Flipping the Business Classroom

This study aims to explore the benefits and challenges in implementing the flipped classroom model in business education. Empirical analysis of the views of 346 teachers engaged in delivering courses in different business schools in India reveals student convenience, augmented learning, improved performance and feedback, personalized attention and enhanced interaction, better review, and optimum utilization of class time as the major benefits of this model. The study also establishes absence of prerequisites, dilution of teacher influence, sustenance of model, and selective flipping as the significant challenges in the effective implementation of this model.

Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model

Research shows teacher influence in school decision-making is related to improving individual job satisfaction and professional commitment. However, few empirical studies investigate how different domains of school decision-making may have a distinct relationship with both individual teacher job satisfaction and professional commitment. Using the Schools and Staffing Survey 2011–2012 and the National Teacher and Principal Survey 2015–2016 which are national samples of U.S. primary and secondary schools, this study examines teacher influence in managerial and instruction domains of school decision-making and whether both are associated with job satisfaction and professional commitment. Results showed that teacher influence in the instruction domain has a statistically stronger relationship with teacher professional commitment than job satisfaction. In contrast, teacher influence in the managerial domain of school decision-making has a statistically stronger relationship with teacher job satisfaction than professional commitment. The results have policy implications for involving teachers in school decision-making and improving their overall job satisfaction.

“I Just Like the Feeling of It, Outside Being Active”: Pupils’ Experiences of a School-Based Running Program, a Qualitative Study

Introduction: School-based running programs that promote daily (or regular) walking/jogging/running are an emerging public health initiative. However, evaluation of these programs has predominantly used quantitative measures that limit understanding and explanations of contextual influences on pupil participation. Therefore, the aim of this study was to qualitatively explore pupils’ experiences of participating in a primary-school-based running program (Marathon Kids) to provide relevant insights and inform program developments. Methods: Nine semistructured focus groups were conducted with a purposeful sample of 50 pupils (26 girls and 24 boys) between 6 and 10 years of age from 5 primary schools in England. All schools had delivered the running program for 5–9 months during the 2015–16 academic year. Transcripts were analyzed using an inductive thematic approach. Results: Pupils identified a range of organizational, interpersonal, and intrapersonal factors that they believed influenced their participation in the program. Six themes were identified as being important to pupils’ experiences: Marathon Kids as an enabling program, pupils’ autonomy to participate, peer influence on participation (e.g., development of social cohesion), teacher influence on delivery (e.g., fidelity of implementation), logistics and suitability of the school environment, and appropriateness of program resources. Conclusions: School-based running programs can offer an enjoyable physical activity experience for children; however, it is important to understand how current delivery approaches influence pupils’ participation. Aspects that were believed to facilitate enjoyment included pupil autonomy to participate, perceived benefits of participation (including psychosocial outcomes), and a supportive school environment. Further research is required to identify the type and level of support required by schools to sustain pupil participation in running programs so that their perceived value is maintained.

Análisis de las valoraciones del alumnado para repensar la autoridad docente y la formación para la ciudadanía

