Abstract: This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning.
Abstract: Pupils´ inquisitiveness at the beginning of their school attendance is reflected by characteristics of the questions they ask. Clearly most of the classroom communication sequences are initiated by the teacher. But the teaching process also includes questions initiated by pupils in the need to satisfy their need for knowledge. The purpose of our research is to present the results of our pre-research strategy of occurrence of pupil-initiated questions in math lessons at the lower elementary school level, and to reveal the extent to which they are influenced by the teacher´s teaching strategy. We used the research methods of direct and indirect observations of fifth year classes in primary school. We focused on questions asked by the pupils in their math lessons. Our research sample for the pre-research observation method was a collection of video recordings available online. We used them for analysing the nature of pupils´ questions identified there. On the basis of the analysis, we hereby present the results concerning the nature of pupils´ questions asked in math lessons on the lower elementary school level. The interpretation of the collected results will be the starting point for the selection of research strategies in the next research stages concerning pupils’ questions in the future.
Abstract: The issue of inclusion - segregation in the current Czech educational system is highly actual due to changes in legislation. It applies primarily to pupils with special educational needs, but it should also apply to pupils with giftedness. The paper presents chosen results of an exploratory survey that was carried out on a convenience sample of 1101 Czech teachers working in lower secondary education (ISCED2). The rate of teachers´ agreement with segregation of gifted pupils in the education system was monitored during this investigation. A validated questionnaire of our own design was used for the purpose of this investigation. The results were compared across groups of teachers in terms of selected variables. Results show that 36,3 % of teachers incline to segregation (rather than inclusion) of gifted pupils. Teachers who are not educated in this field and have no experience in teaching gifted pupils tend to support their segregation more in comparison with other teachers. Teachers of specialized schools for gifted pupils paradoxically agree with segregation to a slightly lesser extent than teachers from traditional schools, but they also manifest the most hesitant attitude in this issue. Preferences for segregation of gifted pupils are not related to attitudes toward gifted pupils or teachers' self-evaluation in terms of care for the gifted. Investigation indicates that the issue of education of gifted children and their inclusion in the educational system needs more space within the further education of teachers.
Abstract: The Ministry of Education Malaysia dynamically and drastically made the subject of History mandatory to be in force in 2013. This is in recognition of the nation's heritage and treasures in maintaining true facts and information for future generations of the State. History reveals the civilization of a nation and the fact of national cultural heritage. Civilization needs to be preserved as a legacy of sovereign heritage. Today's generation is the catalyst for future heirs who will support the principle and direction of the country. In line with the National Education Philosophy that aims to shape the potential development of individuals holistically and uniquely in order to produce a balanced and harmonious student in terms of intellectual, spiritual, emotional and physical. Hence, understanding the importance of studying the history subject as a pillar of identity and the history of nationhood is to be a priority in the pursuit of knowledge and empowering the spirit of statehood that is nurtured through continuous learning at school. Judging from the aspect of teacher leadership role in integrating history in a combined way based on Teacher Education Philosophy. It empowers the teaching profession towards the teacher to support noble character. It also supports progressive and scientific views. Teachers are willing to uphold the State's aspirations and celebrate the country's cultural heritage. They guarantee individual development and maintain a united, democratic, progressive and disciplined society. Teacher's role as a change and leadership agent in education begins in the classroom through formal or informal educational processes. This situation is expanded in schools, communities and countries. The focus of this paper is on the role of teacher leadership influencing the effectiveness of teaching and learning history in the classroom environment. Leadership guides to teachers' perceptions on the role of teacher leadership, teaching leadership, and the teacher leadership role and effective teacher leadership role. Discussions give emphasis on aspects of factors affecting the classroom environment, forming the classroom agenda, effective classroom implementation methods, suitable climate for historical learning and teacher challenges in implicating the effectiveness of teaching and learning processes.
Abstract: Inference plays an important role in the learning
process and it can lead to a rapid acquisition of a second language.
When learning a non-native language i.e., a critical language like
Arabic, the students depend on the teacher’s support most of the time
to learn new concepts. The students focus on memorizing the new
vocabulary and stress on learning all the grammatical rules. Hence,
the students became mechanical and cannot produce the language
easily. As a result, they are unable to predicate the meaning of words
in the context by relying heavily on the teacher, in that they cannot
link their prior knowledge or even identify the meaning of the words
without the support of the teacher. This study explores how the
teacher guides students learning during the inference process and
what are the processes of learning that can direct student’s inference.
Abstract: High Order Thinking Skills (HOTS) are suggested
today as essential for the cognitive development of students and as
preparing them for real life skills. Teachers are encouraged to use
HOTS activities in the classroom to help their students develop
higher order skills and deep thinking. So it is essential to prepare preservice
teachers to write and use HOTS activities for their students.
