Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology : A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners: To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society : The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.

Aim/Purpose: The purpose of this study is to determine the impact of pre-listening activities on Arabic-speaking EFL learners’ comprehension of spoken texts. Background: This study aims to contribute to the current research and to increase our understanding about the effectiveness of pre-listening activities. Specifically, this study seeks to clarify some of the research in this area that seems to be incongruent. Methodology: The study investigates two widely implemented activities in second language (L2) classrooms: vocabulary preteaching and content previewing. Ninety-three native-Arabic speaking EFL learners, whose proficiently levels were beginner, intermediate, or advanced, were randomly assigned to a control group or one of three experimental groups: the vocabulary-only (VO) group, content-only (CO) group, or vocabulary + content (VC) group. Each of the experimental groups received one of the treatments to determine which pre-listening activity was more effective and whether additional pre-listening activities yield additional comprehension. Listening comprehension of the aural text was measured by a test comprising 13 multiple-choice and true-false questions. Contribution: The present study provided additional explanations regarding the long-standing contradicting results about vocabulary preteaching and content previewing. Findings: The results showed that pre-listening activities had a positive impact on Arabic-speaking EFL learners’ listening comprehension, with the VO group significantly increasing their scores on the posttest compared to those of the control or other groups. Vocabulary preteaching was particularly beneficial for more advanced learners. With regard to which pre-listening activity contributed the most to better listening comprehension, vocabulary preteaching was the most effective. Content previewing did not increase comprehension for the CO group and had no additional benefit for the VC group. Recommendation for Researchers: This paper recommends that researchers explore new pre-listening activities that have never studied. Future research should be extended to include other nations and contextual situations to extend our knowledge about the effect of pre-listening activities. As far as listening comprehension can only be achieved when listeners are attentive and engaged, the listening text should be interesting and the lexical coverage of the listening text should be appropriate for all participants. Future Research: The results are to be interpreted carefully because they are limited by the students’ L2 proficiency, demographic, and cultural backgrounds (i.e., first language (L1) proficiency, age, gender, Middle Eastern culture). Results might be quite different if the study was conducted with different populations who have different life and language learning experiences (Vandergrift & Baker, 2015). Therefore, the results of this study indicate there is much room for improvement and a need for further research.

Power in business schools is ubiquitous. We develop individuals for powerfull positions. Yet, the way we deal with power is limited by our utilitarian focus, avoiding the visceral nature of power. In relation to this we address two questions business schools don't ask: what is the experiential nature of power? How are we teaching power? We use experiential, aesthetic developments on power in the social sciences to critique the rational-utilitarian stance on power found in business schools, drawing on the work of Dewey and French philosopher Levinas to treat power as a lived phenomenon. We overview and critique approaches to teaching power in business curricula informed by our own research on Executive MBA students learning through choral conducting. Taking an appreciative-positive stance, this research showed students developing new, non-rational, non-utilitarian understandings of power. They developed nuanced learning on the feeling, relationality and responsibility of exercising power. Coming out of this we argue for more experiential and reflexive learning methods to be applied to the phenomena of power. Finally we shine a reflexive light on ourselves and our 'power to profess', suggesting ways we can change our own practice to better prepare our students for the power they wield.

N/A -- no abstracts in FTEs I believe

Book Review

Improving equity in data science, edited by Colby Tofel-Grehl and Emmanuel Schanzer, is a thought-provoking exploration of how data science education can be transformed to foster equity, especially within K-16 classrooms. The editors advocate for redefining

The pay dispute could also spread to include the Northern Ireland Civil Service.

Chris and Karen are grandparents and educators. They've found a tremendous tool for helping kids solve real-world problems-CBN Animation's Superbook. It's brought the Bible to life for their grandkids and given them a biblical worldview. ...

How can I teach complex concepts, such as center of mass and physics, that are required to instruct operators on the use of heavy equipment?

Washington – Threats of physical violence from students can result in teachers becoming discontented with the profession – and sometimes quitting it altogether, according to a newly released report from the Bureau of Justice Statistics and the National Center for Education Statistics.

East Lansing, MI – Less-experienced teachers are more likely to experience burnout if co-workers feel the same way, suggests a recent study from researchers at Michigan State University and the University of Virginia.

