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This study examines the correlation between principal leadership styles and school performance indicators at Bangkal Integrated School, specifically focusing on academic performance, teacher effectiveness, and parental involvement. Utilizing a correlation research design, data was collected from ten teachers, ten Supreme Student Government students, and ten parents. The Multifactor Leadership Questionnaire (MLQ) assessed leadership styles, while academic records and performance evaluations measured school performance indicators. Statistical analyses included descriptive statistics, correlation, and regression analyses. Findings indicated that the school head's leadership style incorporated laissez-faire, transactional, and transformational elements, fostering trust, structured expectations, and inspiration. Parental involvement significantly enhanced student academic performance, emphasizing the critical role of teacher-parent collaboration. Although a negative correlation was found between perceived leadership and academic performance, the relationship with teacher performance was positive. Recommendations for optimizing leadership effectiveness include enhancing communication, leadership development, and collaboration. Strengthening parental involvement alongside effective teaching practices can improve student outcomes. Moving forward, comprehensive leadership development and stakeholder collaboration are vital for creating a supportive and inclusive school environment that promotes student achievement and parental engagement. [ABSTRACT FROM AUTHOR]

The purpose of the study is to investigate and assess the teaching effectiveness of the faculty members in a private college in Nueva Vizcaya, Philippines. Respondents of this survey included 362 learners from various departments namely the College of Arts, Sciences and Education - Information Technology aptly called CASE-IT, College of Business, Management and Accountancy "CBMA," College of Engineering and Technology "CET," School of Medical Sciences "SMS," and School of Criminology "SOC." The researchers used frequency, mean, standard deviation, and chi-square as statistical tools. Mean and frequency were used in measuring the Age, Sex, and Department. Standard deviation was used to measure the extent of the scattered set of values. Chi-square was used in determining the significant relationship between the respondents' profile and their perspectives on teaching effectiveness. The mean was used for questions that require a five-point Likert Scale to assess their corresponding qualitative description. The findings of this study revealed that the learners perceived their faculty members' teaching effectiveness as very satisfactory in terms of commitment, knowledge of the subject, teaching for independent learning, and management of learning. Differences occurred in the learner's perspective in each department, revealing each strength and weakness in the faculty member's teaching effectiveness. Furthermore, the results imply that the faculty members' teaching effectiveness can be effectively enhanced by continuous professional development programs, peer observation programs, mentorship programs, recognition and appreciation of the faculty members, supportive leadership collaboration between the faculty members and administration, and promoting healthy worklife balance for the faculty members. [ABSTRACT FROM AUTHOR]

Considering the significance of student engagement as a contributing factor to academic achievement, it is crucial to investigate the methods by which teachers can encourage learning engagement. To this end, we examined the influence of teacher work engagement on student engagement, placing a particular emphasis on the mediating impact of teaching quality. Chinese teachers (N = 291) at a national teaching seminar completed a survey. Structural equation modeling analysis of the data confirmed that teacher work engagement had a positive relationship with both teaching quality and student engagement. Moreover, teacher work engagement indirectly affected student engagement via its mediating impact on teaching quality. This research contributes to the elucidation of the underlying mechanism governing the association between teacher work engagement and student engagement. [ABSTRACT FROM AUTHOR]

The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching practices. The proportion of teachers in the high-quality teacher category is unexpectedly high (38.37%), followed by the low-quality (25.61%), content-oriented (18.91%), and climate-oriented (17.12%) categories. Finally, several school-level variables were tested to explore the link between school practices and teaching quality categories. The results show that the quality of the school's teaching practices related to their support for behavioural issues is associated with the probability of teachers belonging to the low-quality or climate-oriented categories. These findings can be valuable for policymaking, as they call for the development of strategies that strengthen teachers' capacities within schools. [ABSTRACT FROM AUTHOR]

Background: Over the last two decades, teachers' use of models has been frequently highlighted as a possible future for physical education. Literature has also shown that collaborations between teachers and researchers can be effective in supporting teachers not only to successfully implement but also sustain their long-term use of models Despite this evidence, the practice of collaboration itself has so far, at best, been an implicit focus for investigation and the ways in which collaborations are practised seem to vary. Purpose: In this paper, we argue that there is a need to move beyond stating that collaborations work and understand more about the different ways collaborations between teachers and researchers might be practised. We do so by presenting three empirical illustrations which represent different collaborative practices and discuss the consequences these have for teachers' implementation of models. Methods: The empirical illustrations draw on data from teacher interviews, recorded workshops and the first author's reflective research diary collected over a two-year collaborative project. Through a cyclical and iterative process of analysing the data we identified three ways in which the practice of collaboration was practised: 'the researcher knows best', 'basing learning on the needs of the teachers' and 'the end of the beginning'. To further our understanding and discuss the consequences of these practices, we used practice architectures , models-as-specification versus models-as-prescriptionand fidelity to procedure versus fidelity to goals as theoretical concepts. Illustrations: The 'researcher knows best' illustration represents a collaboration in which the researcher believes they know best about what the teachers should learn and what they would benefit from most. Hence, the researcher provided knowledge about how and why pedagogical models could be implemented, without consulting the teachers. The second illustration, 'basing the learning on the needs of the teachers' investigates how the researcher tried to learn from their on-going experiences and adjust the way they approached the collaboration with the teachers, to increase the level of teacher autonomy. The third illustration, 'the end of the beginning' shows a collaboration in which the researcher deliberately took a more peripheral role. This allowed the teachers to decide both on what they needed to learn and how this could be achieved. Conclusions: Although our theoretical concepts allowed us to problematize different aspects of all these practices, it is not our ambition to say that there is a right or wrong way of working together to enable teachers to implement models. Indeed, we suggest that to collaborate is something that needs to be continuously practised by both teachers and researchers to respond to the different needs at different times in the process of collaboration. In conclusion, we suggest that planning for collaborations that; (1) allow models to be considered as specifications for practices and (2) allow fidelity to be considered in relation to the overall purpose of the model, could serve as two guiding principles for future collaborations. [ABSTRACT FROM AUTHOR]

