A study of English preservice teachers’ perceptions on flipped classroom by their academic achievement level and gender.

2018 ◽  
Vol 23 (1) ◽  
pp. 115-131
Author(s):  
Jeongwan Lim ◽  
Keyword(s):  
Academic Achievement ◽  
Preservice Teachers ◽  
Flipped Classroom ◽  
Achievement Level ◽  
Teachers Perceptions ◽  
And Gender

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

Flipped Classroom in Higher Education: Evaluation of the Process in the Framework of Community of Inquiry

2021 ◽  
pp. 004723952110316
Author(s):  
Mustafa Serkan Günbatar
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Data Collection Tool ◽  
Spring Semester ◽  
Very High

The purpose of this research was to determine the effectiveness of the instruction process using the flipped classroom (FC) model within the scope of Computer Networks and Communication course. Theoretically, the community of inquiry model was taken as a reference and the effectiveness of the instruction process was evaluated accordingly. Students were preservice teachers studying Computer Education and Information Technology in the third grade in the Van region in Turkey. There were a total of 19 students, of which 12 are male and seven are female. FC process was carried out in the spring semester of 2018–2019 and lasted 11 weeks in total. A mixed-method design was used to gathering the data. Therefore, the research design was an explanatory design from mixed-methods designs. The quantitative data collection tool was the Turkish version of the Community of Inquiry Survey. The quantitative data were analyzed by dividing the students into very low, low, high, and very high levels. The qualitative data collection tool was the interview form created concerning the community of inquiry model. The qualitative data were analyzed by the use of the community of inquiry coding template's themes. At the end of the instruction process, students had a very high level of cognitive, social, and teaching presence perception. This situation was detailed and supported with the qualitative data obtained. Concerning the cognitive presence, the students firstly talked about that they started the learning process with videos. Regarding the social presence, they mentioned the motivating effect of the questions. About the teaching presence, participants firstly mentioned the direct instruction role of the videos.

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

How Can Preservice Teaching Programs Help New Teachers Feel Prepared to Address Absenteeism?

2020 ◽  
Vol 122 (5) ◽  
pp. 1-28
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Ethan Hutt
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
New Teachers ◽  
Fixed Effects ◽  
Teacher Licensure ◽  
Current Crisis ◽  
Chronic Absenteeism ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Teaching Candidates

Background Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience tend to be less efficacious at reducing students’ absences. Research Questions (1) Do newly graduating teachers feel as if they have sufficient knowledge about chronic absenteeism? (2) Do newly graduating teachers feel prepared to address absenteeism? (3) Do these perceptions differ by elementary versus secondary preservice graduates? Subjects Our study collected survey data from the 2017–2018 graduating cohort of general education teacher candidates from a statewide university system in California. This system prepares, on average, 800 teaching candidates a year, and all general education candidates participate in teacher licensure. We surveyed the teaching candidates in the 2017–2018 graduating cohort from these campuses and had a response rate of 60%. Survey measures included teacher background data and perceptions of the effectiveness of their preparation programs, knowledge of absenteeism, and perceived ability to address absenteeism. Research Design We began with a baseline model in which our outcome measures (knowledge and ability to address absenteeism) were regressed on teachers’ background characteristics and perceptions of the efficacy of their preparation programs. We augmented this model by including university fixed effects, such that we only explore variation within program rather than across universities. Results Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it. The results were differentiated by elementary versus secondary candidates. Conclusions Given our students’ extreme rate of missing school days, it is of immediate importance to determine if we are preparing our nation's newest teachers to help address the current crisis. Our study fills this gap by looking at the influence that teacher education programs (specifically teacher licensure requirements) might have in contributing to teachers’ perceptions of being prepared to graduate and attend to attendance.

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