Columbus, OH — One out of five teachers who experiences physical or verbal violence on the job does not report it to school administrators, according to a study led by researchers at Ohio State University.

Atlanta — As a new school year gets underway, the Agency for Toxic Substances and Disease Registry has released two teacher training videos as part of a campaign intended to call attention to the dangers of mercury exposure.

Portland, OR — Episodes of agitated student behavior – including verbal abuse of fellow students and teachers, as well as physical acts such as hitting, weaponizing school supplies, and destroying school or student property – may foster a “disrupted learning environment” that puts teachers’ safety and health at risk, according to a recent report from the Oregon Education Association.

Washington — A third of teachers and nearly 2 out of 5 school administrators have experienced verbal harassment or threats of violence from students during the COVID-19 pandemic, results of a recent American Psychological Association survey show.

London — Although spending time on work-related activities while on vacation can help reduce your anxiety levels when returning to the job, it also impairs recovery from work exhaustion, results of a recent study out of England suggest.

Columbus, OH — Schools that foster a culture of deep engagement in learning – rather than prioritize grades and test scores – may be keeping teachers safe from violence, researchers claim.

Denver — Young people who participated in an introductory workplace safety and health training session significantly boosted their knowledge of and attitude toward the topic, results of a recent study show.

Dover, DE — More than half of public school teachers have been the target of verbal aggression or threats by a student in the past three years, according to a recent survey conducted by the Delaware State Education Association.

When I was an electrical engineer building emergency wireless communications networks, I learned about the importance of having backups—sometimes the hard way, with a 3 a.m. phone call reporting a system is down and the backup system didn’t kick in.

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The post Key facts about public school teachers in the U.S. was curated by information for practice.

Volume 29, Issue 7, October 2024. Read the full article ›

The post Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching: methodological challenges and innovations was curated by information for practice.

Faculty members recognized for outstanding teaching and mentoring

The Rev. Bernard Randall, an ordained Church of England chaplain, has taken legal action against Archbishop of Canterbury Justin Welby for blocking a disciplinary case against the Bishop of Derby who labeled him a safeguarding risk due to his traditional Christian views on gender identity..

As student absenteeism reaches record highs in schools across the United States, new research finds that student absences are linked to lower teacher job satisfaction, raising concerns that this may exacerbate growing teacher shortages.

Animations, videos and 3D models have been designed to visualize the effects of symmetry operators on selected cases of crystal structures, pointing out the relationship with the diagrams published in International Tables for Crystallography, Vol. A.

A series of animations, videos and 3D models that were developed, filmed or built to teach the symmetry properties of crystals are described. At first, these resources were designed for graduate students taking a basic crystallography course, coming from different careers, at the National Autonomous University of Mexico. However, the COVID-19 pandemic had the effect of accelerating the generation of didactic material. Besides our experience with postgraduate students, we have noted that 3D models attract the attention of children, and therefore we believe that these models are particularly useful for teaching children about the assembled arrangements of crystal structures.

The users of synchrotron light are now tens of thousands throughout the world. Paradoxically, many of them do not know much about the early history of their domain. This is regrettable, since education about the initial developments makes it easier to fully understand synchrotron radiation and effectively use its amazing features. Scarcely known, in particular, is the key role of scientists working in Frascati, Italy. Partly based on his personal experiences, the author reports here relevant aspects of this story, including a pioneering French–Italian experiment that started in the early 1960s, and the Frascati contributions in the 1970s and 1980s to the birth of synchrotron light research. Finally, the unwise strategic decisions that prevented Italy from achieving absolute leadership in this domain – in spite of its unique initial advantages – are analyzed.

; Credit: /Ryan Raphael for NPR

To say Leah Juelke is an award-winning teacher is a bit of an understatement. She was a top 10 finalist for the Global Teacher Prize in 2020; she was North Dakota's Teacher of the Year in 2018; and she was awarded an NEA Foundation award for teaching excellence in 2019.

But Juelke, who teaches high school English learners in Fargo, N.D., says nothing prepared her for teaching during the pandemic.

"The level of stress is exponentially higher. It's like nothing I've experienced before."