This case study uses qualitative data generated over three years to explore how a Chinese expert teacher constructs her personal practical theory (PPT) about teaching. The data analysis showed that the teacher successfully constructed a personally relevant, institutionally expected, and socio-culturally embedded PPT that manifested her teaching beliefs. The teacher constructed the PPT through five essential and interrelated steps: (a) identifying effective teaching practice; (b) crystalising a core concept from effective teaching; (c) proposing theoretical tenets around the core concept; (d) configuring the theoretical tenets into a preliminary PPT; (e) refining the PPT in relevant communities. The theory construction experience deepened the teacher's understanding of teaching and enhanced her confidence in engaging with educational theories and university-based scholars. However, the teacher's lack of knowledge about educational theories and hands-on tools for theory construction posed significant challenges to the teacher. This study generates new empirical evidence and conceptual insights into teacher theory construction, enriching international discussions on the theory-practice gap in education. The research findings also suggest practical implications for frontline teachers, facilitating their engagement with theories to close the theory-practice divide in their situated contexts. [ABSTRACT FROM AUTHOR]

Background: Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities. Aims: This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements. Samples: There are 1045 secondary school students (49.1% girls; Mage = 13.90, SD =.84) from Chinese mathematics classrooms in the present study. Methods: A multi‐group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low‐ and high‐achieving students. Results: Control‐value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control‐value appraisals failed to mediate cognitive activation and achievement emotions in low‐achieving students, while the mediating effect of control‐value appraisals was identified in high‐achieving students. Besides, classroom management was related to achievement emotions via academic value only in low‐achieving students. In contrast, it was related to achievement emotions via control‐value appraisals in high‐achieving students. Conclusions: The results clarified the mediation roles of control‐value appraisals in teaching quality and achievement emotions in students with low‐ and high‐achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High‐achieving students benefited more from activating teaching compared with low‐achieving students. [ABSTRACT FROM AUTHOR]

In today's highly developed information and communication technology (ICT), information fusion technology has been widely used in many fields, including education system. This research focuses on how information fusion technology can be effectively integrated into Chinese teaching in middle schools to improve teaching quality and student learning. Through quantitative analysis of student and teacher simulation data, this paper explores in depth the impact of these technologies on student engagement, learning achievement, and teaching outcomes. It is found that the teaching mode using information fusion technology can significantly improve students' learning quality and teaching interaction. The conclusions of this study provide valuable insights for educators and policymakers to drive further development of educational technologies and teaching methods. [ABSTRACT FROM AUTHOR]

There is an increasing need to train and retrain personnel that would be saddled with the capabilities, professional and skill developmental requirement that meets societal needs. In this case, there is need for adequately trained personnel that will bridge the gap between societal needs; industrial needs with classroom instructions and vice versa. Therefore, this study examines the influence of building aspiring teachers' capabilities, professional and skill development as an auspice to quality teaching activities in technical vocational education and training institutions. Samples were selected using a multistage sampling technique. The collected data from 945 aspiring teachers was analysed using empirical analysis with AMOS SPSS v.23. Hayes PROCESS macro was used for mediation analyses. The result of the study indicated that self‐efficacy and professional skills with knowledge of instructional delivery and personal capabilities have strong significant linkage. There is also a mediating interaction of attention to relationship on the relationship between constructive teaching and personal capabilities. TVET institutions should ensure continuous professional development by concentrating on the requirements concerning teaching and learning, individual resources and social support for coping with various requirements. [ABSTRACT FROM AUTHOR]

Ensuring teacher effectiveness within higher education contexts continues to shape institutional policy discourse and practice. However, there is limited research exploring how assessment practices correspond with teachers' and students' perceptions of teacher effectiveness, particularly in vocational higher education settings. Acknowledging the complexities of assessing vocational competence and the dearth of literature exploring teacher and student views on vocational assessment practices, this study interrogates the perceptions of 13 teachers and 15 students from five Indonesian vocational higher education institutions to better understand what constitutes fair assessment as an aspect of effective teaching. This study examines how teachers and students are positioned within the assessment process and the existing opportunities to make decisions regarding assessment design and processes. It shows (i) discrepancies in teachers' and students' perceptions of student positionality within assessment processes; (ii) blurry lines between ideas of 'assessment contract' and 'assessment practice'; and (iii) contested views on student learning processes and attitudes as attributes of vocational competence. The study illuminates the tensions between students' and teachers' positionality within assessment practices, highlighting the need for increased student participation while maintaining teachers' desire to make assessment decisions. [ABSTRACT FROM AUTHOR]

The article focuses on William L. Dawson's influential legacy as both a strict educator and a deeply caring individual. Topics include his demanding yet effective teaching methods at Tuskegee Institute, his pioneering arrangements of spirituals that preserved and elevated African American musical heritage, and his personal dedication to supporting and nurturing his students beyond their musical education.

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The research highlights the need for customized test batteries, periodic assessments, involvement of specialist staff and national training standards to support the development of adapted football programs for children with special needs. The study aimed to identify strategies conducive to enhancing inclusion and skill development tailored to the unique needs of these children. This research investigates effective teaching strategies aimed at enhancing the physical and psychological development of children with special needs aged 12-15 years through adapted football programs. A sample population comprising specialists in the field was surveyed through questionnaires, followed by tests administered to 25 children (with mild mental retardation) from the Gavana "Family Type Center" in Pitesti, serving as the experimental group. Results from screening and comprehensive examinations, including motor development assessments using a specialized grid, revealed significant findings. The study delineated motor skills deficits and educational requirements, forming the basis for individualized educational programs. Additionally, the study emphasized the importance of well-equipped facilities and skilled specialists for accurate evaluation and education. The analysis of control samples demonstrated positive outcomes, with the majority of subjects exhibiting capabilities in body schematics, general motor skills, conducted and perceptual-motor structures, and organizing actions. These results underscore the potential for improvement and adaptation in physical education programs for children with special needs. The study proposes an integrated approach to evaluation and training, aligning with modern praxiological principles. A didactic strategy for enhancing adapted football in institutionalized centers was developed based on the assessment outcomes. The integration of evaluation strategies into training optimization charts emphasizes the importance of continuous assessment and refinement in program delivery. In conclusion, the research highlights the necessity for tailored test batteries, periodic evaluations, specialized personnel involvement, and national-level training standards to support the development of adapted football programs for children with special needs. The findings suggest promising avenues for future research and the implementation of inclusive sports initiatives sensitive to the diverse needs of young athletes with special needs. [ABSTRACT FROM AUTHOR]

