International Journal of Instruction
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Exploring Power Dynamics: An Analysis of Power Bases in University Classroom Settings
No full textClassroom interaction is crucial for student engagement and learning (Uijl et al., 2017). Power dynamics significantly influence these interactions, potentially fostering or hindering them. This study analyses the existence and manifestation of French and Raven's (1959) five power bases within university classrooms in Saudi Arabia. Data were collected through 25 hours of classroom observation and interviews with three instructors and twelve students (N=15). The data were analysed using conversation analysis and critical discourse analysis. The findings revealed the presence of all five power bases. Reward, legitimate, referent, and expert power were associated with positive interaction, while coercive power had a negative impact. The study concludes that an awareness of these power dynamics can inform pedagogical practices to enhance student engagement and create a more equitable learning environment in Saudi university contexts. Further research is needed to explore the long-term impact of these dynamics
Balancing Standardized Testing and Holistic Learning: Teacher Educators' Views on Curriculum Priorities in Primary Education
No full textThis study addresses the critical tension between standardized testing and holistic learning within Nigeria’s primary education system. The research is motivated by challenges such as inadequate infrastructure, teacher shortages, and outdated curricula that hinder achieving a balanced educational approach. The purpose of this study is to explore the perceptions of 400 Nigerian teacher educators (215 males and 185 females) regarding integrating standardized testing and holistic learning. Employing a descriptive survey research design, data were collected through a structured questionnaire titled "Teacher Educators' Perceptions on Balancing Standardized Testing and Holistic Learning in Primary Education (TEP-BSTHL)," with a reliability coefficient of 0.87. Purposive sampling was used to select participants from various higher education institutions. Data analysis utilized descriptive statistics, revealing that while standardized testing is valued for accountability, it tends to narrow curriculum focus and increase student stress. Holistic learning is highly prioritized but faces significant implementation challenges, including large class sizes and inadequate resources. The novelty of this research lies in its focus on teacher educators’ perspectives, offering practical strategies such as formative assessments and improved teacher training programs. The study concludes with recommendations for systemic reforms, including diversified assessment methods, enhanced teacher training, and more flexible curricula to balance both educational approaches effectively
The Grammar Gap: Mapping Common Errors in Omani EFL Descriptive Essays
No full textEFL learners at the university foundation level in Oman face persistent challenges, and identifying common errors can enhance teaching strategies and improve students’ writing proficiency. This study aimed to identify and explain the predominant grammatical and mechanical errors found in descriptive writing produced by Foundation Programme students at the University of Buraimi. The study used a quantitative method. Descriptive paragraph scripts produced by 28 EFL students during the FENG002 (Foundation English II) Midterm exam provided the basis for data collection. Errors were classified as spelling, verb tense, singular-plural forms, subject-verb agreement, articles, sentence fragments, word order, prepositions, demonstratives, irregular verbs, and capitalization. Frequency and percentages for each error type were documented. The findings suggest that spelling errors were the most frequent, followed by the verb tense and the subject-action agreement errors. These difficulties are attributed to English orthography, origin language interference and linguistic differences between Arabic and English. The predominance of spelling and grammar errors highlights the need for innovative instructional approaches tailored to Foundation-level learners' needs. Instructors should include self-revision strategies, critical reading methods and various error correction methods. Error visualization techniques, improvement activities and preventive strategies should be explored to increase writing accuracy through future research
Technology Transfer at the Academic Environment from the Perspective of Knowledge Flow within Open Innovation
No full textThe development of cooperation among entities, within which resources and knowledge exchange go beyond the boundaries of organizations, creates a more open approach. The academic environment and the university, when cooperating, play an important role in the transfer of technologies for increasing economic growth and sustainable development. For this reason, this contribution focuses on the analysis of selected aspects of technology transfer at the Technical University in Zvolen from the perspective of the flow of knowledge within the framework of open access to innovation. The outputs of the Technical University in Zvolen published in the scientific database Web of Science over the past 10 years were used for the evaluation. The generated data on publications from the database were subsequently analysed and a network map characterizing the transfer of technology and knowledge on the academic campus of the selected university was processed using the VOSviewer program version 1.6.20. Based on the analysis performed, it can be stated that the transfer of technologies and knowledge at the Technical University in Zvolen from the perspective of cooperation with other organizations and universities is global
Rural College Students’ Eco-anxiety and Attitude toward Discussing Environmental Sustainability Topics Post-pandemic
No full textThis mixed-methods study examines Southwestern U.S. college students’ potential experiencing of eco-anxiety, application of green practices, and attitude toward discussing environmental sustainability issues in the classroom post-pandemic, examining the population by sex, race, age, and income. The study offers faculty recommendations for implementing a sustainability curriculum. Conducted in a rural, marginalized area, it used survey and short-answer questions, an exploratory case-study design, and a convergent parallel strategy, assessing 376 participants (188 women, 188 men), including racial minority and low SES students. The survey adapted questions from four scales: Hogg Eco-Anxiety Scale, Pandemic-related Political Identities Scale, Sustainability Consciousness Questionnaire, and Sustainable University Scale. Data was analyzed using independent samples t-tests and a grounded theory approach for short-answer comments. Women reported statistically significantly higher eco-anxiety levels than men. Native Americans also reported statistically significantly higher eco-anxiety levels than Caucasians, with other minority groups also showing greater rates