It's a sentiment NPR heard from teachers across the country. After a year of uncertainty, long hours and juggling personal and work responsibilities, many told NPR they had reached a breaking point.

Heidi Crumrine, a high school English teacher in Concord, N.H., says this has been the most challenging year she's ever encountered in her two decades of teaching.

"And I say [that] as someone who started her first day of teaching on 9/11 in the Bronx in New York City."

Teaching is one of the most stressful occupations in the U.S., tied only with nurses, a 2013 Gallup poll found. Jennifer Greif Green, an education professor at Boston University, says the additional stress teachers are reporting during the pandemic is worrying because it doesn't only affect educators — it also affects students.

"The mental health and well-being of teachers can have a really important impact on the mental health and well-being of the children who they're spending most of their days with," Green explains. "Having teachers feel safe and supported in their school environments is essential to students learning and being successful."

Lisa Sanetti, a professor of educational psychology at the University of Connecticut, says, "Chronically stressed teachers are just less effective in the classroom."

All that stress can also lead to burnout, which leads to teachers leaving the profession, Sanetti says. "And we have a huge teacher turnover problem in our country."

Districts are trying to help — with yoga classes, counseling sessions and webinars on mental health. Some teachers have organized trivia nights or online happy hours where colleagues can just vent. Teachers told NPR they force themselves to take breaks and go for a bike ride or call a friend. Some have started therapy.

But most of the educators NPR spoke with say they're so exhausted, that even self-care feels like one additional thing to do.

"The reality is, when you're living it, you're just trying to get to the end of the day successfully and try again tomorrow," Crumrine says.

"It feels like we're building the plane while we're flying it"

In March 2020, when schools moved online, teachers across the U.S. had to completely reimagine their approach to education, often with no training or time to prepare. For many, it was a rough transition.

Teachers told NPR they've spent the past year experimenting with different methods of online and hybrid teaching, while also providing tech support for their students and families. Many say they routinely work 12-hour days and on weekends, yet struggle to form relationships with children virtually. Answering emails can take two hours a day.

Rashon Briggs, who teaches high school special education in Los Angeles, spent a lot of time worrying about his students during remote learning (his district only recently started offering in-person options). "One of the biggest challenges is knowing that the kids were not getting the same level of service that they were getting in person," he says.

Teachers in districts that opened earlier for in-person learning say they have additional responsibilities now, such as sanitizing desks between classes, making sure children follow school safety protocols and keeping track of students who have had to quarantine.

"I have a calendar and it says who's quarantined, who is cleared to return on what day, who was absent," explains Rosamund Looney, who teaches first grade in Jefferson Parish, La. "Then I follow up with those families to see: 'Are you OK?' So there's just so much space taken up by that monitoring."

Looney also worries about her students' learning. Everyone in her district has to wear masks in class, which she says she completely agrees with. But those masks mean she can't see her first graders' mouths as they learn phonics.

"You are watching your teacher sound out words and then figuring out how to do that. And it's really hard for me to gauge what they are and aren't able to say." She says she's especially concerned about students who are more at risk of falling behind academically, like English learners.

In New Hampshire, Crumrine says quarantines and positive cases among school staff have led to a constant shifting between fully online and hybrid classes. The fluctuations have been exhausting for her. "We started the year remote. Then we went back to school in October, then we were remote again in November, December. We went back to hybrid [in early February]," she says. New Hampshire's governor has now ordered all schools reopen for full-time, in-person classes by this week.

"It feels like we're building the plane while we're flying it and the destination keeps changing on us," Crumrine says.

Balancing work and home life

In addition to worrying about their students, many teachers are also concerned about their own children. Crumrine, whose husband is also a teacher, has three children and says she feels pulled by competing demands.

"I feel this sense of guilt that I'm not a good enough teacher for my students and I'm not a good mother for my own kids. It just feels like a constant wave of never feeling like I can do what I know I'm good at."

Juelke, in North Dakota, is a single mom with a 9- and 3-year-old. "I'm juggling the children and making sure my daughter is in her class and my 3-year-old is entertained. And that is definitely taking a toll."

Many teachers say they are eating and drinking more, and exercising and sleeping less.

