scholarly journals The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study

2020 ◽  
Author(s):  
Axinja Hachfeld ◽  
Rebecca Lazarides
Keyword(s):  
Exploratory Study ◽  
Teaching Practices ◽  
Teaching Quality ◽  
Student Diversity ◽  
Student Groups ◽  
Scientific Debate ◽  
Classroom Composition ◽  
Grade 5 ◽  
Heterogeneous Classes ◽  
Individualized Teaching

Abstract Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.

The Importance of Making Teaching Practices Public, Shareable, and Usable

2019 ◽  
pp. 1-42
Author(s):  
J. Bernardino Lopes ◽  
Maria Clara Viegas ◽  
José Alexandre Pinto
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Learning Process ◽  
Teaching Practices ◽  
Teaching Quality ◽  
Open Science ◽  
Professional Practices ◽  
Multimodal Data ◽  
Education Professional Development ◽  
Depth Study

It is acknowledged that to improve the value of the learning process and outcomes in areas such as science, technology, engineering and math, the teaching quality needs to be enhanced. Therefore, it is crucial to have access to real teaching practices. The multimodal narrative (MN) tool allows teaching practices to become public, sharable, and usable (open science perspective), preserving their holistic, complex, and ecological nature. This tool has characteristics and a structure that enable an in-depth study of teaching practices, in different contexts, with several purposes (e.g., teacher education, professional development, and research). This chapter presents MNs and the necessary steps involved in collecting multimodal data, structuring the narrative, and validating the document. MNs can be used by teachers and researchers, or other professionals, with multiple specific objectives, globally contributing to improving professional practices.

An Exploratory Study of Classroom and Online Teaching Practice in Relation to Inquisitiveness, Attitude, and Teaching Effectiveness

2018 ◽  
pp. 187-210
Author(s):  
Neetu Singh
Keyword(s):  
Exploratory Study ◽  
Teaching Practices ◽  
Online Teaching ◽  
Positive Attitude ◽  
Teaching Effectiveness ◽  
Swot Analysis ◽  
Teaching Practice ◽  
Classroom Teaching ◽  
Educational Institute ◽  
Indian Perspective

The present study is aimed at achieving main objectives i.e. to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils' teachers practicing classroom-teaching practices; to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils teachers practicing online-teaching practices, to explore the effectiveness of online teaching practice, to find out the future horizons of online teaching practice in Indian perspective. The sample of the present study is pupil teacher studying in Dayalbagh Educational Institute Deemed University Agra. 150 pupil teachers practicing classroom teaching and 150 pupil teachers practicing online teaching have been selected. T-Test, Linear Regression and SWOT Analysis have been used as statistical techniques. Pupil teachers possess more positive attitude and inquisitiveness towards online teaching practice in comparison to classroom teaching practice. Inquisitiveness and attitude significantly predicts the teaching effectiveness in online teaching practice and classroom teaching.

Increasing Student Numbers: Diminishing Tutor Insight?

2005 ◽  
Vol 4 (1) ◽  
pp. 15-21 ◽  
Author(s):  
Paul Sander
Keyword(s):  
Learning Environments ◽  
Epistemological Beliefs ◽  
Survey Methods ◽  
Student Diversity ◽  
Conceptions Of Learning ◽  
Concomitant Increase ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Heterogeneous Classes ◽  
Teaching Learning

In order to provide efficient and effective education it is essential that teachers understand their students as learners. With small class sizes informal means may be sufficient; however, the current climate in higher education is rightly promoting greater participation and student diversity which is leading to larger and less heterogeneous classes since there has been no concomitant increase in resources. Therefore, more formalised means to understand students as learners may be required. One strategy to facilitate this would be survey methods. These could be employed to enable teachers to understand students' expectations of teaching, learning and assessment; their conceptions of learning; their epistemological beliefs; and their reflective thinking abilities. Insights from such surveys may enable teachers to construct more effective learning environments for their many and diverse students.