This paper describes a model for integrating HOTS activities with
GeoGebra in pre-service teachers’ preparation. This model describes
four aspects of HOTS activities and working with them: activity
components, preparation procedure, strategies and processes used in
writing a HOTS activity and types of the HOTS activities. In
addition, the paper describes the pre-service teachers' difficulties in
preparing and working with HOTS activities, as well as their
perceptions regarding the use of these activities and GeoGebra in the
mathematics classroom. The paper also describes the contribution of
a HOTS activity to pupils' learning of mathematics, where this HOTS
activity was prepared and taught by one pre-service teacher.
Abstract: The purpose of the present study is to find the efficacy
of high school student self-assessment of written production. It aimed
to explore the following two research questions: 1) How is topic
development of their written production improved after student
self-assessment and teacher feedback? 2) Does the consistency
between student self-assessment and teacher assessment develop after
student self-assessment and teacher feedback? The data came from the
written production of 82 Japanese high school students aged from 16
to 18 years old, an American English teacher and one Japanese English
teacher. Students were asked to write English compositions, about 150
words, for thirty minutes without using dictionaries. It was conducted
twice at intervals of two months. Students were supposed to assess
their own compositions by themselves. Teachers also assessed
students’ compositions using the same assessment sheet. The results
showed that both teachers and students assessed the second
compositions higher than the first compositions. However, there was
not the development of the consistency in coherence.
Abstract: This research study aimed to survey and analyze the
attitudes of pre-service teachers’ the analytical thinking development
based on Miller’s Model. The informants of this study were 22 third
year teacher students majoring in Thai. The course where the
instruction was conducted was English for Academic Purposes in
Thai Language 2. The instrument of this research was an open-ended
questionnaire with two dimensions of questions: academic and
satisfaction dimensions. The investigation revealed the positive
attitudes. In the academic dimension, the majority of 12 (54.54%),
the highest percentage, reflected that the method of teaching
analytical thinking and language simultaneously was their new
knowledge and the similar percentage also belonged to text cohesion
in writing. For the satisfaction, the highest frequency count was from
17 of them (77.27%) and this majority favored the openness or
friendliness of the teacher.
Abstract: The primary purpose of this paper is to explain the
impact of successful classroom management on the academic
achievements of students, the importance of positive relationship
between teacher and students, among students, between teacher and
parents. Effective communication plays an important role to
encourage students study hard and learn materials which are covered
by the teacher in the class. Friendly relationships among students
other than their preferred friends help them to have team working and
be socialized. In addition, a well-organized classroom arrangement
enhances students learning. As the consequence of successful
classroom management students should feel responsibility and need
to feel it. The one who is responsible to provide a comfortable
environment and help students learn is the manager of the classroom
who is named Teacher.
Abstract: Recently in Malaysia, women's participation in teaching profession has increased. The increasing trend of women’s participation in the teaching profession poses challenges in families, especially in the developing countries like Malaysia. One of these challenges, concerns in balancing their role between family and job responsibility that faced by many women teachers. The purpose of this study is to discover how women teachers' impact on family happiness and the challenges faced by them in balancing their role between family and job responsibility. The findings presented in this study are based on survey research in a secondary school Dato’ Bijaya Setia in the district of Gugusan Manjoi which is located in Kedah, Malaysia. The study found that employment of women in economic activity has several beneficial impacts of improving the economic condition of the family. The results also revealed that in low income earning families, both husbands and wives’ employment contribute to the family income that less likely to experience of family poverty. The study also showed despite women's teachers’ significant role towards the overall development of the family, the majority of women teachers encountered a number of difficulties in balancing their role between family and job responsibility especially when they need to work more than the normal working time. Therefore, it is common for the majority of women suffering from psychological stress when they are unable to complete the task at a fixed time. The present study also suggests implication of family friendly policy and its appropriate practice to support the women teachers who are significantly contributing to family, community and the country.
Abstract: Analyzing classroom assessments is one of the responsibilities of the teacher. It aims improving teacher’s instruction and assessment as well as student learning. The present study investigated factors that might explain variation in teachers’ practices regarding analysis of classroom assessments. The factors considered in the investigation included gender, in-service assessment training, teaching load, teaching experience, knowledge in assessment, attitude towards quantitative aspects of assessment, and self-perceived competence in analyzing assessments. Participants were 246 in-service teachers in Oman. Results of a stepwise multiple linear regression analysis revealed that self-perceived competence was the only significant factor explaining the variance in teachers’ analysis of assessments. Implications for research and practice are discussed.