Briggs, in L.A., says his sleeping patterns are completely off. "Being awake all hours of the night, going to bed at 2, 3 a.m., drinking coffee late at night and try to finish work so I can be more prepared the next day."

He's stressed, in part, because there are no clear work-life boundaries anymore. "When you're waking up in the same space that you're on Zoom, that you're grading papers, that you're watching Netflix, those lines are blurred very easily."

Others say they're not as active at home, and they're eating more junk food and putting on weight. The tight schedules means they don't always move between classes, or even remember to drink water.

"There are a lot of dehydrated teachers out there," says Looney.

Many, like Juelke, say they miss having personal time. "That time where I could sit in the car and drive to work and just kind of relax a little, or my prep time at school alone. That's gone now. And so I feel like my mental health has struggled in that way."

She says even though it breaks her heart, she's started looking for another profession.

Leonda Archer, a middle school math teacher in Arlington, Va., says she's usually a very upbeat person, but the pandemic — coupled with the racial turmoil in the country — has taken a toll. She's African American, and says reports of Black men and women being killed by police makes her fear for her husband's safety.

"There were some points of lowness that I hadn't experienced before. There are some days where I feel like it's hard to keep going."

Archer says she has had difficulty sleeping, and doesn't have an appetite. "And right when I get into a groove, another traumatic experience happens."

Briggs says it was hard not being able to process events like George Floyd's death and the Black Lives Matter protests with his colleagues. In the past, those conversations informed what he would say in the classroom to help his own students make sense of the news.

"The teachers were not able to talk to each other about 'How do you talk about this? How do you present that?' " he says. "There was a lack of ability for us to communicate a message about social justice and rights and the wrongs."

Crumrine says she misses the social aspect of being with her students, and other teachers. "We're not eating lunch together. We're not popping into each other's classrooms. We're all in our little silos."

The school reopening divide

Teachers told NPR they feel a growing chasm in their communities: Parents want schools to open, but teachers first want to make sure it's safe. Many feel they are not being included in these conversations, and their concerns aren't being taken seriously.

Crumrine says it's been devastating hearing elected officials and parents criticize teachers, insisting that schools need to open, even though teachers are concerned about their own health. She says some community members acted like online classes meant teachers weren't working at all. In fact, she says, they were working harder than ever. "It just makes it feel so much worse when you read these horrible things that people say about us or these assumptions that they make about what we are or are not doing."

She says many states, including her own, didn't prioritize vaccines for teachers, which to her revealed just "how deep that lack of value of educators is."

Sarahi Monterrey, who teaches English learners in Waukesha, Wisc., says she's felt a "huge divide" in the community. "It almost seems like us against them." She was in a Zoom school board meeting where parents and students were present, and a teacher testified that her husband had COVID-19. "And a parent in the room said, 'Who cares?' And I was blown away. Just blown away."

In Virginia, Archer says, at the beginning of the pandemic, "We were seen as angels. Like, 'Oh my God, I've been home with my child for two months, how do teachers do it?' And now the narrative has totally flip-flopped."

She says she also misses "the vibe of school, the energy, all of that. But I don't want people to be sick."

Archer works 12-hour days, and says people need to remember that teachers are people too. "Our profession is a nurturing one, but we also are humans that need to be poured into. We need to be nurtured, too."

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: shuoshu/Getty Images

New rules kick in today that will help aspiring teachers pay for college and complete a years-long overhaul of the federal TEACH Grant program — from a bureaucratic bear trap that hobbled thousands of teachers with unfair student loan debts to a program that may actually make good on its foundational promise: to help K-12 educators pay for their own education in exchange for teaching a high-need subject, like math, for four years in a low-income community.

"The changes announced today deliver much-needed improvements to the TEACH Grant," said U.S. Secretary of Education Miguel Cardona. "Respecting and honoring teachers who serve students with the greatest needs also requires that we ensure these educators receive the support to which they are entitled from this important federal program without having to jump through unnecessary hoops."