This study aims to determine how the use of virtual reality impacts physics students, their knowledge, and the quality of training. The study involved 116 students aged 17–19. The main purpose is to explore the effect that VR technology has on students' knowledge and motivation. As per usual, the students were divided into two research groups: experimental and control. Physics students (experimental group) used virtual reality in learning, while radiophysics students (control group) followed the standard educational program. The results obtained upon completion of the training have confirmed that VR technology can effectively improve learning quality and increase student motivation. [ABSTRACT FROM AUTHOR]

AbstractThis study compares student evaluations across face-to-face and online modalities, as well as qualitative versus quantitative courses, in a large sample of graduate-level courses from 2008 to 2023 at a US business school. The findings reveal significantly lower course and instructor evaluation ratings despite similar class performance in online modality. Quantitative courses received notably lower satisfaction ratings than qualitative courses. Importantly, when accounting for modality and course type, grades do not influence student evaluations. Maintaining fair comparisons by restricting evaluations solely to the same modality and course type is crucial for assessing college professors’ teaching quality through student evaluation ratings. [ABSTRACT FROM AUTHOR]

The application of educational big data analytics holds significant importance in enhancing decision-making processes for school teaching quality. This study explores the effective utilization of educational big data analytics technologies to support the improvement of teaching quality in schools. Initially, the challenges and needs faced by current school teaching quality decision-making were analyzed, highlighting the critical role of educational big data analytics in this context. Subsequently, the limitations and gaps in existing study were identified through a review of related studies, underscoring the study value of this study. Based on this foundation, this study progresses through an examination of the decision-making factors that influence school teaching quality, problem description and model assumptions, construction of decision models, and model solutions using genetic algorithms. By analyzing key factors and constraints in the decision-making process for school teaching quality and integrating optimization algorithms, a viable decision support model was proposed and empirically analyzed. This study aims to provide a scientific basis for school administrators and decision-makers, thereby promoting continuous improvement in school teaching quality [ABSTRACT FROM AUTHOR]

Background: In the digital era, developing effective teaching methods is crucial due to the challenges of maintaining students' concentration amidst distractions. This study assessed the effects of learning-promoting factors both across group boundaries and within RCT learning groups examined in our previous study on the effectiveness of online versus live teaching. Methods: The participants' experiences in the domains of Concentration, Anticipation, Liking and Desire to reuse were evaluated online immediately after a lesson on diagnosing pediatric respiratory issues implemented either in a Live, Live-stream, Vodcast or Podcast setting. The students rated their experiences on a scale of 1–10 with scores above a median of 8 indicating high experience levels in each factor. Learning was evaluated using a Webropol e-Test immediately and five weeks after the teaching session. The 15-minute test, comprised of 10 multiple-choice questions and real-life video scenarios, measured both theoretical and diagnostic skills. The test score scale ranged from − 26 to 28 points. Results: High concentration was experienced by 70/72 (97.2%) students in the Live, 41/75 (54.7%) students in the Live-stream, 53/72 (73.6%) students in the Vodcast and 36/79 (45.6%) students in the Podcast teaching groups (P < 0.01). High concentration promoted learning the most, resulting in a 1.93 score improvement in the short-term test and a 1.65 score improvement in the long-term test. Among those with high concentration, the average test scores ranged from 21.9 to 23.4, while the range for low concentration was 18.3–20.0. Conclusion: In our study, good concentration promoted higher test scores in comparison with low concentration across all the learning modalities, both in digital and live settings. However, the live teaching modality resulted in the highest levels of concentration. Our results suggest that teachers should use various teaching modalities and utilize related special features to engage learners and maintain their concentration. [ABSTRACT FROM AUTHOR]

Objective: In the surgery-focused field of obstetrics and gynecology (OB-GYN), the development of residents' skills is paramount. This study aims to evaluate the impact of an enhanced Peyton Four-Step Teaching Model on the foundational skill training of first-year OB-GYN residents. Methods: Utilizing a cohort study design, we assessed 116 first-year residents from the OB-GYN residency program at Shengjing Hospital of China Medical University from June 2021 to June 2023. The 57 residents beginning their training in 2022 were part of the Refined Peyton (RP) group, introduced to the RP method; the 59 residents from 2021 served as the Traditional Teaching-mode (TTM) group, receiving conventional simulation-based instruction. Teaching effectiveness was assessed by comparing theoretical knowledge and skill performance assessments, National Medical Licensing Examination (NMLE) pass rates, direct observation of procedural skills (DOPS) one year post-training, and survey feedback. Results: The theoretical knowledge scores for both groups were comparable at 78.78 ± 4.08 and 78.70 ± 3.83, with no significant difference (P = 0.76). However, the experimental group demonstrated superior performance in skill operation assessments, first-time NMLE pass rates, and DOPS evaluations one year after training [(77.05 ± 5.39) vs. (84.60 ± 5.65), 100.0% (57/57) vs. 86.4% (51/59), and (75.22 ± 3.56) vs. (82.54 ± 3.43)], as well as higher teaching satisfaction scores [(4.63 ± 0.46) vs. (3.92 ± 0.62)], with all differences being statistically significant (P < 0.05). Conclusion: The refined Peyton Four-Step Teaching Model significantly improves the immediate acquisition and long-term retention of clinical basic skills among OB-GYN residents, enhancing both teaching efficacy and resident satisfaction. [ABSTRACT FROM AUTHOR]

