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Flipped learning is believed can open valuable class time to higher-level activities. However, the findings of previous studies on the effects of flipped learning on the teaching of English as a Foreign Language (EFL) are sometimes mixed. Hence, this study investigates the effect of flipped learning on EFL tertiary students' ability to write opinion essays and their perceptions. It employed a quasi-experimental design that examined the difference in EFL tertiary students' writing ability with flipped learning and those taught without it. Data were taken from the opinion essay writing tests and questionnaires of 58 third-semester Indonesian university students. The students in both classes showed significant improvement (p < 0.01, [eta][superscript 2] = 0.52), but a significant interaction between teaching style and overall improvement was not found (p = 0.12, [eta][superscript 2] = 0.01). However, interaction was found between teaching style and sub-category scores (i.e., sentence structure and mechanics). Students who were taught using flipped learning mostly had positive perceptions of it. However, there was no association between the students' positive feelings and writing improvement. The findings suggest that flipped learning should be used more widely to benefit from its impacts on learning but that more research is required to maximize its benefits in the future.

Students' expectations for their laboratory coursework are theorized to have an impact on their learning experiences and behaviors, such as engagement. Before students' expectations and engagement can be explored in different types of undergraduate chemistry laboratory courses, appropriate measures of these constructs must be identified, and evidence of validity and reliability for the data collected with these instruments must be investigated. This study collected evidence related to response process validity, internal structure validity, and single administration reliability for version 2 of the Meaningful Learning in the Laboratory Instrument (MLLIv2) and a measure of student engagement in the undergraduate chemistry laboratory. Additionally, evidence of consequential validity was assessed through measurement invariance, providing support for the comparison of latent means between the groups. Differences in students' expectations and engagement were found based on course-level (general vs. organic chemistry) and pedagogical style (cookbook vs. inquiry-based).

Self-concept is a precursor to a spectrum of mental, emotional and behavioural challenges, exerting a profound influence on how children perceive themselves, interact with their peers, navigate the educational landscape, and respond to life events. A learning disability is likely to negatively impact self-concept development, rendering children with learning disability particularly vulnerable to its detrimental effects. Addressing negative self-concept in school settings and providing appropriate support to students, especially those with learning disabilities, is a potentially effective way to mitigate the long-term risks of mental health, emotion regulation and behavioural problems. One powerful tool at teachers' disposal is verbal communication that is free from threat or judgement, characterized by empathetic and appreciative tones that convey goodwill and acceptance. This paper offers practical guidance to teachers on using language endowed with distinct semantic nuances and pragmatic choices, with the potential to significantly enhance children's self-concept and promote their overall healthy development.

This study explores faculty beliefs about teaching and learning in different institutional settings and over time. This study surveyed faculty at two Canadian universities, one research-intensive, the other teaching-intensive, using a conceptual replication of a survey originally administered in 1976. Some results differ from the original survey, but most striking are the similarities. While much has changed in higher education over the last 40+ years, including demographic compositions at Canadian universities, the findings reveal the majority of faculty continue to believe: their teaching is very good or outstanding; it is difficult to reward good teaching; the responsibility for teaching quality rests with individual instructors; the most important motivator for teaching improvement is personal satisfaction; the most important ways to improve teaching are through updating course materials and reducing class sizes. These results provide further insights into why changes to teaching beliefs and in turn, teaching practices, are difficult to achieve.

Part of learning science is practicing reasoning, but some of the most common approaches to science instruction offer students little opportunity to do that, especially in the whole-class setting of large-enrollment courses. We present and closely examine a single episode of instructor listening--an instructor deliberately adopting a stance, and establishing a classroom culture, in which students' nascent efforts at disciplinary reasoning are elicited, made sense of, and integrated into the collective learning process--in a 140-student introductory chemistry class, as an exemplar of what such instruction can look like. We delineate five aspects of the focal episode that mark it as exemplary of a listening approach to instruction. And we consider concerns about and potential value of such an approach.

This is a case study of classroom interaction of SSS1 English and Igbo in reading comprehension at Premier Secondary School, Aba, Nigeria. The purpose is to determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style and culture. The class sessions were described using Sinclair and Coulthard's (1992) model of class interaction. The findings reveal that interaction patterns are similar. However, patterns that were specific to languages were in the form of cultural transfer, circumlocutions characteristic of Igbo as opposed to precision in English, and excessive exhibition of teacher's authority. The study recommends that teachers in language classrooms should engage the students in interesting interactions that encourage active participation and reduce the rate of harsh responses and negative feedback as they can be inhibitive to students' participation.

Although technology has been seamlessly integrated into classroom teaching, there is room for improvement in the way professional development is implemented. The aim of this study was to explore the experiences of Thai teachers of English as a Foreign Language (EFL) in implementing digital literacy training. Focusing on technologically illiterate teachers (and particularly older ones), the study aimed to investigate the production of online videos by these teachers to be used in their classrooms. The study was conducted in Trang, Thailand, and involved 36 Thai EFL teachers who underwent a one-month training programme in 2020. Data was collected through a questionnaire, observation, and interviews. The results showed that the participants required additional training time, and faced challenges such as teaching style, computer specifications, and Internet accessibility. Despite these challenges, the teachers reported a positive perceptions of teaching English with technology, and found it was easier than they had anticipated. These findings have pedagogical implications for future implementations of digital literacy training for somewhat technologically illiterate language teachers.

