way to help enhance the capability of an instructor in classroom management while teaching. [ABSTRACT FROM AUTHOR]

Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the latest PISA report. However, research shows that implementation processes and competence measures for teachers' professional use of digital devices vary considerably between schools. This study aims to inform the development of research-practice partnership (RPP) measures focused on professional digital competence development in digitalizing schools internationally by exploring what teachers consider important for good teaching practices in 1:1 computing classrooms. We draw on both closed and open survey responses from 1505 Norwegian teachers in highly digitalized schools where the most experienced teachers have had 1:1 computing since 2014. The findings show that classroom management is seen as gradually more important with higher digital teaching competence and more experience, but that the teachers' understandings of what digital competence entails and their use of classroom management strategies are rather limited. The study concludes that professional competence development measures that provide broader understandings of digital competence and classroom management are needed, dependent on competence levels and experience, as well as systematic training of students' digital self-regulation. [ABSTRACT FROM AUTHOR]

This article summarizes our research findings, investigating instructional adaptations elementary science teachers make to accommodate a growing population of Karen immigrant students. Hailing from the war-torn country of Myanmar, Karen students, who have cultural backgrounds generally unknown to U.S. trained teachers, face unique challenges, including PTSD and cultural differences that impact their expectations for classroom participation. Clinical interviews conducted with teachers about how they differentiate and adapt their elementary science instruction reveal that there are great learning benefits when teachers emphasize the significance of building relationships and creating a safe learning environment. Particularly when teaching science, interview data showed teachers find that they need to highlight the use of visual aids, hands-on learning, and technology integration as they emerge as effective strategies. We also found that teachers needed to reduce the amount of out of class homework, carefully considering language barriers and family responsibilities, while still maintaining academic rigor. Teachers further stress that relationships with students, using parallel language, and the need for ESL/cultural training for teachers are keys to success. The results of this study reveal the resilience and eagerness of Karen students to succeed when provided with supportive, culturally sensitive learning environments. [ABSTRACT FROM AUTHOR]

School rules, classroom norms, and social and emotional learning (SEL) modules carefully define, hone, and regulate what counts as "appropriate" and "inappropriate" behavior from students. While the stated intention behind these practices is typically to promote a sense of safety, well-being, and productivity in schooling, behavioral rules can also uphold racist, ableist, and neoliberal practices that pathologize and exclude children's bodily expressions. The line between behaviors that are "dangerous" versus "different" is laden with hegemonic power dynamics, and teachers must be encouraged to recognize these dynamics and resist them. I collaborated with six elementary-school teachers in the northwest United States to speak critically and self-reflectively about educational practices including SEL and classroom management. This paper explores instances in which the teachers grappled with where and how to draw lines around acceptable and unacceptable behavior, resisting an immediate exclusionary response to any behavior deemed undesirable. The teachers' affective dialogue demonstrates that reconsidering the limits of appropriate behavior is crucial yet complicated. I call for greater value and support to be placed on opportunities for teachers to openly discuss where lines should be drawn and where they might be loosened in ways that advocate for children's agency, diversity, and social-emotional wholeness. [ABSTRACT FROM AUTHOR]

Objectives: While flipped classroom instruction has repeatedly shown efficacy in undergraduate medical education, evidence for its utility in procedural domains remains sparse. This holds particular significance for surgical subspecialties such as otolaryngology, which have limited time in undergraduate medical curricula. We designed a novel airway management skills simulation course with a flipped classroom approach and evaluated its efficacy in a pilot study. Methods: A simulation course was designed to provide instruction in seven airway management skills: bag valve mask ventilation, laryngoscopy, intubation, cricothyroidotomy, tracheotomy, and tracheostomy care. Publicly available YouTube videos were selected as pre-learning materials. Participating students completed surveys before the pre-learning assignment and after completion of the simulation center workshop. Results: Sixteen students participated in the workshop, and data was collected from 14 participants. Learners reported significant improvements in knowledge regarding all covered skills except tracheotomy; mean self-rated knowledge improved from 2.9 to 5.8 (p < 0.001) on a scale from 0 to 10. Significant increases in self-reported confidence in performing all seven skills were also observed, with an overall increase from 1.1 to 5.7 (p < 0.001). Students also rated all elements of the workshop highly, including a prevailing belief that the pre-learning materials markedly enhanced their learning. Conclusion: Our novel framework for skills-based education using a flipped classroom approach demonstrated remarkable efficacy in improving learner knowledge and self-reported confidence regarding airway management skills. This educational design, including the use of high-quality, publicly available pre-learning videos, has significant implications for undergraduate medical education in surgical subspecialties. [ABSTRACT FROM AUTHOR]

