A Higher Step Count Is Associated with the Better Evaluation of Physical Education Lessons in Adolescents

The current study aimed to determine: (a) the step counts of boys and girls in habitual physical education (PE) lessons during school teaching practice, (b) the association between the physical load and the evaluation of PE lessons in boys and girls, and (c) the differences in the meeting of the recommendations for PA in PE lessons between Czech and Polish boys and girls. A total of 4092 adolescents from 74 Czech and 58 Polish secondary schools participated in the study. The step counts were monitored using pedometers, while the attitudes towards PE were assessed using a PE lesson evaluation questionnaire. On average, the Czech boys reached 2476 steps (Polish boys reached 2148 steps) and the Czech girls reached 1766 steps (Polish girls reached 1946 steps) in their PE lessons. A higher step count in PE lessons was associated with higher odds of a positive evaluation of PE lessons in boys (OR = 1.35, 95% CI = 1.123–1.626, p = 0.001) and girls (OR = 1.72, 95%CI = 1.449–2.032, p < 0.001). This study provides evidence that a higher step count in PE is associated with a positive evaluation of PE lessons in boys and girls. The findings are important to support the restoration habits on a regular PA in the post-pandemic time.

Evaluating the Use of Virtual Reality to Teach Introductory Concepts of Additive Manufacturing

Limited academic course offerings and high barriers to incorporate industrial additive manufacturing (AM) systems into education has led to an underserved demand for a highly skilled AM workforce. In this research, virtual reality (VR) is proposed as a medium to help teach introductory concepts of AM in an interactive, scalable manner. Before implementing VR as a standard tool to teach introductory concepts of AM, we must evaluate the effectiveness of this medium for the subject. We test the hypothesis that VR can be used to teach students introductory concepts of AM in a way that is as effective as teaching the same concepts in a real-world physical setting. The research also explores differences in learning between participants who engage in a hands-on interactive lesson and participants who engage in a hands-off passive lesson. The study assesses participants’ AM knowledge through pre-/post-AM lesson evaluation. AM conceptual knowledge gained and changes in self-efficacy are evaluated to make an argument for the effectiveness of VR as an AM learning tool. Our findings in this research indicate that both interactive and passive VR may be indeed used to effectively teach introductory concepts of AM; we also found advantages to using interactive VR for improving AM self-efficacy.

Evaluating the Effectiveness of Virtual Reality As an Interactive Educational Resource for Additive Manufacturing

Demand for a highly skilled workforce in the field of additive manufacturing (AM) is growing but is underserved due to limited academic course offerings and high barriers for incorporating industrial AM systems into education. Virtual reality (VR) is proposed as a medium to help teach introductory concepts of AM to a broader audience in an interactive, scalable manner. Before implementing VR as a standard tool to teach the concepts of AM, we must evaluate the effectiveness of this medium for the subject. Our research aims to answer the question: can VR be used to teach introductory concepts of additive manufacturing in a way that is as effective as teaching the same concepts in a physical setting? The research looks at the learning differences between two groups: (1) students exposed to an interactive AM lesson in a traditional physical setting and (2) students exposed to the same lesson within a virtual environment. The study assesses participants’ AM knowledge through pre-/post-AM lesson evaluation. AM conceptual knowledge gained and changes in self-efficacy are evaluated to make an argument for the effectiveness of VR as an AM learning tool.

Utilization of Reflective Strategies by Mentors in the Student Teacher Mentoring Program (STMP) in a Selected Province in Zimbabwe

In Zimbabwe, teacher training is a joint endeavor between teachers' colleges and host schools, with the latter relying on mentors in training student teachers during teaching practice (TP). This chapter explores how mentors' reflective strategies enhance students' training. It explores how mentors adopt reflective strategies to guide student teachers. Five mentors were interviewed individually while 20 were interviewed in two focus groups. Their views concentrated on key aspects of teaching, namely scheming, lesson planning, delivery, and evaluation. Findings revealed that student teachers lacked clear aims, had poor lesson introductions, superficial lesson evaluation, and unsatisfactory lesson delivery. The study highlighted that mentors reflected on these aspects and assisted the student teachers to do the same. The study recommends that teachers' colleges should prepare student teachers adequately in scheming, planning, and lesson delivery before TP. More time should be devoted to professional studies by teachers' colleges before student teachers are deployed on TP.

Evaluation of Certified Teachers’ Perfomance at SMPN 6 Luwuk Banggai Regency, Indonesia

This study investigated certified teachers’ performance at SMPN 6 Luwuk of Banggai Regency, with a focus on the teachers’ performance in planning the lesson, implementing the lesson, and conducting the lesson evaluation. It lasted for nine months, from March to December 2011. Qualitative method was used. More specifically, the evaluation research method was followed which involves collecting, analyzing, and interpreting data for decision making. The evaluation system used in this study was based on the quality of the certified teachers’ performances. The real condition in the field is that many of the certified teachers are still unable to design lessons and implement them professionally as expected from certified teachers. Currently there are many teachers in need of trainings. This study showed that the quality of the performance of the certified teachers in SMPN 6 Luwuk in planning the lesson was low. This could indicate that the certification process has not yet resulted in an increase in the quality of performance of the certified teachers, particularly as long as the quality of their performance in planning lessons is concerned.

A proposal to develop the performance of the educational supervisor in practical education in the faculties of education in Palestine according to the modern evaluation criteria: تصور مقترح لتطوير أداء المشرف التربوي بالتربية العملية بكليات التربية في فلسطين وفقاً لمعايير التقويم الحديثة

The study aimed to reveal the performance of the educational supervisor in practical education in the faculties of education in Palestine to the standards of modern evaluation from the point of view of students, and then develop a proposed proposed perception, and the study used the descriptive analytical curriculum, and the sample of the study consisted of (189) students, selected in a class way Relative randomness from al-Azhar and Al-Aqsa Universities in Gaza, the questionnaire applied in the second semester 2015/2016. The results revealed that the reality of the educational supervisor performed in practical education in the faculties of education in Palestine to the standards of modern evaluation from the point of view of students came to a high degree with a relative weight of (78.13%), and the focus of the standards of the use of educational means received the highest relative weight of (81.3%), and then the axis of standards During the course of the study, a relative weight of (79.4%), then the axis of pre-teaching criteria with a relative weight of (78.0%), then the axis of criteria after the lesson (evaluation), and received a relative weight of (77.1%) and the relative weight of the axis of personal criteria (74.8%) and the results revealed no statistically significant differences in the progression The members of the sample of the study saw the reality of the performance of the educational supervisor in practical education in the faculties of education in Palestine for the modern evaluation criteria due to variables: university, cumulative rate, sex. The results were interpreted in the light of the literature of the study, and the study provided the proposed scenario.

Geography Teacher as an Effective Classroom Manager

The Geography Teacher in the classroom setting is confronted on a daily basis with situations which require effective decision-making. By and large, the quality of the decision s/he makes daily determines the attainment of her/his instructional goals. But unfortunately, some teachers are unable to attain their instructional goals due to their poor decision-making skills. This article is an attempt to educate teachers in general and geography teachers in particular on the decision-making skills that they have to demonstrate in the teaching learning process. The article deals with issues such as the functional roles of the Geography Teacher as regards lesson planning, lesson implementation and lesson evaluation. In performing these functions, the Geography Teacher will have to demonstrate her/his decision-making skills with regard to what to teach, when to teach, how to teach and how to evaluate.