Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 133, P. 104295 - 104295

Published: Aug. 8, 2023

This paper aims to understand how teachers' learning relates core personal, contextual and outcome variables in Lesson Study. Primary secondary Mathematics teachers from 59 schools formed Study groups. 214 participated at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor regression analyses. Results showed strong linkages between teacher learning, professional identity, quality dialogue, school support, Study, student learning. The findings provide evidence mechanisms through which development initiatives impact on Practical implications for realizing high-quality are derived.

Language: Английский

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Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience

Education Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 487 - 487

Published: April 14, 2025

The influence of educators’ demographic characteristics on learner academic performance has garnered attention, particularly in developing countries. However, gaps remain understanding the relationship between factors, professional qualifications, and student performance, especially under-resourced educational environments; this study examines impact educator demographics qualifications performance. investigates four key objectives: (i) analysing (ii) evaluating effect factors (iii) comparing relative (iv) assessing validity Mincer’s Earnings Function capturing diminishing returns to experience. Using secondary data from South African School Administration Management System (SA-SAMS), 70 educators across five schools. An Ordinary Least Squares (OLS) regression model is employed for estimation, with Robust (RLS) used as a validation technique ensure result consistency. empirical results reveal that teaching experience gender significantly whereas age formal exhibit no statistical effect. findings further confirm experience, indicating while enhances its marginal declines beyond certain threshold.

Language: Английский

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Impact of pharmacology perception and learning strategies on academic achievement in undergraduate pharmacy students

Scientific Reports, Journal Year: 2025, Volume and Issue: 15(1)

Published: May 12, 2025

Pharmacology is a cornerstone of pharmacy education, bridging biomedical sciences with clinical application. Understanding students' perceptions pharmacology's relevance can influence their learning strategies and academic performance. Despite its significance, gaps remain in understanding how different impact pharmacology education. This study aimed to assess the perceived role adopted by undergraduate students, on achievement across years. Additionally, internal consistency factor load analysis applied questionnaire were evaluated ensure reliability. A cross-sectional was conducted at University Gondar from June 1, 2024, August 30, involving 210 students second fifth year. Data collected using structured, self-administered that assessed demographics, pharmacology, strategies, achievement. Descriptive inferential statistics, including Pearson's correlation, multiple regression analysis, (Cronbach's alpha), performed SPSS version 26. The included 120 male (57.1%) 90 female participants (42.9%). Participants reported engaging deep (mean score: 3.75) more frequently than surface 2.85). strong positive correlation (r = 0.72, p < 0.01) found between while showed negative -0.34, 0.01). One-way ANOVA revealed significant differences strategy use years (F 5.23, 0.002). Factor confirmed effectively captured constructs related Cronbach's alpha 0.85, indicating good consistency. findings highlight importance education success. Encouraging enhancing may improve educational outcomes. Future research should incorporate longitudinal studies track changes over time long-term

Language: Английский

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Delving into primary students’ conceptions of artificial intelligence learning: A drawing-based epistemic network analysis

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: June 27, 2024

Language: Английский

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The Effects of Short Online Pedagogical Courses on University Teachers' Conceptions of Learning and Engaging Students During Lectures

Online Learning, Journal Year: 2024, Volume and Issue: 28(2)

Published: June 1, 2024

Pedagogical training has been seen as an efficient tool to train university teachers understand and foster active learning. The aim of this study was examine the effect a short online pedagogical course on development teachers’ conceptions learning from two perspectives: role prior knowledge engaging their students during lectures. measured through self-reports questionnaires before after (N=108). results showed increase in perception importance process decrease idea remembering. Additionally, awareness developing lectures increased completing course. outcomes indicate benefits courses for especially academics who have not had any studies pedagogy.

Language: Английский

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