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Moving away from a one-size-fits-all approach when using prescribed ELT materials
No full textDuring my IATEFL Conference talk, I first shared some findings from a recent research project (2018–2021) on teachers’ use of a prescribed textbook, before I continued with highlighting two findings that went beyond answering my research questions. For the research project, I investigated how primary school teachers use a prescribed textbook in Switzerland. To address the three sub-questions: 1) how teachers perceive their role using a mandated textbook; 2) to what extent teachers adhere to the textbook; and 3) which methods teachers employed to adapt the textbook, three main data-collection strategies were used: pre- and post-observation interviews; classroom observations; and document analysis.
Data analysis focused on six primary school teachers who taught the same unit of the textbook New World 1 (Arnet-Clark et al., 2013). To work their way through Unit 2, teachers used between 10 and 16 lessons and employed different teaching strategies. The unit consists of a total of 64 activities. One teacher used 45 activities unchanged, whereas the other five teachers employed between 24 and 28 activities unchanged. The activities that teachers left out most often led to the first finding that went beyond answering the research questions
The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum
Full text linkThe emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative perspective and considering multiple relationship qualities simultaneously. Research on this topic is highly topical as emotions have been found to be important drivers both for professional behaviour in the classroom and professionalisation processes in general. Against this backdrop, our study examined how the quality of social relationships between students in class, mentor teachers, and fellow student teachers influences the development of emotional experiences of student teachers in a school practicum. We conducted an online survey with 203 Austrian student teachers studying secondary education, inquiring about their emotional experiences and social relationships before and after their practicum. The results revealed that the quality of relationships with students in class was the most influential factor determining changes in student teachers’ emotional states during their practicum. These findings emphasise the importance of cultivating positive relationships with students in the classroom, especially during the school practicum in teacher education
Subject and time specificity of students' cognitive, behavioral, and emotional engagement at school
No full textThis study aimed to better understand the extent of subject specificity in students' engagement across three engagement subdimensions (emotional, behavioral, and cognitive) and over time. We assessed students' engagement in two school subjects (math and German as the language of instruction) at the beginning and end of the first year of upper secondary school (N = 1324). The results of our longitudinal bifactorial modeling showed that the subdimensions had both subject-specific and subject-independent aspects. Emotional engagement was the most subject-specific, and behavioral engagement was the most subject-independent. Subject specificity was higher for math than German and increased over the school year. Furthermore, students' self-concept, self-efficacy beliefs, interest, and grades were more related to subject-specific than subject-independent aspects, especially in math. Our results suggest that it is essential to consider the increasing subject specificity and the variability in subject specificity across dimensions when developing strategies to strengthen students' engagement.
Educational Relevance: Subject-specific engagement is one of the critical factors influencing students' learning and achievement. However, little is known about how subject-specific and how general students' engagement is when they engage in a particular subject. Our study showed that subject specificity is quite high and increases over time. Our results thus encourage teachers to foster students' subject-specific engagement over and above their general tendency to engage at school – and to increase such efforts as students grow older. Given the varying subject specificity of different engagement dimensions, teachers should know that emotional engagement may tip the scales in subject-specific interventions. Separating subject-specific and subject-independent aspects of engagement might support schools in designing more targeted interventions to tackle students' disengagement. It can help to develop strategies that will lead students to become more engaged in individual subjects
The spillover effect of implicit immigrant stereotypes and incidental pandemic threat
No full textThe uncertainty brought about by COVID-19 in times of mass migration adds an extra layer of perceived threat and competition for resources among host residents in migrant-receiving societies. This convergence of perceived threat potentially exacerbates implicit stereotypes about immigrants and can increase intergroup discord. We used panel data and a linear structural equation model to assess the distinct indirect effects of prejudice, as well as positive and negative intergroup emotions, within the associations of contact with immigrants and perceived COVID-19 threat (not directly related to immigrants) among host residents from 7 European countries, the United States, and Colombia (total N = 13,645). In addition, we examined potential underlying explanations regarding the role that implicit stereotypes of immigrants as disease carriers/ spreaders (spillover effect) may play within the aforementioned associations. We introduce the concept of incidental intergroup threat to refer to the spillover of implicit immigrant stereotypes as disease spreaders onto emotional responses related to the presence of newcomers and pandemic threat perceptions. Our findings offer novel evidence that intergroup emotions exert indirect effects, above and beyond the effects of prejudice, vis-a-vis ` the association between intergroup contact and incidental pandemic threat. These results also suggest that, during global health disasters, spillover effects may yield incidental intergroup threats. Future interventions designed to address intergroup exclusionary reactions during disease pandemics could benefit from integrating threat regulation strategies into efforts to prevent spillover effects and incidental intergroup threats within immigrantreceiving societies
Comparison of teleportation and walking in virtual reality in a declarative learning task
Full text linkIntroduction: Virtual reality (VR) offers new possibilities for learning in educational settings by navigating through large 3D virtual environments. When designing VR-based learning applications, developers have to decide between different locomotion techniques to navigate through VR. Since physical activity and walking have been shown to enhance learning, physical walking in VR should increase learning compared to locomotion techniques without physical activity.
Methods: In this study, we examined if learners who are able to walk freely in VR differ regarding their declarative knowledge acquisition from learners who are teleported in VR.
Results: Learning outcomes did not differ between these two conditions, neither immediately after learning in VR nor after a one-day delay. Also, participants’ sense of presence in the virtual environment did not differ between the two conditions.
Discussion: These findings suggest that both teleportation and walking are suitable for declarative knowledge acquisition in VR, and that teleportation may be sufficient enough
What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion
Full text linkIn this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a qualitative study based on structured and semi-structured dialogue, written reflections and previously constructed research to inform a framework to support inclusivity more collectively. Results suggest that nurturing spaces, empathetic relationships, supportive networks and targeted teaching, all contribute to bona fide inclusion, especially if this responsibility is shared and cohesive. Data further revealed that inclusivity is a values-driven process which flourishes when all stakeholders subscribe to common values and tenets regarding socially just educational provision. The authors inculcate the village-mindset, a now popularly received notion, reinforcing the need for active and deliberate dialogue focusing on shared responsibilities and vision. In this paper, we intend to reiterate the need for educational systems which foster more collective, compassionate and nurturing inclusive practice in educational settings
The Complexity of Managing Diverse Communication Channels in Family-School Relations as Seen by Parents and Schools
No full textThe importance of family-school relations and their positive effects on children’s developments is well documented. They can be shaped predominantly by one-way (schools informing parents) or two-way (a partnership approach) communication. When fostering these relationships, schools and families engage on individual and collective levels, using a variety of tools such as text messages, emails, phone calls or personal contacts. A growing body of literature suggests that digital technologies are changing the way families and schools communicate and digital media contacts are often considered to be more immediate and convenient. In this contribution, we present findings from a Swiss project focusing on school websites. Using data from interviews with 33 families and personnel in eight schools (principals, teachers and other staff), we explore how family-school communication is embedded in specific contexts, including rural contexts, and takes place through diverse channels. While parents make use of and appreciate diverse communication channels, schools’ choices of communication channels are often related to specific functions. Overall, we found that one-way information rather than dialogue still dominates family-school relations