Introduction: The educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently, it becomes imperative to identify the most effective conflict resolution practices applicable within this context. To achieve this, a thorough procedure based on mixed methods was employed to analyze and interpret both classroom conflict behaviors and teachers' strategic responses. Method: This study employed an indirect observational methodology, from a mixed methods approach. Data was collected through a focus group comprised of teachers. Following the connect framework, the procedure was conducted in three phases: QUAL-QUAN-QUAL. Two analytical techniques were implemented. A lag sequential analysis was used to explore potential behavioral patterns. The results of this analysis informed a polar coordinate analysis, which generated a visual representation of the relationships between codes. Results and discussion: A focus group addressed four questions, yielding satisfactory data quality control results (kappa values: 0.80, 0.77, 0.76, 0.82). In polar coordinate analysis, the 37 observational instrument categories were designated as focal behaviors. Each of the 37 analyses treated all categories as conditioned behaviors. The analysis identified 342 activation/inhibition relationships between focal and conditioned behaviors. Of these, 195 were statistically highly significant, distributed across quadrants: Quadrant I (106), Quadrant II (36), Quadrant III (16), Quadrant IV (36). Significant gaps in understanding of conflict were identified, along with disparities in the resources and competencies necessary for successful conflict resolution among the observed educators. Specifically, teachers frequently employed techniques informed by intuition rather than deliberate strategy learned in their training. Consequently, the study advocates for enhancing teachers' cognitive and emotional competencies to optimize conflict management within the classroom and bolster their adaptive coping mechanisms. [ABSTRACT FROM AUTHOR]

The objective of this study is to undertake a comparative analysis of the approaches adopted by preschool teachers employed in the same age groups by two distinct institutions: the Ministry of National Education and the Presidency of Religious Affairs. The focus of this analysis is on the methods employed by these educators in managing their classrooms. For this purpose, the opinions of teachers and trainers were examined and compared in terms of the dimensions of classroom management. This research is a case study suitable for the qualitative research model. In this study, a holistic multi-case design was used. The study group comprises 10 pre-school teachers employed in primary schools during the 2022-2023 academic year and 10 instructors engaged in Quran courses for children aged 4-6. The data were analyzed by descriptive analysis. The themes created are presented in the findings section. These are: planning the daily flow of education, physical variables affecting the classroom, behavior management, management of undesirable behaviors, strategies and methods used in classroom communication, and ways of communicating with the family. The findings were presented together with comparative tables in order to solve the research problem more clearly, and direct comparisons were made with direct quotations of the participants related to the same theme. According to the research findings, it has been determined that preschool teachers adopt a holistic approach that is appropriate to the classroom resources and the developmental stages of the children. In contrast, it has been found that instructors teaching at Qur'an courses are limited in terms of classroom management and lack sufficient knowledge and skills regarding the variable affecting classroom management. [ABSTRACT FROM AUTHOR]

This study investigated physical education teachers' competencies in virtual classroom management. The study was designed as a cross-sectional study using quantitative research methods and included 726 physical education teachers working in different secondary and high schools in Turkey. The study data were collected using the "Teachers' Virtual Classroom Management Competence Scale." The research found that physical education teachers were still deciding about their competence in managing relationships with students in the virtual classroom. Still, they were competent in the dimensions of virtual classroom activities and virtual classroom management. Further research analyzed the effects of some sociodemographic variables on teachers' competencies in transitioning from traditional classroom management to virtual classroom management. The analysis showed that gender and work experience had a medium effect, virtual classrooms had a significant impact, and school level had a weak effect on teachers' virtual classroom competencies. The educational level variable did not significantly impact teachers' online classroom management competencies. In conclusion, in modern classrooms with a shift from traditional classrooms to online classrooms, physical education teachers are expected to be more effective in their relationships with students in online classrooms. Plain language summary: The purpose of this study was to investigate physical education teachers' competencies in virtual classroom management. The study was designed as a cross-sectional study using quantitative research methods and included 726 physical education teachers working in different secondary schools and high schools in Turkey. The data of the study were collected using the "Teachers' Virtual Classroom Management Competence Scale." The research found that physical education teachers were undecided about their competence in managing relationships with students in the virtual classroom, but they were competent in the dimensions of virtual classroom activities and virtual classroom management. Further research analyzed the effects of some socio-demographic variables on teachers' competencies in the transition from traditional classroom management to virtual classroom management. The analysis showed that gender and work experience had a medium effect, virtual classroom had a large effect, and school level had a weak effect on teachers' virtual classroom competencies. The educational level variable had no significant effect on teachers' virtual classroom management competencies. In conclusion, in modern classrooms where there is a shift from traditional classrooms to virtual classrooms, physical education teachers are expected to be more effective in their relationships with students in virtual classrooms. [ABSTRACT FROM AUTHOR]

