The COVID-19 pandemic has profoundly changed university teaching and learning formats, leading to a significant increase in online learning. Consequently, the crisis has facilitated the potential ...development of this educational modality. However, researchers need adapted and validated instruments to assess the online learning climate in universities.
This study aimed to adapt and psychometrically validate the Online Learning Climate Scale (OLCS) for Chilean university students.
Quantitative research was conducted with a non-experimental and cross-sectional, design executed in two phases: the first was oriented to the cultural adaptation of the instrument, and the second was focused on analyzing its psychometric properties in a sample of 491 university students.
A translated and culturally adapted version was obtained, composed of 15 items distributed in a factorial structure composed of four dimensions that showed excellent adjustment to the data
(84) = 189.628;
< 0.001; CFI = 0.979; TLI = 0.973; RMSEA = 0.051 (IC90% 0.044-0.059); SRMR = 0.028; internal consistency was estimated through Cronbach's alpha and ranged between 0.892 and 0.955, and strict invariance between men and women was achieved.
The Online Learning Climate Scale (OLCS) is a valid and reliable measure for measuring the online learning climate within the Chilean higher education context so that it can be used both in research and in monitoring management programs in educational environments.
Classroom emotions are major predictors of student learning and academic outcomes. Emotions might be of particular significance in civic education, where oftentimes highly controversial and heated ...debates take place.
We aimed to examine antecedents and effects of emotions in civic education through the lens of the control-value theory. Specifically, we investigated the classroom climate during discussions of political and social issues as an antecedent of students’ enjoyment, shame, anxiety, and boredom, in addition to a possible mediation effect of these emotions on political knowledge and participation as core outcomes in this domain.
Participants were 1162 students from vocational schools (grades 10–13).
Multilevel structural equation modeling was used for the analysis.
We found a positive relation between an open classroom climate and enjoyment and negative relations with anxiety and boredom. No support was provided for the relation to shame. Enjoyment related positively, and all negative emotions (shame, anxiety, boredom) negatively to achievement on the knowledge test. All activating emotions (enjoyment, shame, anxiety) related positively to intended political participation. Furthermore, enjoyment mediated the association between classroom climate and intended political participation at the student level.
This study strongly supports the theoretical assumptions of the control-value theory. Pedagogically, the results imply that fostering a classroom context that is open to diverse opinions can prevent the experience of negative emotions and increase students’ experience of enjoyment.
•Open Classroom climate was related to enjoyment (+), anxiety (−) and boredom (−).•Enjoyment related positively to political knowledge and participation.•Boredom related negatively to political knowledge and participation.•Anxiety and shame related positively to participation and negatively to knowledge.•Enjoyment mediated the relation of classroom climate with political participation.
In studies on the motivational classroom climate -CMC- the need to delve into socio-affective aspects that make up the pedagogical relationships -PR- between teachers and students that affect the ...closeness and communication is recognized. That is why this work seeks to validate the design of two evaluation instruments focused on PR (Closeness/Conflict Scale and Motivational Communicational Scale) applied to 459 students from technical secondary schools (Argentina) and establish links with the CMC as well as with the satisfaction and interest achieved in terms of the relevance of school learning. The results found prove that the two assessment scales created meet measurement guarantees, showing encouraging reliability, internal, convergent and predictive validity data. Likewise, the relationships between the Motivational Communication and Closeness scales are strong since significant correlations were found. The relationship model between communication/closeness/conflict turned out to explain the satisfaction that students perceive of their teachers, demonstrating the importance of the main determinants of PR (closeness, communication and conflict) for the CMC and contributing to the evaluation of educational interventions focused on improving the climate.
From Integration to Marginalization Hendra Kurniawan; Nana Supriatna; Agus Mulyana ...
Historia social y de la educación,
05/2023
Journal Article
Peer reviewed
Open access
This study analyzes changes in the representation of the Chinese Indonesian or Tionghoa in history textbooks in Indonesia. There are two history textbooks under study, each published during the ...Guided Democracy and New Order periods. The focus of this study is on the topic of the Chinese people’s resistance to colonialism. A qualitative approach is used in this study with the Critical Discourse Analysis (CDA) method. The results show that there has been a change in the discourse of the representation of the Chinese Indonesian in history textbooks. During the Guided Democracy period, the Chinese were represented by a discourse of integration as part of the Indonesian nation which participated in the resistance against colonialism. During the New Order era, there was a change in political direction which encouraged assimilation with discriminatory practices against the Chinese. Prejudice and stereotypes against Chinese Indonesian people in Indonesia are strengthening. They were marginalized and removed from history textbooks. This research contributes to inclusive history education through the writing of history textbooks and their lessons which represent the Chinese Indonesian as part of diversity for national integration.
High turnover among teachers can threaten students' academic achievement. Thus, the current study investigated the associations between discipline problems, classroom emotional climate (CEC), and ...teachers’ turnover intention. Moreover, a randomized control design was employed to examine whether including another teacher in the class, moderated the association between CEC and turnover intention. 5830 students in first grade, and 300 class-teachers participated in the study. Significant relationships between discipline problems and CEC and between discipline problems and turnover intention was revealed. Moreover, CEC was associated with turnover intention in the one-teacher classes, whereas the same association was non-significant in the two-teacher classes.
•Teachers who experienced discipline problems, had stronger intentions to leave their job.•When discipline problems were present, the classroom emotional climate was reported by students to be poorer.•Classroom emotional climate related to turnover intentions in the one-teacher classes, but not the two-teacher classes.•A second teacher resource might reduce the negative relation between classroom emotional climate and intention to leave.
