Educational Research: Theory and Practice
Volume 34, Issue 1, 2023
Editor: Bob Ives
ISSN: 2637-8965
Nurturing Students’ Science Process Skills in Chemistry: A Case of Using the WhatsApp App in Resources-Constrained Secondary Schools in Uganda
Jimmy Luyima — Makerere University, Uganda
John Sentongo — Makerere University, Uganda
Michael Walimbwa — Makerere University, Uganda
Abstract: Science process skills are the backbone of science, and innovations in this field. It is critical to inculcate such skills among learners at their early stages of learning science. This study reports on how using the mobile phone WhatsApp-supported instructional resources resulted in improvement in students’ science process skills in chemistry, in the context of students in resource-constrained schools. The study adopted the quantitative research approach, taking on a quasi-experimental pretest-posttest non-equivalent group design. Particularly, Solomon’s four group design was used, given its high internal and external reliability and validity. Data from a sample of 240 students selected from two experimental and two control schools were analyzed using the independent samples t-tests, to establish if there was a statistically significant difference in students’ chemistry process skills test mean scores between the experimental and control schools. The study illuminated that the integration of WhatsApp-supported instructional resources outside the classroom setting and its use improved significantly the students’ test scores on chemistry process skills in the experimental schools as compared to the control schools. This has implications for the use of accessible apps to support teaching and learning in resource-constrained contexts.
Reference:
Luyima, J., Sentongo, J., & Walimbwa, M. (2023). Nurturing students’ science process skills in chemistry: A case of using the WhatsApp app in resources-constrained Secondary schools in Uganda. Educational Research: Theory and Practice, 34(1), 1-16.
License: Attribution 4.0 International
Proficiency Development in Science Laboratory Practices with the Flipped Learning Model in the Distance Education Process in the COVID-19 Pandemic
Ayşe Öztürk — Gaziantep University, Turkey
İslim Derya Deniz — Gaziantep University, Turkey
Abstract: In this action research study, it was aimed to develop proficiency in Science Laboratory Practices (SLP) for prospective classroom teachers (PCTs) with the online flipped learning model in the distance education process in the COVID-19 pandemic. A 14-week course was designed for the study. The results demonstrated that PCTs showed proficiency development in a variety of contexts, such as awareness of the importance of the laboratory, knowledge acquisition about laboratory materials, rules and skill development for planning and practising a science experiment. The study is of high importance in terms of being an exemplary application for the development of proficiency in online flipped SLP and offering suggestions about the problems encountered in this process and their solutions.
Reference:
Öztürk, A. & Deniz, İ. D. (2023) Proficiency development in science laboratory practices with the flipped learning model in the distance education process in the COVID-19 pandemic. Educational Research: Theory and Practice, 34(1), 17-31.
License: Attribution 4.0 International
I Think I Can: How Agency Grounds Teacher Praxis
Nicole E. Klimow — California State University San Bernardino, California, USA
Sydnie Schoepf — Canyons School District/Alta High School, Utah, USA
Abstract: This paper uses data from a larger study in response to recent literature regarding teacher professional identity. In the study, perspectives of teachers from four high schools in two states were examined through a cross-case study. Triangulated data affirmed that teaching is not easily understood by a single theoretical perspective. Additionally, teachers’ instruction is heavily influenced by mentor teachers, colleagues, and teachers’ own classroom experiences as sources of content and pedagogical knowledge. Our findings show how agency grounds teacher praxis in secondary English classrooms. While there is no one way to teach per se, the combination of different dialectic influencers and teachers’ agentic belief play critical roles in shaping teachers’ instructional practice.
Reference:
Klimow, N. E. & Schoepf, S. (2023). I think I can: How agency grounds teacher praxis. Educational Research: Theory and Practice, 34(1), 32-49.
License: Attribution 4.0 International
Evaluating Teacher Wellness Professional Development: A Three-Year Study
Dick M. Carpenter II — University of Colorado Colorado Springs, Colorado, USA
Julaine Field — PennWest Edinboro, Pennsylvania, USA
Elizabeth Tucker — Kaiser Permanente Colorado Institute for Health Research, Colorado, USA
Nicole Ferguson — Colorado State University Pueblo, Colorado, USA
Abstract: This study examines a three-year teacher wellness initiative in five Colorado, USA, school districts. It focuses on teacher professional development (PD) about self-care and burnout, the value participants attached to the training, and change in teachers’ lifestyles, self-care practices, and burnout. Results reveal the value teachers attached to the PD and lifestyles do not show significant differences over time. Self-care practices and burnout show statistically significant improvement during the intervention years, although magnitudes of the differences are small, indicating negligible practical significance.