This research focused on the classroom management that a teacher performs during a problem formulation task with students in Early Childhood Education (4-5 years old). By means of a single case study, we focused on identifying the mathematical demands that the teacher establishes to favor progress in the formulation of a problem, the students' activity that triggers them and the relationships between both. The results indicate that most of the mathematical demands are oriented to favor the development of the context of the problem and reveal that the difficulties that trigger them are linked to the non-mathematical meaning of problem that prevails in the students. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to identify the strategies and outcomes of the e-learning model within the education ecosystem of Iraq's primary education sector. The research aimed to explore the essential strategies for effective e-learning implementation and assess the individual, organizational, and social outcomes of such educational approaches. Methodology: This research employed a mixed-methods approach, combining qualitative research based on grounded theory and quantitative descriptive-survey research. The study sample included administrators, teachers, and technology experts selected through purposive criterion-based sampling. In the quantitative phase, a sample of 381 primary school teachers and administrators in Iraq was selected. Data collection instruments included semi-structured interviews for the qualitative phase and a researcher-made questionnaire for the quantitative phase. AMOS23 software was used for confirmatory factor analysis to assess construct validity. Findings: The findings revealed three main e-learning strategies: human development (including student preparation and teacher empowerment), systemic development (encompassing hardware and software development), and learning space management (comprising process management and physical reorganization). The quantitative analysis confirmed that all factor loadings for these categories were above 0.3, indicating robust model fit. The study also identified significant individual, organizational, and social outcomes of e-learning, such as enhanced teacher and student capabilities, improved classroom management, and positive environmental impacts. Conclusion: The study concludes that e-learning strategies, particularly in human and systemic development and learning space management, are crucial for enhancing the quality of primary education in Iraq. Empowering teachers and students, developing robust hardware and software infrastructures, and effectively managing learning environments are essential. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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

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

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

Secondary school students in Ecuador face significant challenges in developing English speaking skills, which are crucial for effective communication. This study aims to explore the factors affecting the development of speaking skills and identifies teachers' suggestions for addressing these challenges. The literature indicates factors on performance, methodology, linguistics, affective, and contextual factors. Employing an explanatory sequential mixed-method design, quantitative data were first collected through a survey of 142 EFL experienced teachers across various Ecuadorian regions, followed by qualitative insights from semi-structured interviews with seven experienced teachers. Findings from qualitative data reveal that large class sizes, limited instructional time, and insufficient speaking-focused activities in course materials impede effective practice. Methodological issues, such as inadequate English exposure outside the classroom, further hinder proficiency. Linguistic challenges include reliance on native language and pronunciation difficulties, while affective factors like anxiety and low confidence also impact students' speaking willingness. Recommendations include reducing class sizes, increasing instructional time, and including more speaking activities in curricula. These recommendations are not just theoretical but practical and feasible, emphasizing their potential impact on students' oral proficiency. Emphasis is also placed on fostering a supportive classroom environment, enhancing teacher professional development, and integrating authentic language use into lessons. These findings have broader implications for EFL education globally, highlighting the need for curriculum reforms, improved classroom management, and targeted teacher training. The study provides valuable insights into the complexities of teaching and learning speaking skills and offers practical recommendations for enhancing students' oral proficiency. [ABSTRACT FROM AUTHOR]

