Civic education is generally assumed to play a key role in youth’s political sophistication. It aims to equip young people with the necessary competencies and skills to effectively participate in ...political and civic life. However, few studies have examined the relative importance of different facets of teaching quality within civic education as well as mediating factors for fostering active citizens. The present study seeks to fill this gap by investigating how different facets of teaching quality are associated with adolescents’ willingness to participate in political and civic life and how this relationship is mediated by political knowledge and interest. The study uses original data from
N
= 250 students (
n
= 152 7th graders:
M
age
= 12.54,
SD
= 0.91, range = 11–14, 45% female;
n
= 98 10th graders:
M
age
= 16.12,
SD
= 0.97, range = 15–18, 35% female). The findings show that not all teaching quality facets are equally important. While perceived cognitive activation and open classroom climate were positively associated with students’ willingness to participate, a statistically significant association with discussions of current political events in the classroom was not found. In addition, the relationship between perceived cognitive activation and willingness to participate is fully mediated by students’ political knowledge and interest. This study illustrates the relative importance of different teaching quality facets in civic education and calls for continued efforts to better understand teaching quality in civic education.
Background: School readiness, conceptualized as three components including emotional self‐regulation, social competence, and family/school involvement, as well as absence of conduct problems play a ...key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty‐related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio‐economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent–school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders.
Methods: This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi‐weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self‐regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions.
Results: Results from multi‐level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self‐regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels.
Conclusions: These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio‐economically disadvantaged children.
Introduction: The study aimed to investigate pharmacy, physician assistant studies, and nursing students’ self-report regarding their classroom etiquette and perceptions regarding classroom ...etiquette.
Methods: A survey regarding classroom etiquette was administered to first year pharmacy, physician assistant studies, and nursing students. Statistical analysis was performed to determine differences among various student behaviours and perceptions, and among students of the three academic programmes.
Results: Most students (>84%) indicated that arriving late to class, leaving the classroom during lecture without returning, initiating a conversation with a peer during lecture, and conducting non-class-related activities with electronic devices during lecture are unprofessional. Students self-reported that tardiness and leaving and returning to the classroom during lecture are not rare. Most students (52%) indicated that it is acceptable to have a conversation with a peer while the professor is teaching if the conversation is directly related to the lecture material. Some students (27%) indicated that the non-class-related activities that they conduct during lecture using their laptop or tablet device affected their academic performance. More students reported their academic performance is adversely affected by non-academic use of laptop or tablet device compared to the use of cell phones.
Conclusion: This study suggests there are opportunities to improve student classroom etiquette in various academic settings. Moreover, it may bring a greater awareness to the issue of classroom etiquette, and thereby encourage faculty and administration to evaluate, and/or better enforce policies related to classroom etiquette.
There is growing evidence to support the use of trial‐based functional analyses, particularly in classroom settings. However, there currently are no evaluations of this procedure with typically ...developing children. Furthermore, it is possible that refinements may be needed to adapt trial‐based analyses to mainstream classrooms. This study was designed to expand the trial‐based functional analysis literature by implementing the procedure in 2 mainstream primary school classrooms and validating the analysis through comparison of multiple treatment options, including some that were not indicated by the functional analysis. We also extended the procedure by including a peer‐attention condition and obtaining data from teachers regarding the feasibility of the procedures. For all participants, functional analysis results helped to identify effective treatments. Furthermore, relative effects among treatments were accurately predicted by the functional analysis outcomes. Teachers reported that they understood the logic of functional analysis and found both analysis and treatment procedures to be easy and effective.
The paper presents the international research study conducted in selected Czech and Russian primary schools in 2020. This research was mainly focused on the issue of pupils' relationships with their ...classmates with special educational needs, who are inclusively educated in regular school classrooms. According to the research results, the attitudes of pupils towards their classmates with special educational needs are rather neutral or even slightly negative in primary schools in both countries. However, most teachers do not consider this a problem affecting the classroom climate at all, and it seems that they do not work effectively with this issue as they are not skilled in this area and do not master the appropriate techniques used in support of pupils' relationships and a quality classroom climate. Although there are some differences between the results in Czech and Russian primary schools, we can suggest the improvement in working with diversity, as well as the development of teachers' skills for teaching heterogeneous peer group in a school classroom.