Studies indicate that students who have access to highly qualified teachers tend to achieve at a higher rate, regardless of other factors. However, the essence of quality teaching and teacher quality has not been adequately established in these studies. Nonetheless, recent developments favoring integrations have led to three lines of teaching quality research: professional standards, value-added measures, and student evaluations. This study explores how the quality of mathematics and English language teachers is associated with students’ achievement using a professional standard observation tool for student evaluation. A representative multistage sample of students and teachers selected from high schools in the East Gojjam Administrative Zone participated in the study. By using the domains in the Framework for Teaching (FfT) as indicators of teaching quality, the study identified the indicators that are associated with the academic achievement of students in mathematics and English subjects. A multiple linear regression analysis was used to study the relationships between the independent variables (teachers’ quality indicators) and the dependent variable (students’ grade 10 exam scores). Of the four domains of FfT, the delivery of instruction revealed a positive and significant association (sig = 016) with students’ scores in the English language. The delivery of instruction encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, which are positively associated with students’ scores in the English language. Conversely, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students’ mathematics scores. Accordingly, suggestions are made for further research and practice. [ABSTRACT FROM AUTHOR]

The utilization of digital platforms in education has become increasingly prevalent, particularly among secondary school teachers. This study aims to explore the benefits, challenges, and practices associated with the incorporation of digital platforms in the teaching methods of secondary school teachers within a specific division. Teachers experience enhanced engagement and interaction within their classrooms, resulting in improved student participation and comprehension. Moreover, digital platforms offer flexibility in delivering instructional materials, accommodating diverse learning styles and paces. However, alongside these benefits, teachers encounter notable challenges. Technical barriers, such as limited access to devices and internet connectivity, hinder the seamless integration of digital platforms. Privacy and security concerns, coupled with the need for digital literacy skills, further complicate the adoption process. Moreover, the transformation of traditional teaching methods to suit digital platforms necessitates time and effort. In this context, various practices emerge among secondary school teachers. Effective integration of digital platforms requires strategic planning, encompassing content creation, delivery modes, and assessment methods. Collaborative approaches, where teachers share experiences and resources, mitigate challenges, and foster professional growth. Furthermore, adapting to students' digital fluency, tailoring content for different subjects, and harnessing interactive features prove crucial to successful implementation. By examining the benefits, challenges, and practices related to digital platform utilization, this study contributes insights that can inform educational policies, professional development programs, and instructional strategies. The findings underscore the importance of acknowledging challenges while harnessing the opportunities digital platforms offer to enhance the teaching and learning experience in secondary education. [ABSTRACT FROM AUTHOR]

In order to improve school performance, school leaders must be more effective and efficient in their administration, and their management skills must be enhanced. As a result, this study aimed to determine if there was a link between school administrators’ financial competencies in managing school resources and the financial management practices of the Schools Division of Quezon. The descriptive-correlational technique of research was used to conduct the study with 372 school administrators and teachers in the Division of Quezon to analyze the link between the independent and dependent variables. Descriptive and Inferential analyses were carried out using SPSS. The findings revealed that managing school resources was highly practiced by the respondents, such as record management, financial management, school facilities and equipment, staff management, and school safety for disasters. In terms of financial management, the respondents highly practiced budgeting, auditing, finance and resource management mobilization, financial reporting, and inventory management. On matters of school administrators’ financial management, the respondents were highly competent in the areas of securing financial resources, fiscal management, the use of technology in the management of operations, coordinating with others, and professionalism. Furthermore, the result confirmed the significant correlation between the financial management competencies of the school administrators in managing school resources and financial management practices. Also, there were single and combined related variables of financial management competencies that demonstrated significant effects and served as predictors for managing school resources and financial management. Annual orientation, seminars, and workshops for school administrators in SDO Quezon on financial management, technology, awareness, codes, facilities, and professional development improve performance. Technical help, mentorship, and benchmarking are also essential. [ABSTRACT FROM AUTHOR]

Resource Based Learning (RBL) on students' mathematics learning outcomes by applying data collection methods through observing learning activities and learning results tests. The research subjects consisted of 36 students in class VIII 4 of SMP Negeri 2 Rantau Selatan for the 2023/2024 academic year. In this research, it was seen that there was a significant increase in the effectiveness of classroom management in solving mathematics problems. The results obtained were (1) Class management in mathematics learning was in the good category, namely 66.6%; (2)In mathematics learning results, (pretest) carried out in class VIII6 mathematics less than 18 students have completed or 54% and 15 students have not completed or 45% of all students have learning outcomes that are classified as very poor in learning mathematics.; (3)in the mathematics learning results (protest) carried out in class VIII4, the mathematics learning results were very good, as many as 29 students had completed or 87% and 7 students had not completed or 19% of all students had learning results that were classified as very poor;(4) The total effectiveness of classroom management using the RBL learning model on a number of students' mathematics learning outcomes25.9%. Thus, there is25.9% of student learning outcomes are influenced by classroom management using the RBL learning model, while other components not counted in this research influence the remaining 74.1%. Based on this, it can be concluded that classroom management using the RBL learning model can influence the learning outcomes of students in classes VIII 4 and VIII 6 of SMPN 2 Rantau Selatan. [ABSTRACT FROM AUTHOR]

Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in other professions. High levels of stress amongst teachers also pose a risk for students, as this is associated with poorer teaching quality and lower learning success. Negative emotional responses to external stressors are decisive in the development of teacher stress. Therefore, emotional competence (EC), meaning the ability to perceive one's own emotions and the emotions of others, and the ability to regulate and express one's own emotions can be a meaningful piece of the puzzle around teachers' mental health. For this purpose, 265 teachers at inclusive primary schools in Germany were surveyed about how they experience stress and on the components of EC. Multi-level regression analyses showed that perceived stress was predicted by the 'regulation and control of one's own emotions' (std. B = - 0.53, p <.001), but not by the 'perception and understanding of one's own emotions' and the 'emotions of others' or by the 'expression of emotions'. Emotion regulation abilities can thus be understood as one factor that helps protect teachers' health. The results are discussed in the context of teacher training and professional development. [ABSTRACT FROM AUTHOR]

A crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers' (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative judgement measurement instrument. The results indicate that mentor teachers have a high professional vision. It can thus be assumed that mentor teachers can support student teachers. Additionally, their professional vision is compared with that of classroom teachers (n = 996) and student teachers (n = 2168), expecting it to be significantly higher than that of classroom teachers and student teachers. The results show no significant difference between mentor teachers and classroom teachers but a significant difference between mentor teachers and student teachers. Hence, mentor teachers and classroom teachers are equally able to identify and interpret crucial aspects of effective teaching behaviour and both groups are better able than student teachers in this regard. This study contributes to the current state of the art on mentor teachers from a theoretical, empirical and methodological point of view. [ABSTRACT FROM AUTHOR]

Under the concept of integrating science, industry, and education, curriculum reform on “modern analytical technology” has been carried out. Mainly based on intra-school, inter-school and school-enterprise collaborations, high-quality teacher resources are shared. By integrating frontier science and practical production, the teaching content is greatly enriched. A multi-dimensional teaching mode is employed, including teacher-led instruction, studentdriven inquiry, a blend of theoretical learning with virtual and practical experiments, collaboration of online and offline resources, and teaching supported by social media platforms. Additionally, a diversified evaluation system is conducted to promote both learning and teaching. The practical results indicate a marked improvement in teaching quality, significantly fostering the development of versatile talents adept in theoretical knowledge, scientific research, and practical application. [ABSTRACT FROM AUTHOR]

In order to improve the teaching quality of Organic Chemistry courses in normal universities, this study analyzes the problems in the construction of this course based on the principles of “student-centered, outcomeoriented, and continuous improvement”. The analysis is conducted from both the perspectives of student learning and teacher instruction. Moreover, targeted solutions are proposed, and the implementation of the “128” strategy for course construction is described. As a result, a distinctive and highly effective teaching system for Organic Chemistry courses has been established, leading to significant achievements in curriculum development. [ABSTRACT FROM AUTHOR]

Background Residents and fellows as educators (RFAE) programs typically focus on clinical teaching skills in single departments, which may not be sustainable for those with limited trainees or faculty. Objective To determine the feasibility and value of a 2-week interdepartmental RFAE elective for advanced teaching skill development and transition to practice as clinician educators. Methods Facilitated discussion, simulation, and critiqued peer presentations developed participants' skills in teaching, curriculum design, professional development, and scholarship. Assessments in this prospective intervention included 2 self-reported surveys addressing: (1) teaching process and motivation (Conceptions of Learning and Teaching [COLT]), and (2) skills and attitudes. We administered both surveys at baseline, immediate-post, and 3-month-post elective with data compared across time points using Kruskal-Wallis tests. Program evaluation comprised daily open-ended surveys on engagement and an end-of-course feedback survey. Results There were 79 participants from 2019 to 2023. Survey response rates were 84.8% (67 of 79) at baseline, 58.2% (46 of 79) immediate-post, and 51.9% (41 of 79) 3-month-post. Most participants were residents (89.9%, 71 of 79), female (60.8%, 48 of 79), from pediatrics and/or medicine departments (77.2%, 61 of 79), and in their final year of training (77.2%, 61 of 79). COLT factor orientation to professional practice scores increased in the immediate-post (3.3) compared to baseline (2.5) surveys (P=.008). Teaching skills attitudes scores increased for all questions in 3-month-post compared to baseline surveys. In open-ended questions, participants emphasized the importance of professional development sessions in guiding their careers toward medical education. Conclusions This interdepartmental elective was feasible, favorably received, and sustained over time, with observed changes in participants' teaching skills attitudes. [ABSTRACT FROM AUTHOR]

Clinical skills laboratories are educational facilities that have the potential benefit for undergraduate and postgraduate medical students and medical staff. They provide a safe and protected environment in which the learner can practice clinical skills before using them in real clinical settings. These skills laboratories help to ensure that all students acquire the necessary techniques and are properly assessed before practicing on real patients. In addition, they support the acquisition, maintenance and enhancement of the clinical skills of students in the healthcare profession. Teaching skills in skill lab require a standardized module for each skill that can be applied to all the students universally. The study was started with the aim to solve a problem that has arisen as National Medical Council (NMC) has announced implementation of Competency based medical education (CBME) a new syllabus for medical education from 2019 MBBS batch that includes skill teaching. Faculty in various Medical colleges is not trained in developing modules and teaching skills to students in skill lab. There are no standardized teaching modules for skills training in skill laboratories. As part of the project we decided to develop modules for the two competencies to be taught in the skill lab for the subject Otorhinolaryngology i.e. Otoscopy and Anterior Nasal packing; NMC guidelines being the benchmark in developing these modules. Later modules were also to be implemented on sample students to get a feedback on the structure of the module for further improvement. These modules developed as part of the project will help as a baseline tool for developing other modules in different subjects by various Institutes. [ABSTRACT FROM AUTHOR]

This article aims to reveal the adaptation and validation process of the Mentoring for Effective Mathematics Teaching (MEMT) -Mentee and -Mentor scales in the Turkish context, which was developed to examine preservice mathematics teachers' and mathematics mentor teachers' perceptions of mentoring practices within the Five-factor mentoring model. In the direction of this purpose, two studies were conducted between the years of 2020 and 2022. Within the first study, the instruments were translated into Turkish, validity and reliability analyses were conducted. Then, the second study was conducted to strengthen linguistic and cultural revisions of the instruments. The result of the studies showed that the Turkish versions of the instruments for mentor teachers and preservice teachers' perceptions of mentoring practices is usable. Furthermore, according to descriptive statistics, preservice teachers and mentor teachers gave high scores for each factor in the instruments, and the practices about Personal Attributes were perceived by them as among the most performed practices. [ABSTRACT FROM AUTHOR]

