The association between school climate, teacher emotions, and adaptive instruction DOI Creative Commons
Masoumeh Kouhsari, Xianhan Huang, Chan Wang

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Дек. 17, 2024

Introduction Although adaptive instruction has become increasingly important as a component of effective instruction, the mechanism remains underexplored. This study examined potential associations between school climate and teacher emotions on instruction. Methods used cross-sectional approach with sample included 2,880 primary teachers from Chongqing, China. Results The results indicated that five dimensions examined, collaboration, student relations, instructional innovation had positive significant Regarding teachers’ emotions, enjoyment was positively while anxiety negatively associated Discussion As play roles in policymakers educators should focus fostering experiences emotions. finding an adverse role teacher’s negative emotion shaping may be intervention programs pieces training for both pre-service in-service teachers.

Язык: Английский

Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence DOI Creative Commons
Andreas Lachner, Leonie Sibley, Salome Wagner

и другие.

Educational Psychology Review, Год журнала: 2024, Номер 36(1)

Опубликована: Март 1, 2024

Abstract In educational research, there is the general trade-off that empirical evidence should be generalizable to applicable across contexts; at same time, as specific possible localizable in subject-specific interventions successfully transfer practice. This further increased by fact diverse instructional contexts, such school or student characteristics constrain applicability of evidence. Several approaches have been proposed address this issue, however, emphasized different problems (i.e., localization, generalization, transferability) rather an isolated manner. To end, article, we introduce a synergistic approach, LoGeT (localize, generalize, transfer) model, which systematically integrates co-design (localization strategies) and ManyClasses principles (generalization with co-constructive activities, generate may illustrate present three long-term projects, covering granularities durations fields education (teacher education, adaptive teaching, non-interactive teaching) applied approach. Finally, outline directions for future iterations model. We hope approach stimulus guide researchers well practitioners alike design evidence-based are rooted localized contexts.

Язык: Английский

Процитировано

2
Does Technology-Based Non-Interactive Teaching Enhance Students’ Learning in the Classroom? DOI Creative Commons
Leonie Sibley, Heike Russ, Gufran Ahmad

и другие.

Computers and Education Open, Год журнала: 2024, Номер 7, С. 100233 - 100233

Опубликована: Ноя. 14, 2024

Язык: Английский

Процитировано

1
Uncovering the Relationship Between Technology-Enhanced, Adaptive Teaching and Situational Interest in Mathematics in a Randomized Controlled Trial DOI Creative Commons
Tim Fütterer, Emely Hoch, Hanna Dumont

и другие.

Research Square (Research Square), Год журнала: 2024, Номер unknown

Опубликована: Ноя. 1, 2024

Abstract Previous research has shown that students’ interest typically declines across secondary school, likely resulting from a mismatch between their needs and the school environment. Technology-enhanced adaptive teaching may allow teachers to better tailor instruction needs, including interests; thus, this approach be promising in regard. The objective of study was gain insight into associations equipping students with tablet computers (1:1 technology), student-perceived teaching, students' situational interest. We used questionnaire data (i.e., two measurement points: t0 = baseline; t1 4 months later) longitudinal project tabletBW meets science 2,601 (Grade 7, Gymnasium, Germany) attending 28 schools. Fourteen schools were randomly chosen given 1:1 technology for students; intervention condition). other 14 not such equipment (control assessed how mathematics associated use (intervention vs. control) teaching. Results multilevel models showed had statistically significant effect on interest, partly mediated by Moreover, knowing math adolescence, our results indicate classrooms might offer way implement more lessons have potential provide appropriate degree challenge thus spark mathematics.

Язык: Английский

Процитировано

0
The association between school climate, teacher emotions, and adaptive instruction DOI Creative Commons
Masoumeh Kouhsari, Xianhan Huang, Chan Wang

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Дек. 17, 2024

Introduction Although adaptive instruction has become increasingly important as a component of effective instruction, the mechanism remains underexplored. This study examined potential associations between school climate and teacher emotions on instruction. Methods used cross-sectional approach with sample included 2,880 primary teachers from Chongqing, China. Results The results indicated that five dimensions examined, collaboration, student relations, instructional innovation had positive significant Regarding teachers’ emotions, enjoyment was positively while anxiety negatively associated Discussion As play roles in policymakers educators should focus fostering experiences emotions. finding an adverse role teacher’s negative emotion shaping may be intervention programs pieces training for both pre-service in-service teachers.

Язык: Английский

Процитировано

0