Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between ...interaction partners, we propose a reciprocal effects model linking teachers' and students' enjoyment in class. The model suggests that there are positive reciprocal links between teachers' and students' enjoyment and that these links are mediated by teachers' and students' observations of each other's classroom behaviors. The model was tested using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers (78% female) and their 1,643 students from Grades 5 to 10 (57% female). A multilevel structural equation model confirmed our mediation hypotheses. Teacher enjoyment at the beginning of the school year (Time 1 T1) was positively related to student perceptions of teachers' enthusiasm during teaching 4 weeks later (T2), which was positively related to student enjoyment at midterm (T3). Further, student enjoyment at T1 was positively related to teacher perceptions of their students' engagement in class at T2, which was positively related to teacher enjoyment at T3. This study is the first to provide longitudinal evidence of reciprocal emotion transmission between teachers and students. Implications for future research and teacher training are discussed.
Educational Impact and Implications Statement
Researchers, educational policymakers, and the general public agree that teachers should radiate enjoyment and thus "infect" their students with excitement about learning. However, emotional contagion in human interaction is not a one-way street. In this research, we proposed that teachers' and students' enjoyment in class are reciprocally linked via mutual social perceptions of how enthusiastic and engaged the interaction partners are. We tested our assumptions using 3-wave longitudinal data collected from approximately 70 classrooms (teachers and their students) across the first 6 months of a school year. The results fully confirmed our expectations. Our findings imply that teachers' emotional experiences in class depend on their students' emotions as much as students' emotional experiences depend on their teachers'. It thus seems that for classrooms to be enjoyable places for everyone involved, one must consider the needs and desires of both learners and teachers.
Although studies on instructional leadership are culturally and contextually specific, research in the Chinese high school settings remains scarce. This study attempts to examine the relationship ...between instructional leadership and the dimensions of teacher commitment with collective teacher efficacy as a mediator. Data were collected from 357 teachers in five Chinese Independent High Schools in Penang, Malaysia. Data were analyzed using partial least squares structural equation modeling method. Findings revealed that instructional leadership has a significant and direct relationship with teacher commitment to school-, students-, and teaching except the dimension of teacher commitment to profession. Collective teacher efficacy has a significant mediating effect between instructional leadership and each dimension of teacher commitment, namely commitment to school-, students-, teaching-, and profession. This study provides empirical findings for both local and international scholars to further explore the evolving dynamics between instructional leadership, collective teacher efficacy, and teacher commitment in future studies.
In a study conducted across an urban school district, we tested a classroom-based intervention in which students were taught online evaluation strategies drawn from research with professional fact ...checkers. Students practiced the heuristic of lateral reading: leaving an unfamiliar website to search the open Web before investing attention in the site at hand. Professional development was provided to high school teachers who then implemented six 50-minute lessons in a district-mandated government course. Using a matched control design, students in treatment classrooms (n = 271) were compared to peers (n = 228) in regular classrooms. A multilevel linear mixed model showed that students in experimental classrooms grew significantly in their ability to judge the credibility of digital content. These findings inform efforts to prepare young people to make wise decisions about the information that darts across their screens.
Educational Impact and Implications StatementThis study tested the effectiveness of an intervention that taught high school students to make sound decisions on the Internet. Less than 6 hr of classroom instruction significantly improved students' judgment about the credibility of online sources.
Abstract
Introduction/Objective
There is a current pathologist shortage in the United States (US) exacerbated by both a retiring population of aging pathologists and limited medical student exposure ...to formal pathology and clinical laboratory medicine training. This is supported by data from the National Residency Match Program (NRMP) between 2000 to 2019, which shows a “40% decrease in the number of American medical school graduates applying to pathology residency programs”. This limited exposure to pathology has led to a shortage of other lab professionals, too, and has affected more than just medical students. Both undergraduates and high school students have little access to literature discussing the perceptions of pathology professions, which impacts their abilities to consider pathology as a possible future career. Understanding these recent trends, Pathology Outreach Program (POP) was established in 2018 to determine current US high school students' perceptions of pathology and raise awareness towards the importance of careers in lab medicine via interactive PowerPoint sessions.
Methods/Case Report
Before sessions, an online Google Forms (“pre-course”) survey was distributed which students could voluntarily and anonymously complete.