This study investigated the mediating role of teaching quality in the relationship between teacher mindfulness and student engagement. The sample consisted of 293 teachers from a Chinese university. Data were collected through self-administered questionnaires. I developed a model that connected teacher mindfulness, teaching quality, and student engagement, and tested four hypotheses using structural equation modeling. The findings revealed there were positive relationships between teacher mindfulness and both teaching quality and student engagement. Furthermore, teaching quality mediated the relationship between teacher mindfulness and student engagement. These results shed light on the underlying mechanism linking teacher mindfulness and student engagement. [ABSTRACT FROM AUTHOR]

Peer collaboration benefits second language (L2) learning and is a cornerstone of effective classroom instruction. It is, therefore, essential for teachers to consider how tasks work to promote peer collaboration and thus maximize learning. These considerations concern the task type, a task's inherent characteristics, and possible ways of task implementation to achieve peer collaboration. The body of research within the Task-based language teaching (TBLT) framework has shown that task-based instruction provides an optimal environment for second language acquisition. However, with regard to young learners (YLs), children from 5 to 12 years of age, the role of tasks in fostering peer collaboration in FL classrooms is not clear-cut. Grounded in research on task-based peer interaction among YLs, this article outlines how tasks enhance peer collaboration in foreign language (FL) classrooms. [ABSTRACT FROM AUTHOR]

The paper aims to comprehensively assess the effectiveness of generative learning strategies (GLS) using mobile learning technologies (MLT) in higher education, based on a quasi-experiment and quantitative and qualitative analysis. Methods included concept mapping, round table discussions, monitoring, computer testing, and statistical analysis. GLS with MLT demonstrated enhanced performance in Practical Ukrainian and English Language Courses. MLT-based GLS optimized teacher workload by reducing assignment checking time. Respondents rated MLT-based GLS for Ukrainian/English at 7.8/10. Effective methods included self-review, text correction, and concept mapping. The study validates MLT-based GLS in higher education, improving student performance and easing teacher tasks. Further research is planned for literature studies. [ABSTRACT FROM AUTHOR]

The new normal era allowed learning at IT vocational schools to be carried out directly (synchronously) through online meeting platforms and indirectly (asynchronously) through email, WhatsApp groups, and learning management system (LMS). However, the reality showed that not all synchronous and asynchronous learning implementations were effective. Based on these problems, it was necessary to evaluate and used an appropriate evaluation model. A breakthrough was used, namely the Amalgamation evaluation model based on the modification of the weighted product with the Provus and Alkin models in view of the Rwa Bhineda concept. The purpose of this research was to show the Amalgamation evaluation model design based on weighted product modification with the Provus and Alkin models in view of the Rwa Bhineda concept as the basis for determining the dominant indicators that need to be maintained for the synchronous-asynchronous learning effectiveness. This research used a development approach that focused on the design, initial trial, and initial trial revision. The analysis of this study results used a quantitative descriptive technique, namely the percentage descriptive calculation. This research results showed the evaluation model design was good categorized as evidenced by the average percentage of effectiveness was 88.67%. The emerging significance and value of this research results was the existence of innovation in the educational evaluation field, which makes it easier for evaluators to determine the dominant indicators that need to be maintained in supporting the effectiveness of synchronous-asynchronous learning implementation in IT vocational schools generally, and specifically in IT vocational schools in Bali. [ABSTRACT FROM AUTHOR]

No qualms, international student mobility has become a source of income for countries around the world. International students become more mobile, contributing to the university’s growth and diversity. It has also created competition by making higher institutions around the world develop strategies to attract them. This study explores the factors that lead to satisfaction among international students and the item indicator. This study is quantitative in nature, using a survey to collect the data. The population consists of international students from Asia, Africa, Europe, and Latin America at the leading Islamic universities in Malaysia. A total of 211 international students participated in the study. Ruffola Noel Levitz’s student satisfaction inventory, 2017 was used as an instrument, and a measurement model from SEM was applied to analyze the data. From the measurement model results, student-centeredness was ranked as the leading factor influencing international student satisfaction; followed instructional effectiveness. The main prediction or leading factor to improve international student satisfaction is to ensure international students’ positive feelings of self-belonging in Islamic universities in Malaysia. Improving instruction and service are also suggested to meet international student expectations and satisfaction. However, there is a scarcity of research conducted or published about Islamic universities worldwide, making Islamic universities neglected and difficult to find literature about. [ABSTRACT FROM AUTHOR]

Many studies have examined how written corrective feedback (WCF) can raise English as a foreign language (EFL) students’ understanding of language concepts. However, not much is known about how students’ perceptions and preferences could influence the effects of WCF. This study examined how Secondary School Certificate (SSC) students and teachers in Pakistan International School, Saudi Arabia, felt about WCF in writing classes. It aimed to identify the WCF aspects of the target language the students preferred. A questionnaire survey was distributed to 30 SSC-level EFL students and 10 teachers at the school who participated voluntarily in the study. The findings revealed that the students had sympathetic perspectives despite having preferences for WCF. They mainly believed that WCF might help them enhance their language knowledge and writing abilities. Through WCF, they learned what to avoid and how to write better. The teachers also found WCF helpful in enhancing the basic understanding of the target language. The findings showed that the students and teachers believed direct WCF to be the most effective technique for improving the former’s writing abilities, followed by indirect strategies such as underlining errors or providing codes. The research was considered relevant and pertinent as it addressed diverse aspects of WCF. [ABSTRACT FROM AUTHOR]