In Dec. 2018, the Department of Education under Secretary Betsy DeVos committed to overhauling the program and, last summer, posted its more flexible revisions. Among those changes that go into effect today, teachers will no longer have their grants automatically converted to loans if they fail to submit annual certification paperwork. Instead, with eight years to make good on a four-year teaching requirement, teachers won't have their grants converted to loans until completion of the required service is no longer feasible.

The rule changes to the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program were outlined by the U.S. Department of Education nearly a year ago but only go into effect today. And they are the culmination of a story that began several years ago, when the Government Accountability Office, followed by an NPR investigation, revealed that the program's strict paperwork requirements — what Cardona calls "unnecessary hoops" — were tripping up teachers who were keeping their end of the deal.

In accordance with the program's old rules, if a teacher did not submit annual paperwork on time documenting their teaching service in a qualified school, their TEACH Grants were automatically converted into loans that must be paid back with interest. Teachers who tried to appeal this conversion were given little recourse and told the process was not reversible.

Kaitlyn McCollum was teaching high school in Tennessee when her federal TEACH Grants were turned into more than $20,000 in loans simply because she had narrowly missed a paperwork deadline. In the spring of 2019, her debts were erased as part of the department's overhaul.

"We won," she told NPR. "We raised our voices and they finally heard us. Disbelief followed by a relief like I have not felt before."

While the program's flaws date back to its beginning, in 2008, it was the Trump administration that agreed to a remedy and apologized to teachers.

"We've put teachers who didn't deserve this stress, this pressure, this financial burden in a position that is frightening and confusing," the Education Department's then-acting undersecretary and acting assistant secretary, Diane Auer Jones, told NPR in 2019. "It seems like a small thing to do to say, 'I'm sorry,' but I'm very sorry. And we want to work to fix it and correct it."

In Aug. 2020, NPR reported that, since the program's overhaul began, more than 6,500 educators had successfully petitioned to have nearly $44 million in loans turned back into TEACH Grants. For teachers who could prove they had already completed their required service, their debts were simply discharged. For teachers still serving, the conversion meant they could resume the deal they made with the department and work to keep their grant money.

The new regulations also give teachers more options for pausing their service obligation, create a formal reconsideration process for any teacher who believes they've had their grants converted unfairly, and expand the scope of the program to include not only low-income communities but also high-need, rural areas where recruiting and retaining teachers can be difficult.

The Biden Administration says it wants to expand the TEACH Grant, making it more generous. If passed by Congress, the American Families Plan would increase the grant for college juniors, seniors and graduate students from $4,000 a year to $8,000 and would also make it available to many early childhood educators. In a release, the Education Department said it expects these changes would increase the number of TEACH recipients by more than 50 percent, to nearly 40,000 in 2022 — welcome news to school leaders in remote and high-need communities that sometimes struggle to entice new talent to the classroom.

This content is from Southern California Public Radio. View the original story at SCPR.org.

The National Academies have bestowed the title of Education Fellow in the Life Sciences to 42 educators around the country who successfully completed a summer institute aimed at fostering innovative approaches to teaching undergraduate biology.

As researchers’ and teachers’ understanding of how best to learn and teach science evolves and curricula are redesigned, many teachers are left without the experience needed to enhance the science and engineering courses they teach, says a new report from the National Academies of Sciences, Engineering, and Medicine.

A new report from the National Academies of Sciences, Engineering, and Medicine recommends substantial changes to U.S. graduate education in science, technology, engineering, and mathematics (STEM) in order to meet the evolving needs of students, the scientific enterprise, and the nation.

A new report from the National Academies of Sciences, Engineering, and Medicine finds K-12 teachers face new expectations and more demands from policymakers, parents, students, and schools, including addressing changes in curriculum standards, the emergence of more explicit teaching goals, and shifts in what it means to support all students in their development.

Engineering is emerging as an important topic in K-12 education in the U.S., and is being incorporated into education standards, instructional materials, and assessments.

COVID-19 has offered several lessons about improving diagnosis — from expanding testing availability, to making at-home testing easier, to empowering people with data. At a recent workshop, experts discussed how to apply these lessons to the diagnosis of other health conditions.

Researchers at the Nicholson School of Communication and Media at the University of Central Florida are investigating how students view teachers who use artificial intelligence, and to make it more utility-driven by simplifying it.