We investigate the effects of 'lecture-based' (LBT)--i.e. individual work and rote learning--vs. 'discussion-based' (DBT)--i.e. participative and focused on student-centred learning--teaching styles on the test scores and socio-economic inequality of middle-school students randomly assigned to classes using data from the China Education Panel Survey--a large-scale nationally representative survey. Estimates from unconditional quantile regressions and decompositions based on the recentred influence function suggest that LBT raises scores in mathematics, but the effect is non-linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. Lecture-based teaching also has greater influence on socio-economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that (i) teaching styles affect scores and classroom inequality and (ii) they appear to be subject-specific. These results suggest that teaching styles can be used as a tool to influence students' academic performance as well as the socio-economic heterogeneity that they bring to their classrooms.

Drawing on a raciolinguistic perspective and theoretical constructs of critical consciousness, this study examines Chinese dual language bilingual education (DLBE) teachers' lived experiences and the raciolinguistic ideologies shaping their perceived language and literacy pedagogy in the classroom. We conducted semistructured interviews with 10 Utah secondary Chinese DLBE teachers to capture and understand their stories. The findings reveal that teachers' diverse experiences influenced their ideologies toward language and race as well as their language and literacy instructional practices. While the teachers invested various efforts to facilitate bilingual and biliteracy learning by leveraging students' background knowledge, they did not engage students in discussing and learning critical topics on race, power, and equity, setting aside the DLBE foundational goal of developing critical consciousness. We argue for the need to support Chinese DLBE teachers to critically examine their raciolinguistic ideologies and practice critical language and literacy pedagogies that challenge oppressive practices and advance equity in Mandarin Chinese DLBE classrooms. Implications for educators, school leaders, policymakers, and families are also discussed.

Grounded in Self-Determination Theory (SDT), this study aimed at comparing autonomy-supportive (e.g., the teacher allows students to choose a project they are interested in from several options), structuring (e.g., the teacher breaks down problem-solving steps into manageable parts to help students understand), controlling (e.g., the teacher strictly enforces classroom rules and punishes non-compliance), and chaotic (e.g., despite some students being disruptive in class, the teacher does not intervene) planned, adopted, and student-perceived (de)motivating teaching styles. A mixed method was adopted by involving 20 secondary school teachers and their 38 students in focus group interviews and in filling in a measure of (de)motivating teaching styles. While the questionnaire data did not reveal significant differences, the focus group interviews uncovered noteworthy distinctions. The data from focus group interviews with teachers and students revealed that the proportion of teachers adopting a controlling teaching style is higher than those who had initially planned to use this style. Simultaneously, the proportion of teachers adopting a controlling style is lower than the proportion of students perceiving this style. Thematic analysis of data gathered from focus group interviews with teachers identified five main themes influencing teachers' adoption of teaching styles: "teacher factors", "school factors", "student factors", "management and relationships", and "teaching methods and design". Overall, this study provides a more comprehensive understanding of (de)motivating teaching styles in China. Educational implications are discussed.

Social relationships in the school context -- particularly teacher-student relationships and peer relationships -- are related to students' positive attitudes toward school, and consequently are of great importance regarding various aspects of learning and instruction. This can be concluded from studies that examine the influence of social integration on motivation, learning emotions, and positive attitudes toward school as an institution. Additionally, social relationships are closely related to the teacher's style of instruction and student perceptions of the learning environment provided. However, there is little research so far, on the extent to which positive social relationships mediate correlations between aspects of teaching quality i.e., classroom management, and students' positive attitudes toward school. Both classroom management and school-related social relationships are constructs that are assumed to be perceived similarly by students within one school, who experience similar conditions in regard to the intensity and frequency of common lessons. However, there are few research findings regarding shared assessments of classroom management and it's correlations with teacher-student relationships by students within one school or class, and to date no results regarding the shared assessments of peer relationships. Therefore, the current study aimed to examine the correlations between students' individual and aggregated assessments of social relationships in school and classroom management, with their positive attitudes toward school. The sample consisted of N = 453 polytechnic school students in Upper Austria, from which a weighted dataset was derived. The findings from multilevel mediation analyses support the assumption of the mediating role of both teacher-student relationships and peer relationships regarding the correlation between classroom management and students' positive attitudes toward school. However, significant correlations were found only at the individual student level.

Background: Given the current technological advancements and the growing need for remote education, multimedia learning has become more popular among teachers and students. Therefore, the creation of multimedia teaching programmes that can improve learning outcomes has become increasingly important. However, there is a lack of research on whether incorporating visual cues into instructors' emotional designs is more effective than using only one approach. Objectives: Based on the cognitive-affective theory of learning with media and the cognitive affective model of e-learning, this study aimed to explore how instructor's voice enthusiasm and visual cueing affect students' multimedia learning experience and learning outcomes. Methods: A 2 (instructor's voice enthusiasm: high vs. low) × 2 (visual cueing: visual cues vs. no cues) between-subjects design was used, college students unfamiliar with immunomodulation learned about this subject in a video lesson. Then, they then took a retention test and completed the learning experience scales. Results and Conclusions: The results indicated that both the instructor's vocal enthusiasm and visual cueing independently have a positive impact on learners' retention test scores. However, if present simultaneously, their positive effects are not cumulative. Specifically, when visual cueing was provided, the instructor's voice enthusiasm did not significantly affect the retention test. Without visual cueing, the instructor's high voice enthusiasm positively impacts the retention test. In addition, the learning experience mediated between the instructor's voice enthusiasm and retention test. These findings offer insights into enhancing the efficacy of multimedia learning by foregrounding instructors' emotional engagement and refining the design of instructional content cues.