Reference:
Carpenter II, D. M., Field, J., Tucker, E. & Ferguson, N. (2023). Evaluating teacher wellness professional development: A three-year study. Educational Research: Theory and Practice, 34(1), 50-68.
License: Attribution 4.0 International
Why Did We Do This? Collective Faculty Motivations to Engage in Accreditation Work
Brian W. Ernest — Salem State University, Massachusetts, USA
Amanda Obery — Central Washington University, Washington, USA
Melissa Sullivan-Walker — Montana State University Billings, Montana, USA
Melanie Reaves — Montana State University Billings, Montana, USA
Kari Dahle-Huff — Montana State University Billings, Montana, USA
Abstract: Teacher education faculty are often expected to engage in accreditation work. Our purpose was to document the collective driving mechanisms of junior faculty who volunteered to redesign key accreditation assessments. Specifically, we explored the values and expectations for success that led junior faculty to engage in and persist through key accreditation reform. Findings include eleven themes organized into three categories: drivers to join, hurdles, and drivers to continue. We interpret the results through Eccles and Wigfield’s (2020) Situated Expectancy Value Theory and highlight the critical role that other colleagues and internal and external pressures played in undertaking the accreditation process.
Reference:
Ernest, B. W., Obery, A., Sullivan-Walker, M., Reaves, M. & Dahle-Huff, K. (2023). Why did we do this? Collective faculty motivations to engage in accreditation work. Educational Research: Theory and Practice, 34(1), 69-81.
License: Attribution 4.0 International
University Students with Disabilities Experience the COVID-19 Induced Shift to Remote Instruction
Bob Ives — University of Nevada Reno, Nevada, USA
Abstract: Given the acute nature of the impacts of the COVID-19 pandemic on education, limited research is available on the experiences of post-secondary students with disabilities who navigated the abrupt shift from face-to-face to remote instruction in the spring of 2020. Research does show that students with disabilities are often faced with accessibility challenges in the context of online instruction. In addition, educators have expressed concerns about the quality of instruction in an online environment. This retrospective pretest survey study investigated the experiences university students with disabilities before and after the shift to remote instruction. Results showed that accessibility to some accommodations became more difficult, and that some elements of quality of instruction also become poorer. However, a few elements of accessibility and quality of instruction significantly improved after the transition. Suggestions for future research to understand these results more deeply conclude this report.
Reference:
Ives, B. (2023). University students with disabilities experience the COVID-19 induced shift to remote instruction. Educational Research: Theory and Practice, 34(1), 82-95.
License: Attribution 4.0 International
Applying Barrie’s Model to Effectively Develop Graduate Profile for the Defence University in Sri Lanka
F. M. M. T. Marikar — General Sir John Kotelawala Defence University, Sri Lanka
V. Jayasinghe — General Sir John Kotelawala Defence University, Sri Lanka
W. Abeyawickrama — General Sir John Kotelawala Defence University, Sri Lanka
Abstract: A graduate profile shows the qualities of a graduate passing from a particular institution. However, it does not inform the specific attributes that a graduate develops through studies. As a result, universities tend to develop Graduate Attributes (GAs) which are Intended Learning Outcomes (ILOs), focusing on what the graduates of a university are capable of doing, which provide essential information for potential employers. Although General Sir John Kotelawala Defence University was established in 1981 and had offered degrees since then, it did not have properly documented GAs until recent. Hence, the specific attributes or capabilities of graduates were not properly documented/exhibited. Therefore, the possibility of applying Barrie’s model for developing GAs for the General Sir John Kotelawala Defence University was assessed. Barrie’s model was used as the framework and its three main components: Scholarship, Global Citizenship, and Lifelong Learning were mainly considered to maintain the holistic nature of the academic requirements. Input from syllabus documents and student/peer contributions were used in the process. In addition, Sri Lanka Qualification Framework (SLQF) published by the University Grants Commission (UGC) in Sri Lanka was also consulted. Eleven GAs were identified to include Discipline based knowledge, Problem solving skills, Communication skills, Team working ability, Management and entrepreneurship, Information technology skills, Leadership ability, Endurance, Professionalism, Lifelong learning skills, and Critical thinking. Under each GA, benchmarks were also developed with an evaluation framework (including measures to obtain employer/student feedback), in order to execute and also evaluate the level of achievement of the GAs by graduates. This study indicates that Barrie’s model supported by SLQF can be successfully used to design/develop specific GAs while further facilitating its execution and evaluation.