El incremento de la indisciplina y de la violencia escolar, la pérdida de autoridad del maestro y la falta de civilidad de los jóvenes es preocupante. Con el fin de analizar las causas y consecuencias de estos hechos, este estudio tienen comoobjetivos: 1) identificar los rasgos que caracterizan la autoridad de los profesores 2) Determinar los comportamientos que generan dichos rasgos en los alumnos y 3) analizar las relaciones entre la autoridad docente y ciudadanía. El instrumento de recogida de datos es el cuestionario Autoridad docente y convivencia, validado por el Grupo de investigación sobre indisciplina y violencia en la educación. La muestra estuvo constituida por 738 alumnos. Las dimensiones analizadas son: competencia docente, comportamiento ejemplar, personalidad y actitudes. Los hallazgos muestran que los estudiantes destacan como rasgos de la autoridad de sus docentes: 1) sus actitudes: sabe relacionarse con losestudiantes y no es excluyente, se interesa por cada alumno, busca la armonía y trato personal, 2) su dominio de la asignatura, el empleo de metodologías activas y su interés porque los alumnos aprendan; y 3) la personalidad del docente: es exigente, autoexigente e imparcial. Asimismo, sostienen que los maestros no tienen una conducta ejemplar, no son justos cuando sancionan, no respetan a los estudiantes y su conducta no es conforme aconsejan. De las correlaciones entre la autoridad docente y las actitudes de los alumnos, se concluye que las características del docente influyen en el comportamiento de los alumnos, en el clima del aula y en el rendimiento académico. The increase in indiscipline and school violence, the loss of teacher authority and the lack of civility in young people is worrisome. In order to search and analyse the causes and consequences of these events, this study aims to: 1) identify the features that characterise teachers’ authority according to students’ opinion; 2) determine what type of behaviours these characteristics generate in students; and 3) analyse the possible relationships between teaching authority and citizenship. The data collection instrument is the Teaching Authority and Coexistence Questionnaire, designed and validated by the Research Group on Indiscipline and Violence in Education. The sample consisted of 738 students. The dimensions that are analysed are: teaching competence, exemplary behaviour, personality and attitudes. The findings reveal that students remark the following features regarding their teachers’ authority: 1) their attitudes: they knowhow to relate to students, they participate in activities and they integrate all students, they are interested in all students, they seek harmony and treat each student on a personal level; 2) their mastery of the subject, the use of active methodologies and their interest in increasing students’ knowledge; and 3) the personality of the teachers: they are demanding, self-demanding and impartial. Other aspects students identify include the facts that teachers do not have an exemplary behaviour, they are not fair with their punishments, they do not respect all students and they do not behave as they ask students to behave. The correlations between teaching authority and the attitudes of the students reveal that the characteristics of the teacher influence students’ behaviour, classroom climate and academic performance.

Effect of Indirect Teacher Influence on Dependent-prone Students’ Learning Outcomes in Secondary School Mathematics

Introducción. La orientación de la personalidad del estudiante y la conducta del profesor en el aula se encuentran entre los muchos factores que influyen en el aprendizaje de los estudiantes. En este estudio, el autor examina los efectos cruzados entre la influencia indirecta de los docentes con los estilos cognitivos de los estudiantes y el rendimiento en matemáticas, en el nivel de una escuela secundaria superior.Método. La muestra fue de 270 (117 niños y 153 niñas), de estilo cogitivo dependiente, de escuela superior de tensión secundaria de un estudiantes. Sobre la base de sus puntuaciones en la prueba de propensión a la dependencia, los 270 estudiantes fueron identificados a partir de un grupo de 587 estudiantes de doce escuelas seleccionadas al azar secundaria superior en el estado de Osun (Nigeria). Sus edades oscilaban entre 15 y 17 años. Doce clases intactas fueron utilizadas. Había dos grupos de tratamiento: Grupo de Influencia Indirecta Maestro (grupo experimental) y la influencia directa de maestros de grupo (grupo control). El sistema de interacción de Flanders se utilizó para determinar el grado en que los instructores en los dos grupos contrastados fueron capaces de mostrar el patrón de influencia indirecta y directa. También fue evaluado el efecto modulador del estilo cognitivo (independientes de campo vs. independientes de campo) en el rendimiento en matemáticas. Los datos fueron analizados utilizando análisis de covarianza (ANCOVA).Resultados. Los resultados mostraron que los estudiantes dependientes, expuestos a la influencia indirecta del grupo de profesores tuvieron una mayor puntuación de rendimiento en matemáticas que sus colegas, los grupos de influencia directa. El principal efecto del estilo cognitivo no fue estadísticamente significativo. Sin embargo, un efecto de la interacción de las preferencias de estilo de tratamiento y el estilo cognitivo fue estadísticamente significativa.Discusión y Conclusión. Los resultados de este estudio señalan que los resultados de los estudiantes dependientes, propensos a aprender en las materias escolares altamente estructuradas, tales como las matemáticas se puede mejorar al darles las máximas oportunidades para participar en los procesos de enseñanza-aprendizaje en el aula. El efecto de la influencia indirecta del maestro fue más fuerte para los estudiantes con propensión a la dependencia, que eran dependientes de campo, con respecto a los independientes de campo. Una de las implicaciones importantes de este estudio es que la supervisión más estrecha, a través del uso de la influencia directa en la clase de matemáticas, puede ser perjudicial para los estudiantes con estilo cognitivo independiente.