Discourse analysis, as a mainstream research method in classroom teaching, has gained widespread attention in education. Educators believe that children's thinking development requires support from interactive discourse. In this study, four primary school mathematics classes were segmented based on the form, frequency, content, and purpose of teacher-student interactions. A total of 73 dialogue segments were selected for coding, resulting in 338 codes. The coding process was based on the turn of talk and assigned corresponding coding numbers to the content of teacher-student discourse in the fragments according to the Bloom-Turney teaching questioning code list and the Hierarchical Framework of Student Thinking Level based on Biggs-Collis Structure of the observed learning outcome. The results show that Knowledge level question (Q1), Understanding level question (Q2), Application level question (Q3), Synthesis level question (Q5), and Evaluation level question (Q6) are related to students' low-level thinking. The questions of Analysis level (Q4), Synthesis level (Q5), and Evaluation level (Q6) are related to students' high-level thinking. We found that there are variety of interactive structures between teachers and students in the question and answer session, among which three interaction structures show significant performance, namely Q2 [right arrow] M (Multiple-point structural level) [right arrow] Q4 [right arrow] C (Correlational structural level), Q3 [right arrow] M [right arrow] Q4 [right arrow] C, Q3 [right arrow] M [right arrow] Q6 [right arrow] A (Abstract-extension level), these structures can show how teachers timely adjust the types of questions according to students' answers to improve students' thinking level.

This study tested the motivational and achievement-related factors associated with immigrant adolescents' high educational and occupational aspirations. Adolescents residing in Austria (457 girls; 235 first-generation, 418 second-generation and 238 2.5-generation immigrants) aged 11 to 15 years (M[subscript age] = 12.50, SD[subscript age] = 1.08) participated. For all three immigrant groups, high levels of social relatedness-supportive teaching styles in German language predicted high levels of scholastic self-concept, high levels of scholastic self-concept in German language predicted high levels of achievement, and high levels of academic achievement predicted high levels of aspirations. High levels of competence supportive teaching styles predicted high levels of scholastic self-concept only among first-generation immigrants. The implications for host country language instruction of immigrant adolescents are discussed.

The integration of Social Emotional Learning (SEL) into educational settings has gained significant attention due to its positive correlation with student academic achievement and long-term success. While extensively studied in developed nations, empirical evidence regarding SEL implementation in Latin America (LA) remains limited. Uruguay, one of the few countries in LA integrating SEL into educational curricula, aims to bolster SEL practises to improve student outcomes. However, there is prevailing concern among Uruguayan teachers regarding the need for adequate training to effectively implement SEL. This qualitative study investigates the efforts of Uruguayan English as a Foreign Language (EFL) elementary teachers to embed SEL within their instruction. Following a three-week online SEL course, 22 teachers were observed using the SEL Coaching Toolkit. Findings revealed teachers' commitment to integrate SEL, yet inconsistencies and limited explicit SEL practises were observed. The study highlights a need for enhanced SEL training and support for educators. Recommendations include providing foundational SEL knowledge, fostering collaborative learning environments, and empowering educators to effectively nurture students' social emotional competencies, thereby advocating for equitable educational opportunities and fostering positive learning outcomes.

Interactional psychological literacy is an emerging concept in educational disciplines in the contexts of understanding and effectively navigating social and emotional interactions within educational settings. Attachment theory posits that early relationships with caregivers shape an individual's future interactions and relationship patterns. Drawing on these concepts, we were interested in whether future teachers' attachment styles are related to their preferred modes of interaction. The aim of the research was to examine the relations between attachment and the interactional psychological literacy of preservice teachers. To achieve this aim, a survey research strategy of questionnaire instruments was used. Data were collected using the ECR-R questionnaire, which measured attachment styles, and the ISK-K questionnaire, which measured interactional psychological literacy. Eighty second- and third-year undergraduate students of Bachelor of Education in Teaching participated in the study. The findings indicate that the attachment styles of the preservice teachers are predictors of preservice teachers' interactive psychological literacy. This implies that, among other things, it is important to pay attention to the development of interactive psychological literacy regarding relational attachment in the preparation of future teachers. These results contribute to a broader understanding of the challenges of educating and preparing future teachers for practice.

Most health-related educational programs are traditionally stressful. One of the most frequent academic stressors that students report is their gross anatomy experience. A variety of symptoms, including stress, anxiety, and emotional distress, have been reported among students in anatomy, particularly concerning working with anatomical donors. However, the literature remains sparse concerning what other stressors could contribute to the experiences of students in a donor-based anatomy course. Reports of stress are also common among students in non-donor dissection-based courses. This study aimed to investigate what stressors occupational and physical therapy students experienced in both the laboratory and lecture components of their anatomy course. A thematic analysis based on a descriptive phenomenological study was designed. This allowed the exploration of anatomy-related stress from the students' perspective as a phenomenon they experienced during their study. Thematic responses were categorized into laboratory and non-laboratory anatomy-specific stressors. Themes included dissection supervision, dissection group dynamics, emotional preparation, fear of death, condition of anatomical donor, anatomical donor's subcutaneous tissue, quality of dissection, previous anatomy experience, anatomical terminology, amount of information, teaching styles, fear of failure, self-directedness, and time constraint. Most stressors pointed to a course or curriculum issue and could be potentially modifiable. Knowledge of these stressors that students face could contribute to understanding the challenges in the study of anatomy from the student's perspective and contribute to future efforts in addressing these stressors.