Teaching Decision-Making Based on Online Learning Big Data of Tobacco Courses: The Perspective of Student Portraits

2021 ◽  
Vol 7 (6) ◽  
pp. 5413-5426
Author(s):  
Liu Ziyu ◽  
Yao Mengying ◽  
Cao Shugui
Keyword(s):  
College Students ◽  
Decision Making ◽  
Big Data ◽  
Online Learning ◽  
Student Groups ◽  
Learning Platform ◽  
Learning Conditions ◽  
Label System ◽  
Individualized Teaching ◽  
Student Information

The high-quality development and technological upgrading of the tobacco industry put forward higher requirements for the overall quality of talents. In the context of the increasing popularity of blended teaching, in order to help teachers, major in tobacco, tomake better teaching decisions in the teaching process, guide college students majoring in tobacco to better complete their studies and provide timely warnings for students’ unhealthy conditions, this article proposes a method to assist teachers in teaching decision-making based on student portraits constructed based on online learning big data. First, collect basic student information and student learning information from the online learning platform. Secondly, preprocess of the data, delete data and normalize dense data. Then, collect and classify student information to form a portrait of basic student information, a portrait of learning achievements, a portrait of learning active level and a portrait of learning status. Analyze the portrait to guide and assist students in their learning and to give early warning of bad learning conditions. At last, analyze the student portraits according to different rules and put forward corresponding suggestions according to the characteristics of different groups of college students. According to the learning situation of learners majoring in tobacco, the article constructs the student portrait label system and portrait model. According to the constructed student portrait, it puts forward learning suggestions for individual students and student groups respectively. In the field of tobacco teaching, it has certain reference significance and application value in providing decision-making reference for differentiated and individualized teaching and assisting teaching decision-making.

Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions

2014 ◽  
Vol 41 ◽  
pp. 22-33 ◽  
Author(s):  
Charalambos Y. Charalambous ◽  
Andreas Komitis ◽  
Maria Papacharalambous ◽  
Afroditi Stefanou
Keyword(s):  
Teacher Evaluation ◽  
Exploratory Study ◽  
Teaching Practices ◽  
Teachers Perceptions ◽  
Specific Teaching

scholarly journals Application of the Flipped Classroom in Secondary Vocational English Teaching

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Min Wu
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Flipped Classroom ◽  
Teaching Quality ◽  
Independent Learning ◽  
Vocational Schools ◽  
Front Line ◽  
English Teaching ◽  
Teachers And Students

In recent years, the flipped classroom has been widely used in front-line teaching. It changes the roles of teachers and students, and especially makes students' learning be transformed into active learning based on video resources. A large number of teaching practices have proved that the flipped classroom has very significant effects in promoting students' independent learning and improving teaching quality. Based on English teaching in secondary vocational schools, this article discusses some insights about the flipped classroom.

scholarly journals Enseñanza remota durante la pandemia por COVID-19 en la Universidad Tecnológica del Norte de Aguascalientes

2020 ◽  
pp. 11-19
Author(s):  
Ana Cecilia Álvarez-Loera ◽  
María-Guadalupe Pérez-Martínez
Keyword(s):  
Working Conditions ◽  
Exploratory Study ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Systematic Approach ◽  
Working Hours ◽  
Internet Survey ◽  
University Teachers ◽  
Academic Activities ◽  
Improving Teaching And Learning

This article presents an exploratory study of the experiences of university teachers during Emergency Remote Teaching (ERE) in response to COVID-19. Teaching practices, conditions for remote teaching and teachers’ working conditions were investigated under a systematic approach. An internet survey was applied to all teachers at the Universidad Tecnológica del Norte de Aguascalientes. Results show an overload of academic activities among teachers, an increase in working hours due to planning and assessment in online environments, and other sources of stress among teachers. Some difficulties faced by the institution are hightlighted and conclusions emphasize the importance of ensuring inputs that contribute to improving teaching and learning environments, preserving the health of teachers and continuing the research on the influence of different teaching conditions on teaching practices.

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