International Journal of Instruction
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Migration in the Classroom to the light of Multicultural Beliefs and Constructivist Teaching Practices
No full textThe significant increase in immigration in Chile poses great challenges in schools that receive new students. However, there is not enough information on how schools and teachers embrace this new diversity. In this context, this article analyses multicultural beliefs and constructivist teaching practices in Chilean schools. Although this study tries to describe teaching beliefs and practices, it also explores, through a multivariate analysis, the explanatory factors of teachers' constructivist and multicultural tendencies. A questionnaire was applied to teachers and students to analyse and compare their perceptions and practices. The results suggest clues about the relevance of "individual educational" personal variables informing inclusive and culturally sensitive education. The "systemic level" variables, the institutional ones, do not show the same incidence in terms of multicultural beliefs and constructivist teaching practices. This statistical study opens future possibilities for complementary qualitative studies and comparative exercises
A Systematic Review and Meta-Analysis Group Contrasts: Learning Model Based on Local Cultural Wisdom and Student Learning Outcomes
No full textThe integration of local cultural wisdom in the learning model is very important. Learning through culture will make students quickly understand the material presented. There have been many studies that have integrated local wisdom into learning models. The purpose of this study was to determine the effect size of the results of a systematic review and meta-analysis group's contrast from several research results on improving student learning outcomes that are taught with the integrated learning model of local cultural wisdom (MBTKBL) as an experimental group and not taught with a learning model integrated with local cultural wisdom (T-MBTKB) as a control group. The source of the data was obtained from searching in the online database of Google Scholar that met the specified criteria. Data analysis uses the systematic review and meta-analysis group contrasts approach. Random effects are used to determine summary effects and check publication bias. The analysis results obtained that the group of students taught using MBTKBL had high learning outcomes compared to the group of students who were taught T-MBTKB. The resulting summary effect of 1.37 (strong) is at intervals of 1.04 to 1.70. There is no indication of publication bias. Thus, local wisdom in Indonesia is very effectively integrated into each learning model because it can improve student learning outcomes
A Corpus Based Study of Commas Use in EFL Written Performance
No full textThe present paper deals with the Slovak secondary school students’ problem of using commas in the complex sentences containing adverbial and nominal subordinate clauses while writing essays in English. It also concentrates on the English teachers’ ability to see correct/incorrect usage of commas in their students’ works. The research sample is formed by school leaving exam essays written by the students whose English is at an B1 level. The digitalized texts of 115 essays are uploaded in The Main Corpus and divided into 8 different subcorpora referring to different essay’s topics. Detailed corpus linguistic and statistical analyses lead to the conclusions that the overall commas use success of the observed EFL students directly depends on how difficult the topic of an essay is, and that the students’ error rate in adverbial clauses is much higher than the rate in nominal clauses. The last finding referring to the fact that English language teachers overlook or incorrectly correct commas in a substantial number of sentences makes the authors think about all the possible roots and reasons of the students’ inaccuracy in commas usage in their written performance and several suggestions how to solve this problem
Exploring the Effectiveness of the Implemented Sufficient Economy Education Curriculum during Covid-19 Pandemic
No full textThis study explores the effectiveness of the integrated self-sufficient education curriculum developed in Dek Thai Kaem Sai for primary and secondary schools. A qualitative research methodology where a total number of nine (9) participants were selected using a nonprobability approach. Questions concern the awareness and effectiveness of implementing and integrating sufficient economy curriculum to the regular education curriculum. Response were analysed using thematic and discourse analysis. The findings reveal that the curriculum was adequate for the target audience, but the teachers implementing the curriculum also gained knowledge in their various homes. Also, there is an attitudinal and behavioural change from students by choosing organic foods over inorganic and junk foods. The findings further reveal that the implementation of this curriculum limit the negative economic effect of covid-19 movement restriction because several family households near the school environment have farms where plant and animals are raised. Thus, when covid-19 struck, the community had alternatives. Despite the significant effect of the curriculum, it is not clear if wider schools could be able to adopt this practice. This study assessed the effectiveness of the integrated selfsufficient education curriculum developed in Dek Thai Kaem Sai for primary and secondary schools. A qualitative research methodology where selective participants were selected using a nonprobability approach. The findings further reveal that implementing this curriculum limits the negative economic effect of covid-19 movement restriction because several family households near the school environment have farms where plants and animals are raised. Thus, when covid-19 struck, the community had alternative
Factors Influencing Teachers’ Intention to Use Technology: Role of TPACK and Facilitating Conditions
No full textThe behavioral intention (BI) of teachers to use technology is an important factor in the success of technology use in classrooms. Many models have been developed and extended in different contexts by adding various independent variables to the two initial variables of the Technological Acceptance Model (TAM) (Davis,1989): Perceived usefulness (PU) and Perceived ease of use (PEOU) to determine teachers' BI to use technology. However, not many have attempted to investigate the role of Technological pedagogical content knowledge (TPACK) and Facilitating Conditions (FC) in determining teachers’ BI to use technology. Further, mediation through PU and PEOU from TPACK and FC to determine BI remains untested. To address these gaps, this study used an extended TAM (eTAM) model to investigate factors influencing teachers' BI to use technology. Employing convenience sampling technique, an electronic survey questionnaire consisting of 22 items was distributed across the schools in two western districts of Bhutan. A total of 207 in-service school teachers voluntarily responded to the survey. Structural equation modelling (SEM) was used to analyse the data; first, to examine whether there is any direct influence of TPACK and FC on BI or not, and then the mediating effects of PU and PEOU from TPACK and FC to BI. The findings revealed that there was no evidence of a direct influence from TPACK and FC on BI, though there was a significant effect of TPACK and FC on teachers’ BI when mediated through PU and PEOU
Critical Review of the Australian Professional Standards for Teachers: Where are the non-Cognitive Skills?