Trying to learn the names of students is a challenging semester ritual for many professors and graduate students. In support of this endeavor, research suggests that learning students' names promotes ...greater student participation and engagement (Auster and MacRone
1994
; Pearson and Lucas
2011
). However, both research and practical pedagogical advice has typically focused only on the importance of students believing that instructors know their names. Consequently, we know little about students feeling recognized by name by other students. To further explore this issue, this study analyzes both the predictors and outcomes of student name recognition. The results of the study underscore the value of instructors learning names, showing that the belief that an instructor knows one's name is linked with a lower likelihood of feeling nervous while speaking in class. Classroom characteristics were also linked with student experiences, with finding the class interesting and the more lecture-oriented class both being associated with students perceiving greater classroom community.
Student perceptions of the classroom environment are used as a policy-relevant marker of teacher quality. Yet the influences on students' perceptions are less well understood. We examined (a) whether ...individual-level factors (achievement goals, perceptions of their previous classroom, and teacher ratings of ability) were associated with students' perceptions of teacher emotional support, and (b) whether classroom observations of teacher unfairness/unfriendliness predicted systematic within-classroom variation in students' reports of emotional support. Multilevel analysis of 1303 students in 80 7th grade mathematics classrooms indicated that students' perceptions of their 6th grade teacher, mastery orientation, and the teacher's perceptions of ability predicted end-of-the-year perceptions of emotional support. Although the observed level of teacher unsupportiveness did not predict mean-level of emotional support, students' perceptions of their teachers were more variable in classrooms observed as higher in unfairness/unfriendliness. Investigating heteroskedasticity highlights the importance of using methods for understanding variability in students' perceptions of the classroom.
•Sought to understand what predicts students' perceptions of emotional support.•Sample was 1303 7th grade students in 80 mathematics classrooms.•Observations did not predict mean-level but predicted within-classroom variance.•Mastery goals and students' previous perceptions predicted mean-level perceptions.•Teacher's rating of the student also predicted mean-level perceptions.
•The State Model of IECMHC was successfully implemented in diverse early childhood settings, including community-based childcare and school-based pre-K.•Using a longitudinal, matched comparison group ...design and direct observations of teachers, we found a significant positive effect on teachers’ observed abilities to foster socially and emotionally healthy climates in early childhood classrooms in the Directions and Rules domain and the Equity auxiliary dimension on the CHILD observational tool.•On the Equity dimension, White teachers in the intervention group had significantly lower scores than Black and Hispanic teachers who received the intervention.•Although a core competency of infant and early childhood mental health consultation is the ability to work effectively throughout diverse cultures and communities, qualitative interviews with consultants working with teachers revealed that they often did not feel fully prepared and confident to address racial and cultural inequities they perceived with program staff or administrators.
Through relationship building and collaboration, Infant and Early Childhood Mental Health Consultation (IECMHC) aims to increase early childhood professionals’ capacity to promote children's mental health and reduce the use of exclusionary discipline practices. We conducted a three-year pilot study of a cross-system, embedded model of IECMHC to address gaps in the literature regarding provider and classroom outcomes. Using a matched-comparison group design, the study examined differences between staff in intervention and comparison programs in their ability to create classroom climates that promote children's social and emotional development and explored factors associated with classroom climates. A sample of 120 teachers participated in surveys over a 21-month implementation period. A subsample of teachers participated in classroom observations (n = 28) using the Climate of Healthy Interactions for Learning & Development (CHILD) tool (Reyes & Gilliam, 2017) and semi-structured interviews (n = 30). Regression analyses revealed a significant relationship between the intervention and classroom climate in two domains, directions and rules and equity. Interview data supported these findings and provided further evidence of changes in teacher attitudes and behaviors. We conclude that teachers who received the IECMHC model showed improved ability to establish certain aspects of healthy social and emotional classroom climates. We also recommend further study of this model using matched-comparison group designs and direct observations of teacher practice.
Teachers’ interpersonal communication skills and strategies have been widely considered effective pedagogical tools in academia. Despite the growing research in this area, unraveling the power of ...English as a foreign language (EFL) teachers’ self-disclosure in shaping classroom climate and immediacy has been relatively left intact. To fill the gap and provide new insights into this strand of research, the present article was an effort to present a theoretical analysis of the interplay of self-disclosure, classroom climate, and immediacy. In so doing, the definitions, conceptualizations, dimensions, underlying theories, and empirical evidence in support of the interaction among these three constructs were presented. Moreover, practical implications for EFL teachers, teacher trainers, and L2 scholars were provided to raise their awareness of interpersonal communication skills and their outcomes in academia. Finally, the study provided some suggestions for further research in this line of inquiry.
•The personal and social development indicators are associated with academic performanceü.•The indicator scores had a greater correlation on academic performance in low/middle-low socioeconomic ...background Schools.•The values ≤ 70 in the indicators were associated with unimproved (i.e., maintained or decreased) academic performance.•The personal and social development indicators allow to evaluating educational quality from a broader perspective.
The objective of the present study was to determine the association of academic performance with personal and social development indicators in Chilean schools from the results of the 2016 national education study and to determine the relationship of these results with the schools’ socioeconomic background. The results from 2891 schools that participated in the 2016 national education study were analyzed. This examination considered academic performance (2016 vs 2015) and personal and social development indicators. The indicators with values ≤ 70 were associated with unimproved academic performance (i.e., maintained or decreased). Moreover, the indicators had a greater correlation with academic performance on low/middle-low socioeconomic background Schools. This finding may be useful in the discussion and implementation of public policies in Chile.
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