scholarly journals Identity orientations, 21st century skills and classroom management strategies of teachers: A structural equation model on the student engagement

2018 ◽  
Vol 4 (3) ◽  
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Structural Equation Model ◽  
21St Century ◽  
21St Century Skills ◽  
Structural Equation ◽  
Management Strategies ◽  
Equation Model ◽  
Classroom Management Strategies

scholarly journals Evaluation on the Effect of Service-Learning in E-Business Professional Curriculum

2019 ◽  
Vol 14 (08) ◽  
pp. 115
Author(s):  
Jie Ji ◽  
Jianqiang Gu
Keyword(s):  
Student Engagement ◽  
Service Learning ◽  
Structural Equation Model ◽  
Influencing Factors ◽  
Direct Effect ◽  
Structural Equation ◽  
Equation Model ◽  
Students Satisfaction ◽  
Relevant Factors ◽  
Business Professional

Based on structural equation model, this paper evaluated the effect of Service-Learning in E-business professional curriculum, and built a structural equation model of Service-Learning and its influencing factors from three aspects: project resource, teaching organization and student engagement，in order to understand the students satisfaction to the effect of Service-Learning and the relevant factors. The results show that, the effect of Service-Learning is influenced by the three aspects mentioned above. Among which, teaching organization and student engagement have a direct effect on the effect of Service-Learning, however, the influence of the project resource mainly displays the indirect influence.

scholarly journals Classroom Management Strategies to Improve Learning Experiences for Online Courses

2021 ◽  
Author(s):  
Janani Hariharan ◽  
Susan Merkel
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Online Courses ◽  
Management Strategies ◽  
Learning Experiences ◽  
Online Students ◽  
Online Learners ◽  
Classroom Experience ◽  
Barriers To Participation ◽  
Classroom Management Strategies

Hybrid classrooms (taught simultaneously to both in-person and online students) have become increasingly common in the course of the coronavirus disease 2019 (COVID-19) pandemic, and they have offered multiple benefits and challenges. We offer several recommendations to improve student engagement and classroom experience in such classrooms, especially for online learners who may face greater barriers to participation.

scholarly journals EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES

2021 ◽  
Vol 32 (2) ◽  
pp. 267
Author(s):  
Marzieh Sadat Mirmojarabian ◽  
Ehsan Rezvani
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Self Efficacy ◽  
Management Strategies ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
Classroom Management Strategies ◽  
Efl Teachers

This study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) communicative instructional practices. The participants of the study were 48 EFL teachers in Iranian language institutes. A survey questionnaire, semi-structured interviews, and classroom observations were administered to collect the data needed. The results demonstrated that teachers regarded themselves as high-efficacious, and there was a moderate positive relationship between TSEBs in terms of the three sub-efficacies and communicative instructional practices. TSEBs towards instructional strategies had the highest contribution to explaining communicative practice, which was also confirmed by the interview results. The data from observations indicated that TSEBs were not realized regarding instructional strategies, but student engagement and classroom management strategies were reflected in teachers’ instructions.

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