Inspired by the apprenticeship model of teaching and learning, two instructors report on their efforts to place current events at the center of a semester-long media and information literacy course. They discuss strategies to harness curiosity about contemporary topics (e.g., misinformation, climate change, algorithms, right-to-repair, blockchain, artificial intelligence, etc.), and create engagement-driven course content. The paper provides concrete examples of activities and assignments used to situate learning in real-world contexts and build students' confidence in navigating information independently. This case study offers insights for other educators seeking to apply cognitive apprenticeship principles to media and information literacy instruction.

This autoethnographic study examined the influence of my positionality in designing a hopeful, racially just online learning. Hope stems from an innate belief in the possibilities for a brighter future. Therefore, hope involves embracing strengths. In this paper, I explore the influence of my positionality on my online course design through autoethnography. I analyze how feminism has impacted my online course design and strategies for cultivating teaching, social, and cognitive presence for racially just online learning. Racially just online learning aims for representational justice, recognitive justice, and redistributive justice to restore to people their history, culture, language, and dignity. I describe how my online course design is rooted in human-centered learning design with empathy where learners' cultural capital, lived experiences, and funds of knowledge are valued and honored. In this trusting, caring online community, open educational practices and appreciative inquiry empower learners with learner agency for a hopeful and racially just future.

This study examines faculty perceptions, awareness, and utilization of Open Educational Resources (OER) in higher education and identifies barriers hindering their adoption. The research encompasses multiple perspectives, including demographic information, teaching practices involving technology, familiarity and opinions regarding OER, types of OER utilized by faculty, ease of searching for OER, a comparison between open and traditional resources, intentions to use OER in the future, and factors deterring the adoption of OER. The study employed a quantitative approach using an online survey questionnaire to gather data. A random sample of faculty members from the University of Jeddah in Saudi Arabia was recruited (n = 139). Using descriptive and MANOVA tests, the findings highlight a preference for blended teaching styles, significant awareness of OER, ease in searching for OER, and a strong intention to use OER in the future. The results emphasize the importance of addressing concerns related to institutional support, intellectual property policies, recognition of contributions, and creating a supportive environment to enhance faculty engagement with OER. The study implications suggest comprehensive and targeted approaches to support faculty members in adopting and utilizing OER effectively, including promoting gender equity, enhancing ease of adoption, considering workload impact, recognizing differences based on teaching experience, tailoring support based on teaching style, and actively promoting the benefits and opportunities of OER.

Curriculum materials are not a fixed object; they are an active partner in a teacher's practice. Teachers and curriculum materials interact in a participatory relationship where both the characteristics of the teacher and the characteristics of the curriculum material affect the instruction. Teachers interpret and tailor these materials to create particular instructional strategies, therefore, teachers can be considered as lesson designers. The study presented in this paper uses longitudinal case study design to investigate the relationship between a mathematics teacher and curriculum materials over a period of nine years. Using the lens of curricular noticing, the study examined what the teacher attends to, interprets and responds to while planning a lesson. Data collection occurred at four distinct time points, encompassing both teacher observations during lesson planning and interviews after lesson planning, as well as the teacher's lesson plans for the same topic at each time point. The obtained longitudinal data provided comprehensive insights into how the teacher's curricular noticing changed over time and how it affected the teacher's practice. The findings show that the teacher attended the national curriculum and textbook at all four time points, indicating the stability of these particular resources; however, the interpretation of the textbook elements and response to this interpretation changed significantly. The teacher's practice became more student-centered and inquiry-oriented. The implications of the study are also discussed.

Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers' beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers' beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers' implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs.

Extension agents frequently teach adult audiences, who require a different approach than youth audiences. Andragogy has been frequently used to frame research in Extension. However, it is not clear if Extension professionals apply andragogical principles in practice when teaching programs. We used Knowles' theory of andragogy and the Personal Adult Learning Style Inventory to investigate the andragogical tendencies of Extension agents who were nominated as exceptional teachers in Florida. Our study results suggest that the agents viewed as exceptional teachers in Florida embrace an andragogical philosophy when it does not conflict with their understanding of their job responsibilities.

Global creativity indices in developing countries tend to be low. In the field of education, creativity has an important role. Efforts to increase the creativity of educational human resources continue to be hyped. Creative teachers produce creative students. But, the fact is that teachers in developing countries tend to need more creativity in teaching. This study aims to analyze the influence of organizational climate in the school environment and teacher career development on teacher creativity in teaching. The sample of this study was 145 junior high school private teachers in Semarang Regency, Central Java Province, Indonesia. Statistical analysis using PLS-SEM and PLSpredict. The results showed that the school's organizational climate positively affected teacher creativity in teaching. Teacher career development also positively affects teacher creativity in teaching. In addition, teacher career development mediates the influence of school organizational climate and teacher creativity in teaching. The findings could help schools or private educational institutions to understand how organizational climate affects teachers' creativity in teaching. So that it can be used as a guideline for schools or other educational institutions to increase teacher creativity in teaching.