Abstract: This study aimed to examine the similarities and differences between teachers’ and students’ causal explanations of classroom misbehavior. In-depth semi-structured interviews were conducted with twelve teachers and eighteen Grade 7-9 students. The qualitative data were analyzed, in which the attributed causes of classroom misbehavior were categorized into student, family, school and peer factors. Findings showed that both interviewed teachers and students shared similarity in attributing to student factors, such as ‘fun and pleasure seeking’ and ‘attention seeking’ as the leading causes of misbehavior. However, the students accounted to school factors, particularly ‘boring lessons’ as the next attributed causes, while the teachers accounted to family factors, such as ‘lack of parent demandingness’. By delineating the factors at student, family, school, and peer levels, these findings help drawing corresponding implications for preventing and mitigating misbehavior in school.
Abstract: Recently, the interest of globalization in the field of
teacher education has increased. In the U.S., the government is trying
to enhance the quality of education through a global approach in
education. To do so, the schools in the U.S. are recruiting teachers with
global capability from countries like Korea where competent teachers
are being trained. Meanwhile, in the case of Korea, although excellent
teachers have been cultivated every year, due to a low birth rate it is
not easy to become a domestic teacher. To solve the trouble that the
two countries are facing, the study first examines the demand and
necessity of globalization in the field of teacher education between
Korea and the U.S. Second, we propose a new project, called the
‘Global Teachers University (GTU)’ program to satisfy the demands
of both countries. Finally, we provide its implications to build the
future educational cooperation for teacher training in a global context.
Abstract: In recent years in Kazakhstan, as well as in all countries, we have been talking not only about the professional stress, but also professional Burnout Syndrome of employees. Burnout is essentially a response to chronic emotional stress – manifests itself in the form of chronic fatigue, despondency, unmotivated aggression, anger, and others. This condition is due to mental fatigue among teachers as a sort of payment for overstrain when professional commitments include the impact of “heat your soul", emotional investment. The emergence of professional Burnout among teachers is due to the system of interrelated and mutually reinforcing factors relating to the various levels of the personality: individually-psychological level is psychodynamic special subject characteristics of valuemotivational sphere and formation of skills and habits of selfregulation; the socio-psychological level includes especially the Organization and interpersonal interaction of a teacher. Signs of the Burnout were observed in 15 testees, and virtually a symptom could be observed in every teacher. As a result of the diagnosis 48% of teachers had the signs of stress (phase syndrome), resulting in a sense of anxiety, mood, heightened emotional susceptibility. The following results have also been got:-the fall of General energy potential – 14 pers. -Psychosomatic and psycho vegetative syndrome – 26 pers. -emotional deficit-34 pers. -emotional Burnout Syndrome-6 pers. The problem of professional Burnout of teachers in the current conditions should become not only meaningful, but particularly relevant. The quality of education of the younger generation depends on professional development; teachers- training level, and how “healthy" teachers are. That is why the systematic maintenance of pedagogic-professional development for teachers (including disclosure of professional Burnout Syndrome factors) takes on a special meaning.
Abstract: At the time where electronic books, or e-Books, offer
students a fun way of learning , teachers who are used to the paper
text books may find it as a new challenge to use it as a part of
learning process. Precisely, there are various types of e-Books
available to suit students- knowledge, characteristics, abilities, and
interests. The paper discusses teachers- perceptions on the use of ebooks
as a paper text book in the classroom. A survey was conducted
on 72 teachers who use e-books as textbooks. It was discovered that a
majority of these teachers had good perceptions on the use of ebooks.
However, they had little problems using the devices. It can be
overcome with some strategies and a suggested framework.
Abstract: Recently, Thai education system is engaged in serious and promising reforms. One of the crucial elements in most of these educational reforms is the teacher professional development. Teachers today are under growing pressure to perform. However, most new teachers are not adequately prepared to meet the expectation. Consequently, this paper seeks to investigate the opinion of mentor teachers and university supervisors about professional development in the aspect of learning management skill of the preservice teachers in Rajabhat Universities, then compare the opinion between the mentor teachers and university supervisors about professional development in the aspect of learning management skill of the pre-service teachers. The study involved a cohort of 40 university supervisors and 77 mentor teachers. The research concludes by showing that mentor teachers viewed pre-service teacher as a professional teacher with an effective learning management skill. However, in the perspective of the university supervisor, pre-service teachers still have inadequate learning management skill.
Abstract: Social learning network analysis has drawn attention
for most researcher on e-learning research domain. This is due to the
fact that it has the capability to identify the behavior of student
during their social interaction inside e-learning. Normally, the social
network analysis (SNA) is treating the students' interaction merely as
node and edge with less meaning. This paper focuses on providing an
ontology structure of e-learning Moodle that can enrich the
relationships among students, as well as between the students and the
teacher. This ontology structure brings great benefit to the future
development of e-learning system.