The overall objective of this study was to examine the links between teacher-student relationship quality and student engagement, delimited to affective and behavioural engagement. We used a ...sequential explanatory mixed methods research approach that consisted of a quantitative phase, in which survey data were collected and analysed within a short-term longitudinal design, followed by a qualitative phase, in which focus group interviews and constructed grounded theory analysis were conducted. Participants included 234 students from two Swedish compulsory schools in the quantitative phase, and 120 in the qualitative phase. The quantitative findings revealed that teacher-student relationship quality predicted student engagement one year later, even when controlling for sex, age, and prior student engagement. The longitudinal association between teacher-student relationship quality and student engagement was unidirectional. The qualitative findings reported students' own perspectives on what they considered to be a good teacher and their ideas of how their teachers and classroom setting influence their affective and behavioural engagement at school. Two significant categories emerged: 'teacher being' and 'teacher doing'.
Little attention has been paid to goal structures in health education, despite their well-established roles in motivation and learning. The primary goal of this study was to examine the longitudinal ...relations of classroom goal structures to high school students' (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom use and task values for learning new information about HIV and pregnancy prevention. Results revealed that students' perceptions of a mastery goal structure were positively related to their self-efficacy and task values, and also their knowledge and behavioral intentions one year after the health education curriculum had been delivered. In contrast, students' perceptions of an extrinsic goal structure were not related to their motivation and learning outcomes. Our findings suggest that the implementation of instructional practices focusing on mastery may enhance the efficacy of HIV and pregnancy prevention programs.
Educational Impact and Implications Statement
In the present study, we investigated the relations between students' perceptions of their health education teachers' instructional practices, and outcomes including motivation, knowledge, and behavioral intentions. Results indicated that perceptions of instructional practices that emphasized mastery of academic content were associated positively with motivation, knowledge, and intentions one year after the delivery of a curriculum focused on HIV and pregnancy prevention. In contrast, perceptions of instructional practices that emphasized getting good grades and high test scores were not related to those outcomes. These results suggest that the application of mastery-oriented instructional practices in health education classrooms may improve the efficacy of curriculum-based health education programs.
This book describes important landmarks in the study of learning environments. First conceptualized as 'classroom climate', the field expanded considerably from its roots in science education. ...Promising areas for future research now include a range of diverse contexts and applications.
Introduction The pandemic increased the speed at which education had to evolve into the digital age. While digital tools create possibilities, new forms of classroom disruptions appear. Classroom ...disruptions as essential part of classroom management may take away students’ precious learning time and the associated stress could put teachers’ health at risk. Methods We conducted a semi-structured, guideline-based interview study with teachers from Germany and asked them about experienced disruptions in digital teaching (RQ1 and RQ2), their prevention and intervention strategies (RQ3) as well as their opinions on potentials and risks of the digital evolution in teaching (RQ4). Findings Findings show that digital teaching is affected by already known and by new types of disruptions. Teachers use their existing experiences to adapt to these new challenges. Simultaneously they reflect on the changes in teaching due to the increased digital involvement and identify potentials for improved teaching in the future. Discussion Based on the research literature and our interview findings a 2D graph of classroom disruptions is developed to systematize disruptions in context of digitalization.
This study functioned as a digital literacy technique that aided in raising students' motivation and classroom dynamics in reviewing writing structure, terminologies, and related knowledge. This ...study investigated the effects of integrating questioning strategies with the game-based student response system (GSRS), Kahoot!, into English literature courses. Specifically, this study explored students' perception of Kahoot! on raising engagement and classroom dynamics while reviewing writing structure, terminologies, and knowledge in the EFL online classrooms. This research is based on the premise of intrinsic motivation and game flow. A total of 276 undergraduate learners were observed in the study, including 233 (154 female and 79 male) surveyed from two English language classrooms. Data that emerged within the EFL context shed light on how and when Kahoot! positively influences students' learning experiences, including boosting students' enthusiasm, encouraging inquisitiveness and contribution in identifying knowledge gaps, and understanding the subject matter. The study utilized a t-test and one-way ANOVA, which revealed that students have positive attitudes toward a game-based approach in English learning, suggesting that educational competitions in the classroom reduce interferences and cultivate the quality of teaching and learning beyond what is offered in traditional classrooms.
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