The low knowledge and love of students for culture, plus based on preliminary analysis, it is known that geometry skills are relatively low. The a need for harmony between student and teacher learning styles to maximize student engagement and focus in the classroom. So this study aims to create a culture-based Geometry learning design that effectively improves students' geometry skills in terms of students' learning styles and domicile. Furthermore, specifically examines geometry skills in terms of learning styles and student domicile. The subjects of the study were students of SMP Negeri 1 Ciruas and SMP Negeri 1 Tanara, Serang Regency. The research used the R&D method of prototype development model and quality research method. The results of the study found that the invention-based Ethnobra (Ethnomathematical Geogebra) design was valid, practical, and effective in improving students' geometry skills. The results of the subsequent analysis found that urban students had better geometry skills than rural students. It's also known that students with a tendency towards kinesthetic learning styles have the highest geometry skills. This study recommends that teachers use the Ethnobra model by integrating Geogebra applications in Geometry learning, especially for students who go to urban schools and with kinesthetic learning styles.

The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin's methodological approach of open, axial, and selective coding to analyze reflective narratives, the study unveils significant themes that underscore the dual nature of AI in education. Key findings reveal ChatGPT's role in enhancing educational effectiveness and accessibility while raising ethical concerns regarding academic integrity and balanced usage. Specifically, ChatGPT was found to empower personalized learning and streamline procedures, yet challenges involving information accuracy and data security remained. The study significantly contributes to teacher education discourse by revealing AI's complex educational impacts, highlighting an urgent need for comprehensive ethical AI literacy in teacher training curricula. However, critical ethical considerations and practical challenges involving academic integrity, information accuracy, and balanced AI use are also brought to light. The research also spotlights the need for responsible AI implementation in open and distributed learning to optimize educational outcomes while addressing potential risks. The study's insights advocate for future-focused AI literacy frameworks that integrate technological adeptness with ethical considerations, preparing teacher candidates for an intelligent digital educational landscape.

Teaching conceptions in higher education, or so-called academics' conceptions of teaching (ACTs), are essential in informing teaching behaviors and influencing students' learning. Consequently, several attempts have been made since the 1990s to understand what ACTs represent and how they can be developed towards student-centered teaching. However, the expected results did not occur as planned because ACTs were frequently misinterpreted mainly because of the similarities with teaching beliefs and other comparable concepts like cognitions about teaching or perspectives of teaching. Hence, many fundamental issues still need to be solved (e.g., ACTs definition, terminology use, measurement, etc.). The present systematic literature review aimed to clarify the conceptual discrepancies in the ACTs' definitions and terminology and propose a consensus regarding the most appropriate working definition and terminological use. We analyzed 1123 studies using systematic online searching in the Web of Science Database and citation searching. After the eligibility process, we came across 78 eligible articles. The results showed that most of the studies used the terminology and definitions of "conceptions of teaching" (Pratt, 1992) to the detriment of the "beliefs of teaching" or another related term. Even though the concepts "conceptions of teaching" and "beliefs of teaching" come from different theoretical perspectives--where "conceptions" originate from a phenomenological approach, characterized by qualitative methodologies, and "beliefs" come from a cognitive approach, represented by quantitative studies--most studies used them interchangeably. However, the authors only extremely rarely (N = 2) appeared aware of this interchangeability and explicitly mentioned it. While the "conceptions of teaching" emerged as the most utilized term, Pratt's (1992) definition was the most often employed definition of ACTs. We advocate for consistency in teaching conceptions, research definitions, and terminological use, paramount for diminishing the risk of misinterpretation, comparing, and synthesizing findings, as well as straightforward communication among educationalists, researchers, and policymakers.

As an epistemological, axiological, and methodological paradigm, Critical Race Theory (CRT; Crenshaw et al., 2000; Harris, 1993) is a scholarly tool to identify and disrupt inequities, possible via CRT's core tenets towards troubling systemic racism. We argue that political movements in North Carolina (NC) exhibit attempts to delegitimize critical race scholarship and curricula that accurately portray history and contemporary student populations' racialized experiences, a manifestation of the conservative agenda to whitewash the state's history that is predicated on racism and white supremacy. In alignment with radical theorizations and research that examine ideologies at the root of ill-informed hysteria, we present a Critical Discourse Analysis (CDA) of the effects of political power in foreclosing educational possibilities toward building equitable societies through our analysis of data from NC's Fairness and Accountability in the Classroom for Teachers and Students for North Carolinian "FACTS" submissions (Robinson, 2021). FACTS is a reporting tool targeting NC educators who employ critical lenses in their instruction that promotes unfounded antagonism toward CRT. The significance of this research is a localized example of CRT being targeted by conservative politicians toward the intent of delegitimizing critical scholarship and education and thus perpetuating ahistorical ideals rooted in racism and white supremacy.

The decline in English majors has energized instructors to upskill for the post-COVID Gen Z student. Toward that end, this small-scale (n=20), one-semester study of an upper-division literature class identifies the preferred learning styles of English majors at a public comprehensive regional university in Kentucky. The participants represent national English major demographics. The research methods are quantitative and qualitative. Eight figures and an appendix are included. Three guidelines emerge for responding to the needs of Gen Z students: (1) keep communication brief, (2) co-create, and (3) interact in-person. The findings about English major learning preferences uphold cross-disciplinary research on active learning in the post-COVID era by indicating ways our teaching styles can keep pace with the needs of our changing majors. In addition to the participants' experience in the investigator's course, the survey collects their experience of teaching styles in six core courses in the English major. One drawback of the study is the small participant sampling. Future studies might investigate the difference between students' preferred learning styles and instructors' actual teaching styles. Building the English major back better calls for putting accepted theory into reskilled practices.