No full textTeaching professional standards are considered an essential tool for teacher preparation, recruitment, development, and promotion. In Australia, this is known as the Australian Professional Standards for Teachers (APST), a public statement of what constitutes teacher quality. The high-stakes nature of these standards shapes teacher practices and policies, influencing teacher preparation, selection and accreditation. However, these standards have strong criticisms due to their reductive function and lack of holistic representation of effective teachers. We used Bacchi’s (2009) “What’s the problem represented to be?” (WPR) approach to analyse the APST to contribute to understanding how teaching standards should be framed as they significantly influence selection, preparation, retention and accreditation for both pre-and in-service teachers. We outlined some policy recommendations based on the results of our analysis
Character Education Model for High School Students during the Pandemic in terms of Pedagogic Competence and Teacher Personality
No full textThere was a significant change in the educational process during the covid 19 pandemic. These changes had an impact on all aspects of education, including the operation of teaching student character. This study aims to reveal teacher readiness in terms of pedagogic and personality competencies, learning strategies, and challenges faced in the implementation of character education during the pandemic. This research is included in the category of qualitative research with a phenomenological approach. The main subjects of the study were fifteen people who were religious teachers in public and private high schools in Indonesia. Data was collected through in-depth interviews with interview guide instruments that had been prepared and designed based on theoretical analysis. The data analysis technique uses the stages of data classification, data presentation, and data interpretation. The results of the study indicate that in terms of pedagogical competence and personality, teachers already have clear standards. Based on sufficient work experience, development in the form of continuous training, as well as an educator certificate held in the pedagogical aspect. In addition, the environment can provide an influence as well as a learning context. Meanwhile, from personal competence, most teachers have a vital role in society as religious and community leaders. Another finding is that the character education model carried out by the teacher is divided into three, namely experiential learning, inquiry, and collaboration. The challenges that arise in the implementation of character education are the limitations in facilities, support, and motivation of parents at home and the ability of students to participate in learning
Attention and Academic Performance: The Moderator Role of Weight Status and Diet Quality
No full textThe scientific literature suggests that following a healthy diet and maintaining a healthy weight status are associated with multiple health benefits. However, the cognitive and academic implications of these behaviours in schoolchildren require further study. The aim of this study is to determine the predictive value of attention on academic performance in primary school children observing the moderating role of weight status and diet quality in this relationship. In this quantitative study of 118 schoolchildren from Spain (M ± SD: 10.84 ± 1.20 years), the Perception of Similarities and Differences test (attention) and the KIDMED questionnaire (diet quality) were used. For its part, academic performance was calculated through the grade obtained in the subjects of the primary curriculum and nutritional status was assessed through the Body Mass Index (kg/m2) adjusted for sex and age. The linear regression test showed that higher values in attention correlated with higher values in academic performance in core subjects (p < .05) and specific subjects (p < .05) with the exception of Physical Education (p = .112). This relationship became stronger after the model was adjusted for Normal Weight/Optimal DQ and Overweight/Optimal DQ (p < .05). However, after the model was adjusted to Normal Weight/improvable DQ and overweight/improvable DQ, this relationship between attention and academic performance disappeared (p > .05). Based on these results, it is concluded that there is a positive relationship between attention and academic performance, with the exception of physical education, which is enhanced when diet quality is optimal, regardless of weight status. The present study contributes to the scientific literature investigating the moderating role of healthy lifestyle habits, such as diet quality or weight status, between cognitive processes (attention) and learning outcomes (academic performance)
Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources
No full textThis study analyzes the relationships between transformational leadership and job resources' satisfaction with collective teacher self-efficacy. It also explores the mediating role of satisfaction with job resources between transformational leadership and collective teacher self-efficacy. Primary level teachers (N = 260) from different schools in Argentina participated in this study, ranging from 21 to 60 years old. Participants responded to scales that assessed transformational leadership, satisfaction with job resources (leader, task, team, organization), and collective teacher self-efficacy. SEM models were computed using Unweighted Least Squares estimation. First, we tested if participants distinguished between the thirteen primary constructs previously measured using confirmatory factor analysis. Then, a predictive model with the three main latent variables was specified, and each dimension's average scores were used as indicators. After minor changes, the measurement and predictive models fit the data satisfactorily. Specifically, transformational leadership was a direct predictor of satisfaction with job resources and an indirect and large predictor of collective teacher self-efficacy. In turn, satisfaction with job resources is the only direct and significant predictor of collective teacher self-efficacy. Altogether, the model explained 57% of the variance of collective teacher self-efficacy. This study demonstrates the capacity of transformational leadership behaviors of school principals to influence teacher outcomes variables
High School Principals’ Lean Management and Its Relationship with Teachers’ Performance
No full textLean management encourages shard responsibility and shard leadership among leader and the rest of the organization, because it focuses on respecting customers and making continuous improvement in the work environment. This study aimed to identify (a) the level of lean management adoption by public high school principals in the capital city of Jordan, Amman, and (b) lean management relationship with teachers’ job performance. The sample consisted of 342 teachers completed lean management scale and teacher job performance scale. Results showed that the level of lean management was high, and no statistically significant differences in the level of lean management were revealed in association with the classifying variables of gender, year of experience and academic qualification. The results showed the level of teacher job performance was high, and no statistically significant differences in the level of teacher job performance were revealed in association with the classifying variables of gender and academic qualification. However, there were statistically significant differences in the level of teacher job performance associated with year of experience in favor of teachers with more than ten-year experience. Finally, results showed a positive correlation between the degree of lean management and the level of teachers’ job performance. The authors recommend emphasizing the concept of lean management, encouraging its adoption and increasing its practice as this affects the effectiveness of different educational institutions, hence teachers' the job performance