Competent teachers are attributed to student performance, school effectiveness, and the efficiency of an entire education system. Hence, this study compares the respondents' teaching proficiency across their profiles and correlates to their academic performance. The study utilized 30 pre-service secondary teachers of Eastern Samar State University Salcedo selected by complete enumeration, a descriptive comparative and correlational research design, and a questionnaire. Frequency, percentage, mean, and standard deviation were applied for descriptive analysis; t-test for comparison of respondents' teaching proficiency; and Pearson's correlation coefficient for the relationship between academic performance and teaching proficiency. The study revealed that respondents had a proficient teaching proficiency. Specifically, they were proficient in subject matter knowledge, lesson planning, classroom management, instructional strategies and motivation, communication skills, questioning skills, and professionalism. They have a very good academic performance in both professional education and major field of specialization. Furthermore, the study found no significant difference in the teaching proficiency across the respondents' sex and age. However, a significant relationship was found between academic performance and teaching proficiency. Based on the findings, it is recommended that remedial classes on contents, pedagogies, and principles be provided especially for those respondents with low academic performance, to improve their teaching proficiency. [ABSTRACT FROM AUTHOR]

There is continuing uncertainty about the nature of teacher professional learning using social networking websites (SNWs) and how using these platforms influences teacher practice. Findings from the authors' small-scale, qualitative study in Australia into English teacher use of one global SNW for professional learning showed participant innovative and organic engagement with this social media for self-directed, personally relevant, practice-informing learning. Thematic data analysis revealed detail about teachers using the SNW's features and spaces for curating eclectic content gathered through personal and professional interactions. Engaging with varied colleagues, ideas and resources, participants developed individually specific ways of capturing transient learning opportunities for informing practice and reconceptualising understandings of professional learning and teacher roles. Emergent knowledge about teachers accessing, transforming and applying reconstructed knowledge to practice enabled generation of a model representing teacher knowledge transfer using one SNW. The study findings suggest cause for recognising the potential for using this SNW in effective teacher professional learning. [ABSTRACT FROM AUTHOR]

The primary aim of the study is to develop an augmented reality (AR) acceptance scale within the framework of the unified theory of acceptance and use of technology (UTAUT) model to measure individuals' acceptance and use of AR technology. The study was performed with a total of 546 university students with three participant groups in the 2022–2023 academic year. Reliability and validity studies of the scale were also carried out. The face validity and content validity of the scale were investigated by receiving constructive feedback from various field experts. To scrutinize the construct validity, exploratory factor analysis (EFA) was applied to the first participant group (n = 315) while confirmatory factor analysis (CFA) was conducted with the second participant group (n = 182). The EFA results confirmed the four-factor structure with 21 items accounting for 71.86% of the total variance, while the CFA results showed that the four-factor model had a sufficient fit. The reliability of the UTUAT-based AR acceptance measurement tool was investigated using Cronbach's alpha and test-retest methods. The Cronbach's alpha coefficient of the scale was 0.95 whereas the test-retest reliability of the tool was 0.97. To investigate the discriminative power of the items, corrected item-total correlations and 27% upper and lower comparison of the participants were made. In conclusion, the UTUAT-based AR acceptance measurement tool is valid and reliable in measuring users' AR acceptance and use levels. [ABSTRACT FROM AUTHOR]

This study aims to determine the factors influencing the efficient and successful use of LMS among university-level students. A multiperspective approach was performed using TAM3 and ISS framework to achieve the aforementioned aim. The survey was administered to 371 university students. Structural equation modeling (SEM) has been conducted to test the model. The findings showed that information quality significantly impacts output and system quality, while output quality significantly affects perceived usefulness. However, there was an insignificant relationship between output quality and system quality, information quality and user satisfaction, and information quality and perceived usefulness. Likewise, system quality does not significantly affect perceived usefulness and system success. The test of the structural model demonstrated the negative relationship between user satisfaction and system and output quality and system success. Thus, the success of the LMS system should be enhanced through improvements of the content, system, and output quality, which lead to increased students' satisfaction and perceived usefulness of LMS. This study provides valuable theoretical and practical implications. Given that most previous studies focused on student satisfaction with LMS, this study adds to the literature on LMS system success at the tertiary level of education. Further, the results of this research may contribute to improvements in educational policy, teachers' pre-service and in-service training and practices, and the effectiveness of students' LMS use. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyse the support that lecturers need to be able to implement a blended learning approach successfully. Blended learning is now seen as an approach that can create engaging learning environments, to enhance students' self-directed learning and improve the whole learning experience. The study investigated the perceptions of thirteen lecturers, at a particular higher education institution, regarding the advantages and challenges of blended learning in South Africa. A qualitative research design was chosen for this study because it enabled the authors to explore the theme in detail. Semi-structured open-ended interviews were conducted to collect the necessary data from the lecturers, who were chosen through the use of homogenous purposeful sampling. The data collected were coded, using the induction method. This helped to reveal relevant codes, which were categorised. A literature review was conducted, in which recent research on this topic was analysed and used to correlate the findings of the field research of this study. This study reports on the actual views and experiences of the participants. The research findings and relevance for teaching in higher education institutions are discussed. The conclusion is that, for such an approach to be successful, lecturers would require support from management, more training, improved professional development, as well as reliable technology and internet connections. In addition, lecturers would require additional time to implement such an approach. [ABSTRACT FROM AUTHOR]

Emergency remote teaching of listening comprehension is a challenge requiring rethinking of the delivery methods and use of technologies. The paper presents an approach to teaching listening comprehension remotely to students of translating and interpreting for whom this skill will be crucial in their future profession. The aim of the study was to examine the impact of using YouTube videos with captions in listening comprehension lessons on the students' listening skills and their confidence in foreign language use. A standard questionnaire was used to record their learning experience. In spite of being taught remotely, students improved in listening comprehension and profited from being able to consider their individual needs during listening assignments. They used captions in comprehension difficulties similar to those in real life, such as strong accents, fast speech, and unknown words. Positive correlation was identified between the use of captions and students' performance in listening tests. It appears captions have a potential to help improve in listening, recognizing accents, segmenting connected speech, and acquiring new vocabulary. [ABSTRACT FROM AUTHOR]