The purpose of this study was to analyze the effectiveness of scripted biology curriculum as a means of providing students with the information required to increase content knowledge, while comparing curriculum developed by the teacher that utilizesthe Understanding by Design (UbD) framework (Wiggins & McTighe, 2005). The study used a mixed method, concurrent triangulation design which revealed that there was a significant difference between student growth from the pretest to the posttest. The teacher reflection logs and student focus groups identified two themes regarding science content knowledge: instructional/learning style and using discussion within the instructional cycle for both curricula. It was evident that the increase in content knowledge was associated with the utilization of discussion during the learning cycle. The teacher reflection logs and student focus groups also identified two themes when looking at the perception of the learning environment: the effect of teacher relationship on instruction and the effect of time on the learning environment. According to the instrument used, both groups of students showed growth, however, there was a larger gain among the students receiving the Understanding by Design curriculum. A major contributing factor for the growth among all students was the relationship the teacher had with them to meet their individual academic needs.

Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit beliefs, whereas the latter being associative and evaluative judgements on (in our case: mathematical) epistemological beliefs. The present study used the instrument Connotative Aspects of Epistemological Beliefs by Stahl and Bromme to collect data from university students in mathematics in the years of 2017, 2018 and 2019. The pseudo-longitudinal data analysis showed 1. that students hold different connotative beliefs regarding the two domains "mathematics at university" and "mathematics at school" regardless their study progress, 2. that the beliefs remain relatively stable within the domains overtime and 3. that -- considering the different mathematical programmes of study (e.g., pre-service teachers vs. mathematics majors) -- the students' connotative beliefs mainly differ regarding beliefs about the simplicity of mathematical knowledge at school.

Learning computer programming is typically difficult for newcomers. Demotivation and learned helplessness have received much attention. Besides the subject's intricacy, low in-class participation has been associated with poor student achievement. This paper presents a follow-up, stage 2 study on the novel instructional technique, Student-Driven Probe Instruction (SDPI), to address low in-class participation in programming courses. Instead of the teacher lecturing/explaining content to the class and asking questions, students were shown a snippet of code or other relevant material and given the option to ask questions beforehand. The study was conducted in two stages: stage 1 pilot and stage 2. This paper presents the results of stage 2, while stage 1 operations and results are discussed briefly. The number of questions asked in class, real-time Trello board postings, and emails/Slack conversations with the instructor were used to track participation. In-class participation showed significant improvement. Average quiz and in-class activity scores showed marginal gains. Results from the end-of-course survey show that students preferred SDPI over the traditional lecture style since it stirred their interest in the content and provided them the confidence to ask questions in class. The study is purely exploratory in nature, and no conclusions can be drawn due to the extremely small sample size of the student population.

This study describes a typology of the teaching styles of practicing teachers. Teaching style refers to a teacher's distinct qualities that are persistent from situation to situation regardless of the content. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Prior cluster analysis revealed four naturally-occurring groups based on their teaching style, with teachers practicing learner-centered and teacher-centered styles nearly equally. The dual purposes of this study were (1) to measure the differences between these groups to determine if they were unique and (2) to describe any teaching style differences among these groups. Analysis of variance and Scheffé descriptive statistics supported the conclusion that a typology exists for classifying teaching styles as they are practiced in the field by teachers. Discriminant analysis identified the distinctions among the groups. The four distinct groups clearly described in this Teaching Styles Typology of Practicing Teachers are "Distinctly Teacher-Centered," "Moderately Teacher-Centered," "Consistently Learner-Centered," and "Decidedly Learner-Centered." This typology of teaching styles can be a valuable tool for teachers to improve their professional practice. It has implications for increased professionalism by facilitating increased self-awareness and assisting in developing an educational philosophy.

The use of information and communication technology-based data systems to support teachers in data-driven decision-making (DDDM) remains limited. Despite the growing number of data systems available, their uptake remains limited, and there is a limited understanding of what data system characteristics increase and factors that influence teacher adoption and use. To address this gap, we reviewed the literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Synthesis of the 17 articles from three databases revealed six data systems commonly used in schools. Also, there are eight key data system characteristics that teachers find helpful. We have found several factors that influence teacher adoption of data systems related to data features, leadership, individual disposition, and the socio-cultural context. The findings of our review have critical implications for designing and using technology-based data systems for supporting teacher data-driven decision-making.

The aim of this study was to investigate whether secondary science teachers had different styles of technology adoption for technology-based assessments (TBAs), and whether teachers with different adoption styles showed different patterns of beliefs, attitudes and intentions regarding TBAs. By combining the variable-centered and person-centered approaches to explore science teachers' adoption styles and associated beliefs, this study sheds light on how to provide needed supports and resources for teachers who adopt TBAs differently. We first employed latent class analysis to identify science teachers' TBA adoption styles and then utilized multigroup path analysis to examine the beliefs, attitudes, and intentions within each style. A total of 494 secondary school science teachers from northern Taiwan participated in this study. A validated questionnaire about teachers' TBA use and related technology beliefs was used to collect data. The latent class analysis revealed three different adoption styles: Technology Rich Adopter, Technology Selective Adopter, and Technology Minimalist Adopter. The path analyses of the three groups showed that while Technology Selective and Technology Minimalist Adopters' intentions to use TBAs could be predicted by their attitudes, perceived behavioral control, and subjective norms, Technology Rich Adopters' intentions were not associated with subjective norms. Additionally, whereas the same set of significant attitudinal antecedents were found among the three groups, the effects of antecedent variables on perceived behavioral control and subjective norms varied.

Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers' autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students' perceptions of physical education (PE) teachers' motivating and demotivating styles and the eight different approaches, respectively, regarding students' socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12-17 years (mean age (M[subscript age]) = 14.65; standard deviation (SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.

Socioscientific issues (SSI) have been found to improve scientific literacy skills among K-12 students. Existing literature shows, however, that elementary preservice teachers are reluctant to implement SSI due to a lack of confidence with subject matter knowledge and knowledge of instruction concerning SSI. Previous research has focused on helping elementary preservice teachers overcome these concerns through microteaching, adapting existing curricula, and experiencing SSI through methods courses. While it has been noted that formal preparation is required for preservice teachers to feel confident in their abilities to facilitate SSI, little has been done to prepare elementary preservice teachers to facilitate SSI during field experiences. In this study, we explored the factors that influenced elementary preservice teachers' instructional decision-making while planning and enacting SSI-based instruction in the classroom. Community of practice (CoP) meetings provided formal training to prepare these elementary preservice teachers to facilitate SSI. Recordings of the CoP meetings, reflective journals, observations, and interviews served as data sources. Our findings revealed knowledge of students, instructional knowledge, and context as most influential in these elementary preservice teachers' pedagogical reasoning concerning SSI-based instruction, while subject matter knowledge was the least considered. We discuss these findings and offer recommendations for how to use these considerations when planning future research to study elementary preservice teachers' SSI-based instructional practice.

Robotics education is valuable for developing students' 21st century competencies. It is of significant importance for teachers and researchers to explore its effective pedagogies. Robotics learning is interdisciplinary, and the most effective pedagogy is problem-oriented instruction. This type of instruction requires students to independently identify heuristic problems which can be categorized into four types: paradox, critical reflection, anomaly, and practice problems. School students are too young to develop sophisticated self-regulated learning, thus requiring guidance from teachers. However, how teachers can best guide students to solve these four types of problems remains unclear. Accordingly, this study aimed to investigate teaching behavioral patterns in the instruction of a robotics course. The participants were 30 seventh-grade students and a teacher. We proposed a Teaching Behavior Coding Scheme and used Lag Sequential Analysis to analyze the course videos to identify various major teaching behaviors and their sequences in the heuristic problems. The results showed that the behaviors included indirect influence, direct influence and wait time. Indirect influence occurred more often than direct influence, and it is argued that enough wait time should be provided in the instruction. Moreover, the results further suggest that paradox is missing from this instruction. The teaching behavior patterns for the three types of problems are discussed. The findings propose a new method to analyze teaching behavior patterns, and also recommend how teachers can support students learning in interdisciplinary robotics courses. The results contribute to the literature by designing the Teaching Behavior Coding Scheme and confirming its use in a robotics course.

Snark is a form of verbal aggression that uses humor to diminish a victim. The present study explored predictors of U.S. teachers' use of snark in the classroom. Kindergarten-12th grade teachers (N = 516) self-reported on their social and emotional competencies (i.e., perspective taking, forgiveness, mindfulness, expressive suppression, and decision-making skills), experiences of occupational health and personal well-being (i.e., burnout, job satisfaction, depression, and life satisfaction) and snark use. Stepwise multilevel models indicated that teachers' social and emotional competencies, and subsequently, their occupational health and well-being, explained significant portions of the variance in snark use. Specifically, teachers with greater perspective taking skills reported less frequent snark use, and those who used expressive suppression reported more frequent snark use. Burnout, job satisfaction, depression, and life satisfaction were all positively associated with greater snark use. Results are described in relation to research on adult social and emotional competencies, teachers' occupational health and well-being, and teachers' conflict management strategies. This study sets the stage for future research to investigate the effects of teachers' snark use on student outcomes.

Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of 'teaching for social justice.' Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how students experience racial oppression in school. These cases demonstrate that a praxis of justice attends to curriculum and power, relationships, pedagogy, achievement, and identity. White teachers, specifically, must interrogate the role of Whiteness in their teaching, or they risk engaging in virtue signaling that reproduces injustice.

With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person-centred approach and conducted the latent profile analysis, identifying different profiles of teachers' use of the emotion regulation strategies. It also examined the relationships between these profiles and teachers' self-efficacy and two contextual antecedents, instructional leadership and trust in colleagues in kindergartens. The study validated a three-dimensional measurement of kindergarten teachers' emotion regulation in Hong Kong, namely cognition-focused regulation, (negative) emotion-focused regulation, and behaviour-focused regulation. Moreover, it identified four profiles of kindergarten teachers' emotion regulation strategy use with distinctive characteristics, and revealed some significant relationships between teachers' emotion regulation and self-efficacy as well as school contexts. The findings highlight the role of beneficial school climate in eliciting teachers' effective emotion regulation and thereby enhancing their self-efficacy.

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry.

This study fills a major gap in English as a Foreign Language (EFL) teacher education by examining the integration of pedagogical tact (PT) in an EFL teacher education programme in Turkey. Through an in-depth examination of the programme and semi-structured interviews, this study investigated to what extent PT, including empathising with and motivating learners, effective classroom management, differentiated instruction and support for meaningful decision-making, is integrated. The qualitative content analysis of the programme demonstrated that many courses in the EFL teacher education programme are consistent with aspects of PT. However, there were a few areas where the programme could be further enhanced to better include all aspects of PT. This includes offering courses on effective communication and decision-making. The interviews conducted with 21 pre-service EFL teachers also revealed that most of them acknowledged that the programme is based on their potential teaching needs and challenges. However, they offered suggestions to improve the programme such as adding more technology courses and practice-based implementations. Throughout the study, recommendations are provided regarding how EFL teacher education programmes could be developed and implemented with more emphasis on PT. Hence, the study's findings have important implications for teacher education programme developers in Turkey and international contexts.