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

Make Learning Fun is a strategy for kampus mengajar students' classroom management that focuses on creating an interesting and interactive learning environment for students. This approach aims to prevent boredom in the learning process. This study examines classroom management strategies implemented by students who are members of the Kampus Mengajar program at SDN 4 Bedahan Depok. The researcher used a qualitative approach with a case study research design. In this study, researchers used NVivo 12 Pro software to code data from the results of data collection of interviews, observations, and documentation. The findings of this study show that the implementation of strategies in classroom management through the Make Learning Fun program was the first time created by kampus mengajar students at SDN Bedahan 4 Depok. Students are able to think innovatively in classroom management by making the learning process not only transfer knowledge but also create a fun, interesting, interactive learning atmosphere according to the needs of students without eliminating aspects of learning objectives. The findings of this study can be described as follows: (1) Student Strategies in Classroom Management; (2) Student Implementation of Classroom Management; and (3) Make Learning Fun as a Student Strategy in Classroom Management.

The present study investigates EFL educators’ perceptions and experiences in teaching EFL writing skills in large classes, focusing on the problems they face and the techniques they use to minimize these issues and achieve course objectives. Many studies hitherto have investigated the difficulties EFL teachers face in teaching writing in large – sized classes, and they have concluded that for better communication and more individual attention to be given to students, more time and effort are needed. However, this study aims to propose diverse effective, collaborative teaching methods and strategies to upgrade the students' writing skills in large classes. The study adopts a descriptive methodology to analyze a questionnaire of 17 items on a five-point Likert-type scale given to 64 faculty members. The questionnaire includes 17 questions, 14 questions on the challenges faced by teachers and suggested strategies and the last 3 questions on the role of technology in facilitating teaching writing in large classes. The electronic questionnaire was prepared using Google forms, and the data collected was analyzed using Microsoft Excel. The main finding of the study was that the challenges faced by teachers in teaching writing in large classes can be minimized by effective teaching techniques such as collaborative learning, giving personalized feedback, engaging students in pair and group work, and utilizing technology – enhanced teaching and learning methods to facilitate the writing tasks and activities. The study provides practical insights for EFL educators to effectively implement these strategies. Additionally, it encourages further research in this area to enhance pedagogical practices and support EFL teachers in overcoming these common obstacles.

Communication issues between educators and students in classroom management pose challenges, especially when balancing motivation and discipline. This study aims to investigate patterns of teacher reprimand and supportive communication in classroom interactions simultaneously and understand how communication dynamics affect student learning. A qualitative design with a descriptive approach involved teachers and students in the research project across three secondary schools in Purbalingga, meeting diverse classroom criteria. Data collection methods included documentation, field notes, direct observation, and interviews organized during the academic year of the three-phase systematic research. Thematic analysis was used to examine the data. Results showed that the proportional ratio between reprimand and support depended on class characteristics. Thus, disciplined classes showed a ratio of 1:2; conducive streams were closer to 1:1.5, and even "less controlled" conducive classes relied on reprimands (1:1.5). Direct reprimands proved more effective in crises, while verbal support increased student motivation, especially for students with low participation. Regression analysis revealed a significant positive correlation of 0.6 between support and student motivation and a weak negative correlation of -0.3 for reprimands. Thus, teacher training based on these abilities is indispensable in educational practice.

Classroom management is crucial in fostering positive interactions and minimising disruptions to support student learning. However, it is common for novice teachers to face significant challenges in managing disruptive behaviours due to limited training and experience, impacting their teaching effectiveness and job satisfaction. In Vietnam, these challenges are heightened by the new competency-based curricula and students' limited opportunities to use English outside the classroom, which can reduce learner engagement and increase disruptive behaviours. This study explores the perceptions and strategies of Vietnamese novice EFL teachers in managing disruptive behaviours in secondary school classrooms. Using a qualitative design, data were collected from 14 novice teachers in secondary schools across Vietnam through reflective journals and semi-structured interviews. The findings indicate that novice EFL teachers frequently encounter disruptive behaviours, such as lack of concentration, chatting, incomplete homework, and off-task activities, which can hinder their teaching effectiveness. Additionally, the surveyed teachers primarily relied on teacher-centred strategies to maintain control, occasionally adopting student-centred approaches and, in some cases, passive strategies. The findings suggest some implications for enhancing classroom management training to combine theoretical and practical application, while also increasing support from experienced teachers and school administrators. Such support could equip novice teachers with the tools necessary for effective classroom management in EFL settings.

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

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.