An Empirical Study on Basic and Conceptual Knowledge, Procedural Knowledge and Problem Solving among Primary School Students
No full textIn this paper, we present the results of an empirical study examining the achievements of Slovenian elementary school students in arithmetic, with a particular focus on decimal numbers at the levels of basic and conceptual, procedural and problem-solving knowledge. The study aimed to determine whether there are differences or correlations between students' achievements in decimal numbers at these levels of knowledge and whether performance at one level can predict performance at another. Based on an empirical non-experimental study involving 100 Slovenian elementary school students, the findings revealed significant correlations and statistically significant differences between students' achievements at the levels of basic, conceptual, procedural and problem-solving knowledge of decimal numbers. Furthermore, performance at the levels of basic and conceptual, and procedural knowledge were found to predict performance in problem-solving tasks, and vice versa. The study's results indicate that gaps in basic and conceptual or procedural knowledge are reflected in difficulties when solving complex problems, where success often depends on the accuracy of intermediate steps within the solution process
Maker-Centered Learning in STEM: A Case Study of a Chemistry Teacher's Lived Experience
Full text linkResearchers and educators are exploring approaches to integrate the maker movement in educational spaces such as STEM subjects to explore the importance of artifact creation through physical and digital tools. They are investigating strategies and models of its application in the classroom. However, research is needed to understand the lived experiences of teachers implementing makercentered learning activities in the classrooms. Addressing this gap, this study employed a phenomenological method to document the struggles and breakthroughs of a chemistry teacher in maker-centered learning. As a qualitative case study, it provided an in-depth understanding of her lived experience, explaining the affordances and constraints of the implementation of a makercentered learning framework. This study highlights the significance of adopting maker-centered learning in the STEM curriculum. It suggests that maker-centered learning activities can promote engaging opportunities for students in STEM subjects by enabling them to acquire skills to engage in the physical creation of artifacts. It was evident in the study that a teacher’s past experiences, education, and professional development can play an important role in shaping their teaching practices and pedagogical dispositions. The purpose of this research is to add empirical qualitative research to further support the benefits of maker-centered learning in educational spaces
A Case of Micro-Teaching within the Tertiary Training of Ontario Teachers
Full text linkMicro-teaching has existed in tertiary education since the early 1960’s and today is utilized globally in teacher education programs. Micro-teaching herein involves reflective practice, experience-based learning, feedback and refinement phases. Micro-teaching herein includes the development of a lesson plan that is implemented in a teaching experience that involves reflection on and after teaching. Case analysis illustrates how micro-teaching incorporates role-play with peers which increases the authenticity of the experience, critical responses from stakeholders, reflection and feedback phases. Results from micro-teaching include reported professional growth and development via teaching experiences augmenting both self-efficacy and self-awareness. Micro-teaching has its limitations, and critics suggest the level of authenticity is problematic lessening usefulness however participant feedback and reflective action supports its continued use in tertiary training of new educators
Key Factors Among Preschool Teachers in Promoting Sustainable Development in Early Childhood Education
Full text linkEarly childhood education for sustainable development is the basis for achieving sustainability in all dimensions: ecological, economic, social and cultural. Starting from the theory of education for sustainable development, the aim of this quantitative, empirical study, which was part of a wider international research on early childhood education for sustainable development, was to examine the perspective of Slovenian preschool teachers on implementing education for sustainable development in kindergarten through an educational assessment of their practice. Data was collected through an online survey with an assessment scale, in 2024, on a sample of 114 preschool teachers employed in Slovenian kindergartens. The results of the factor analysis indicated different approaches to promoting sustainability in the kindergarten context. Three factors have been singled out that indicate that the implementation of education for sustainable development is realized through the following: Planned and comprehensive activities of education for sustainable development (integrative and participatory approach), Encouraging social sustainability (development of social skills and empathy) through daily peer interactions and Promoting sustainable behaviour through the daily routine
Modelling the Impacts of Teachers’ Access, Motivation, Attitude, and Selfefficacy on Mathematics Teachers' Effective ICT Utilization in Classrooms
Full text linkThis study modelled selected teachers factors on Mathematics teachers’ effective application of ICT in classrooms. This study employed a correlational research method. The participants were 322 Mathematics teachers in public secondary school in Enugu Metropolis, Enugu State, Nigeria. Five data collection tools; comprising three adapted and two researcher developed tools were used in the study. The collected data were analyzed using PLS-SEM. The results revealed that teachers’ access to ICT, teachers’ ICT motivation, and teachers’ ICT attitude, and teachers’ ICT self-efficacy significantly predicted secondary school Mathematics teachers’ utilization of ICT in the classrooms. More so, teachers’ ICT attitude played significant complementary partial mediation effect on the relationship between teachers’ access to ICT resources and Mathematics teachers ‘utilization of ICT facilities in teaching Mathematics. Based on the findings, recommendations were made. The findings imply that government at all levels could see the need to provide ICT facilities in the schools and enhance teachers’ ICT motivation, and teachers’ ICT attitude, and teachers’ ICT self-efficacy