We propose the 'flow of a proof' as a construct that relates to the balance lecturers achieve in their presentation between the proof as a whole and its different parts, taking into account various aspects (informal, contextual) of proof classroom presentation. We conducted expert interviews in which we presented two different proofs of the same theorem to five experienced tertiary level mathematics lecturers and asked them to reflect on features of these proofs and of proofs in general, and on their considerations and practices when teaching proofs. The lecturers related to a rich collection of proof features and pedagogical considerations. Our findings demonstrate the subjectivity of lecturers' considerations as well as tensions they experience between striving towards mathematical accuracy and adjusting the proof presentation to their students; these tensions influence the flow of the proof, which is an outcome of the choices that the lecturers make. We discuss our findings in light of existing literature about mathematicians' pedagogical considerations and the existence of a shared pedagogical culture.

Personal best (PB) goal setting refers to the pursuit of individual improvement through striving to outperform a previous best level of performance or effort. Although promising evidence has been building, numerous empirical questions remain to be answered, including how PB goal setting may operate alongside various contextual predictors of academic functioning. Applying the Academic Demands-Resources (AD-R) framework, the present study examined how academic resources and demands (conceptualized by way of teachers' interpersonal styles: autonomy-supportive and psychologically-controlling/thwarting teaching) and personal resources (PB goal setting) are associated with parent reports of students' behavioral engagement (homework behavior). The study comprised 414 Australian secondary school students. Results of structural equation modeling revealed that PB goal setting significantly predicted positive homework behavior and also moderated the association between psychologically-controlling teaching practices and homework behavior, such that PB goal setting was associated with positive homework behavior under conditions of high demands. The present work highlights the potentially unique contribution of PB goal setting in facilitating students' adaptive engagement and demonstrates the utility of the AD-R framework for better understanding students' engagement in the academic context.

As cognitively gifted students may be at risk for motivational problems and underachievement, it is critical to find effective ways to motivate them. Grounded in self-determination theory (SDT) and the literature on teacher beliefs and mindsets, the present study examined whether teachers adapt their motivational teaching style as a function of the cognitive ability of students and which factors can explain the variability in teachers' use of (de)motivating styles among gifted versus typical students. Results of linear mixed modeling among 122 teachers in secondary education (73% female; M[subscript age] = 39.52 years) indicated that teachers made more use of autonomy-supportive and chaotic and less use of controlling and structuring practices towards cognitively gifted, relative to typical, students, with differences in the perceived effectiveness of teaching styles by type of student explaining this variability. Regardless of students' giftedness status, teachers' fixed mindset related positively to the use of a controlling and chaotic style and experience in giftedness education related positively to the use of autonomy support. Misconceptions regarding giftedness did not relate to teachers' motivating style. These results inform prevention efforts aimed at improving teachers' motivating styles, to the benefit of the motivation of both cognitively gifted and typical students.

The nation's explosive growth in Massive Open Online Courses (MOOCs) is likely to lead to low effectiveness of MOOCs, therefore, it is necessary to promote the high-quality and long-term development of MOOCs through understanding learner satisfaction. The present research adopted the Latent Dirichlet Allocation (LDA) to derive factors affecting the satisfaction of the learners and conducted a fuzzy-set qualitative comparative analysis (QCA) to analyze configurations of the high-level and low high level of learning satisfaction with computer science MOOCs. This study identified how course design, teaching style, teaching content, communication, exercise, and platform impact learner satisfaction based on 27,316 students' reviews of MOOCs. It has been found that five sufficient configurations are demonstrated to achieve high satisfaction while the other three configurations do not result in high satisfaction. In addition, although the six factors cannot alone constitute the necessary conditions for configurations of learner satisfaction, course design, teaching styles, and exercise play an indispensable role in improving learner satisfaction. Overall, this study adds to the literature by examining specific learner-level factors and extending configural understanding of the factors that affect MOOC learner satisfaction.

During the last decade, the slogan of reflective teaching has been embraced by teachers, teachers' educators, and educational teachers worldwide. This international movement in teaching and teacher education that has developed under the banner of reflection can be seen as a reaction against the view of teachers as technicians who narrowly construe the nature of the problems confronting them and merely carry out what others, removed from classroom, want them to do. Drawing on John Dewey's ideas, there are three attitudes of reflective teachers, i.e., open-mindedness, wholeheartedness, and responsibility. Personality traits are tendencies that represent an individual's uniqueness that have a lasting and stable effect on an individual's behavior and thinking (Satchell et al., 2017). However, given the fact that all teachers are not of the same personality types, it is hypothesized that teachers with one personality type prefer to rely on one element of teaching reflection. This motivated us to investigate the relationship between the teachers' personality types and their teaching reflection elements. To this end, John and Srivastava's (1999) the Big Five Inventory Personality Test and Ryan (2014) the Reflective Teaching Instrument were drawn. One hundred Iranian EFL teachers were selected based on convenience sampling. They were from six different language institutes in Tehran, Iran. The results confirmed the hypothesis that each personality type correlated with elements of the teaching reflection. Extrovert teachers, for instance, were found to draw on the affective element in their teaching practices. The pedagogical implications of the findings are discussed.