Results (if a Case Study enter NA)
From February 2018 to May 2022, 162 high school students completed the pre- course survey (n=162) in Chicagoland and Michigan Schools. Although 130 students (80.2%) stated they were inclined towards a career in medicine/healthcare and 112 students (69.1%) had admitted to being aware of the pathology field, only 18 students (11.1%) stated “Yes” when asked if they understood the roles of pathologists. Furthermore, 127 students (78.4%) reported they were uninformed to the career pathways of a pathologist or pathology-related professional, and 142 (87.7%) reported not ever meeting a pathologist before.
Conclusion
This data suggests inadequate current US high school student accessibility to pathology professions and supports the continual need for pathology outreach initiatives like POP in increasing pathology exposure to high school students.
The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' ...achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from preschool to high school. A distinction was made between positive relationship aspects (e.g., closeness) and negative relationship aspects (e.g., conflict). Meta-analytic structural equation modeling showed that, overall, the associations between both positive relationships and achievement and negative relationships and achievement were partially mediated by student engagement. Subsequent analyses revealed that mediation is applicable to both primary and secondary school. Only the direct association between positive relationships and engagement was stronger in secondary school than in primary school. Finally, partial mediation was also found in the longitudinal subsample.
The report of the 20th CPC National Congress for the first time has integrated and deployed education, science and technology and talents in one, which is of great strategic significance and ...far-reaching influence. 1 In the new era, young people are facing more opportunities and challenges, and social competition is becoming increasingly fierce. So the standards of Chinese qualified talents must include physical and mental health, integrity and ability. As an important part of the social group, high school students are overwhelmed by the high expectations of their schools, families and society. When they encounter setbacks such as unsatisfactory academic performances or emotional failures, they are often unable to withstand the blows, and may become dispirited or even mentally disturbed. High school students are in the best years of their lives, we should help them overcome the difficulties in studies and emotions, and use scientific spirit and methods to carry out effective frustration education, so that they can be optimistic and live a sunny life.
Science educators incorporate collaborative engagement in model-based argumentation to meet curricular goals and build students' capacity for scientific epistemic and social practices. During ...collaboration, groups encounter various challenges (e.g., lack of task understanding) and engage in social regulation to overcome them. However, little is known about whether and how various contextual factors (e.g., teacher presence, classroom climate, or academic discipline) can influence the nature of students' collaboration and social regulation. The purpose of our qualitative case study was to examine how one such contextual factor, teacher presence, related to high school students' discourse interactions and social regulation of learning during a collaborative model-based scientific argumentation task. In one classroom, the teacher was continuously present during groups' discussions. In the other classroom, the teacher was intermittently present. We found that groups with a continuously present teacher had high on-task engagement that was teacher-led, with the students relying on the teacher for regulation. Groups with intermittent teacher presence had more off-task interactions but also engaged in more dialogic argumentation discourse with each other, initiating and enacting more modes of social regulation of learning than the other groups. These findings suggest that teachers must thoughtfully manage their presence and absence to instruct, model, scaffold, and fade their support for both scientific argumentation and the social regulation skills necessary to productively enact that argumentation, intentionally varying emphasis on one or the other. These findings highlight the importance of future research on teacher presence and other contextual factors that can affect how students collaborate and learn.
Bringing systems thinking into the classroom Gilissen, Melde G. R.; Knippels, Marie-Christine P. J.; van Joolingen, Wouter R.
International journal of science education,
05/2020, Letnik:
42, Številka:
8
Journal Article
Recenzirano
Odprti dostop
Systems thinking is the ability to reason about biological systems in terms of their characteristics and can assist students in developing a coherent understanding of biology. Literature reports ...about several recommendations regarding teaching systems thinking, while it seems that systems thinking has not reached classroom practice. The main aim of this study was to identify design guidelines to implement systems thinking in upper-secondary biologyeducation. Based on the recommendations of literature and experience a teacher team developed, tested and evaluated two lessons in two upper-secondary biology classes (15-16 years old students, n = 26, n = 19) using Lesson Study. Lesson one focused on the application of seven system characteristics: boundary, components, interactions, input & output, feedback, dynamics, and hierarchy. Lesson two focused on the improvement of students' understanding of the characteristics feedback and dynamics by using a qualitative modelling approach. Based on classroom observations, student products and interviews, the results suggest that a first step is made: most students are able to name and apply the seven characteristics. It seems important to pay attention to the: (1) introduction of the seven characteristics; (2) application of the characteristics in a wide variety of contexts; (3) individual characteristics; (4) explicit use of system language.
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