In recent years, distance education has become very popular around the world. Innovative pedagogical methods and strategies helped to shift full-time education to online learning. The research purpose is to introduce online piano learning, ensure assessment of academic performance and evaluate the respondents' motivation. The experiment involved 40 students from 19 to 25 years. The research was conducted at Harbin Normal University. Before the research, the respondents were divided into control and experimental groups. The first group was trained using the full-time curriculum, and the second group learnt the piano online. The scholars tested academic performance and motivation among the participants. The results suggested that online methods of teaching piano do not differ from face-to-face lessons. The results comparison of the experimental and control groups revealed no significant statistical differences in skills. The only exception was Fluency in Reading Music Notation. In the control group, the test result at the final stage was 85.1 points. In the experimental group, this indicator was 85.9 points. At all research stages, students' motivation was higher in the experimental group than in the control group. The research findings suggested that the online learning strategy was not less effective than face-to-face training and had better parameters. In practice, the technique can be applied in schools and universities focused on musical curricular activities. The proposed method of learning to play the piano is effective for online courses available for everyone. [ABSTRACT FROM AUTHOR]

Computer-supported learning technologies are essential for conducting hands-on cybersecurity training. These technologies create environments that emulate a realistic IT infrastructure for the training. Within the environment, training participants use various software tools to perform offensive or defensive actions. Usage of these tools generates data that can be employed to support learning. This paper investigates innovative methods for leveraging the trainee data to provide automated feedback about the performed actions. We proposed and implemented feedback software with four modules that are based on analyzing command-line data captured during the training. The modules feature progress graphs, conformance analysis, activity timeline, and error analysis. Then, we performed field studies with 58 trainees who completed cybersecurity training, used the feedback modules, and rated them in a survey. Quantitative evaluation of responses from 45 trainees showed that the feedback is valuable and supports the training process, even though some features are not fine-tuned yet. The graph visualizations were perceived as the most understandable and useful. Qualitative evaluation of trainees' comments revealed specific aspects of feedback that can be improved. We publish the software as an open-source component of the KYPO Cyber Range Platform. Moreover, the principles of the automated feedback generalize to different learning contexts, such as operating systems, networking, databases, and other areas of computing. Our results contribute to applied research, the development of learning technologies, and the current teaching practice. [ABSTRACT FROM AUTHOR]

This study describes an experiment in which engineering students create serious games (SG) that tackle problems relevant to their jobs. This experiment was conducted as part of the "Business Games" module we taught students enrolled in the Master's program "Innovation Management" at the National School of Engineers of Tunis. By asking these engineers to create their games, we first aim to confirm that this reinforces their mastery of the course content. It also allows them to apply the concepts they have learned. We also intend to innovate by basing the module evaluation on students' games. Sensitizing these engineers to the value of SG within the organization is a crucial part of our objectives. To create their games, we asked the students to use the Scratch environment. At the end of the semester, the students presented their achievements and completed a questionnaire. Its results reveal that the experiment was highly appreciated by the students and that, overall, we achieved our objectives. This article discusses SGs and how their development affects student learning. Moreover, these engineers indicated that before developing their games, they carefully reviewed the course material. To create their games, they also studied job details. Students generally liked Scratch and mentioned some of its weaknesses. The students asked that the experiment be repeated with other modules the following year. Although we have achieved our goals, improvements should be made if this experiment is repeated. [ABSTRACT FROM AUTHOR]

This study explores the relationship between teacher teaching support, student involvement, technical environment support, and online teaching effectiveness among K-12 students from the perspective of teaching systems (teacher teaching support, student involvement, and technical environment support) and the differences between online teaching methods and school levels, to provide guidance for teachers to teach using different online teaching methods and at different school levels. The data came from 13,225 primary and secondary school students who participated in online teaching in a district of Beijing. This study used the quantitative research method, we established a model of factors influencing the effectiveness of online teaching through Structural Equation Modelling, and analysed the survey data to explore the factors influencing the effectiveness of online teaching, the paths and their mediating effects. It is worth noting that this study found that student involvement and teacher teaching support significantly and negatively affected the perceived learning effect; teacher teaching support significantly and negatively affected continuance intention; and that the effects of teacher teaching support, student involvement, and technical environment support on satisfaction and the effects of student involvement on continuance intention showed significant differences. These differences affect related mediated pathways, resulting in significant differences in them. In addition, we found that "teacher teaching support → student involvement → perceived learning effect" was different from "teacher teaching support → technical environment support → perceived learning effect." We also found a masking effect for the "teacher teaching support → student involvement → perceived learning effect" and "teacher teaching support → technical environment support → continuance intention" pathways. These findings provide suggestions for teachers at different levels to design appropriate online teaching strategies to improve student learning. [ABSTRACT FROM AUTHOR]

The continuous development of Educational Data Mining (EDM) and Learning Analytics (LA) technologies has provided more effective technical support for accurate early warning and interventions for student academic performance. However, the existing body of research on EDM and LA needs more empirical studies that provide feedback interventions, and more attention should be paid to primary and secondary school students. This study proposed a data-driven precision teaching intervention mechanism combining EDM and LA technologies. The proposed mechanism aims to assist teachers in predicting students' academic performance and implementing corresponding interventions. This approach enables early warnings and reminders for students in crisis, and offers teaching assistance and support tailored to students at different levels. A quasi-experimental design was employed to examine the impact of the data-driven precision teaching intervention mechanism on secondary school students' learning outcomes. A total of 142 seventh-grade students participated in the intervention experiment, with an experimental group (50) receiving the data-driven precision teaching intervention, control group2 (48) receiving a group intervention stratified by teacher experience, and control group1 (44) receiving a traditional group intervention. Posttest data were collected after three rounds of intervention. Compared to the two control groups, students in the experimental group demonstrated superior academic achievement, intrinsic motivation, self-efficacy, and meta-cognitive awareness. These findings indicate that the data-driven precision teaching intervention approach positively impacted students' academic development, and effectively promoted their personalized learning. The findings provide pedagogical insights into the application of EDM in conjunction with LA prediction and actionable interventions. [ABSTRACT FROM AUTHOR]