Reference:
Marikar, F. M. M. T., Jayasinghe, V. & Abeyawickrama, W. (2023). Applying Barrie’s model to effectively develop graduate profile for the Defence University in Sri Lanka. Educational Research: Theory and Practice, 34(1), 96-109.
License: Attribution 4.0 International
The Relationship Between Self-Reported Efficacy and Actual Use of Inclusive Practices Among In-service Teachers in Inclusive Primary Schools
Martanus Ochola Omoro — University of Dodoma, Tanzania
Mwajabu A. Kachenje Possi — University of Dar Es Salaam, Tanzania
Abstract: The aim of this research was to determine significant the relationships between teachers’ self-reported scores on teacher self-efficacy, efficacy in inclusive practices and actual inclusive classroom practices in Tanzanian primary schools with student with disabilities. Seventy-two (72) teachers filled in the Teachers’ Sense of Efficacy Scale (TSES) and the Teacher Efficacy in Inclusive Classroom Practices (TEICPS). The Inclusive Practices Classroom Observation Scale (IPCOS) was also used to observe teachers’ actual inclusive classroom practices. Findings have revealed a significant positive relationship between teacher self-efficacy and efficacy in inclusive classroom practices. Further, teacher self-reported response scores on the TSES and efficacy in inclusive practice did not reflect their actual inclusive practice. It is recommended that, for better implementation of inclusive practices in schools, efforts be exerted towards the development of teacher personal factors and the modification of the classroom environment.
Reference:
Omoro, M. O. & Possi, M. A. K. (2023). The relationship between self-reported efficacy and actual use of inclusive practices among in-service teachers in inclusive primary schools. Educational Research: Theory and Practice, 34(1), 110-128.
License: Attribution 4.0 International
Teacher Perceptions of Differentiated Instruction in a Standards-Based Grading Middle School
Marissa J. Williams — University of Colorado Colorado Springs, Colorado, USA
Abstract: Differentiated instruction, an inclusive teaching strategy incorporating essential skills while individualizing curriculum at current instructional levels, has little inquiry into its effect on standards-based grading system within the middle grades setting. This qualitative study was designed to better understand teacher perceptions of differentiated instruction in a standards-based grading middle school. Systems theory framed the study by exploring differentiated instruction and standards-based grading as parts, combining parts toward the whole of the educational system at one specific middle school, and looking at the emergent characteristics of teachers’ perceptions that arose through qualitative themes. Focusing on teacher perceptions in a middle grades’ context illuminates possible connections while explicating teachers’ views of the phenomenon within the larger scope of education at one middle school.
Reference:
Williams, M. J. (2023). Teacher perceptions of differentiated instruction in a standards-based grading middle school. Educational Research: Theory and Practice, 34(1), 129-150.
License: Attribution 4.0 International
Career Choice and Students’ Personality Traits: Does Gender Matter?
Adwoa Yeboaa Owusu — Catholic University of Ghana
Augustine Owusu-Addo — Catholic University of Ghana
Anthony Kwarteng Addai-Amoah — Catholic University of Ghana
Alfred Kuranchie — University of Education, Winneba, Ghana
Prince Kwame Affum — University of Energy and Natural Resources, Ghana
Abstract: The study explored the relationship between career choice and students’ personality traits among university students. The study employed quantitative research approach and correlational research design to test the hypotheses. Questionnaire was used to gather data from the respondents. Three hundred and fifty-four (354) students were selected through multi-stage sampling approach. The study was limited to final year students in three universities. The data were analysed using Pearson correlation coefficient and independent sample t-test. It was found that there is statistically significant relationship between career choice and personality trait. It was further observed that career choice of females and males do not differ. It was recommended that the institutions formulate a policy to ensure that counselors continue to educate students on the essence of career choice and personality traits. Again, it was recommended that workshops and seminars be organized to encourage the University students to venture into careers of their choice.
Reference:
Owusu, A. Y., Owusu-Addo, A., Addai-Amoah, A. K., Kuranchie, A. & Affum, P. K. (2023). Career choice and students’ personality traits: Does gender matter? Educational Research: Theory and Practice, 34(1), 149-161.
License: Attribution 4.0 International
Finding the Rhythm: Teaching Choral Music During the COVID-19 Pandemic
Bailey Hassman — University of Nebraska College of Medicine, Nebraska, USA
Kristy Carlson — University of Nebraska Medical Center, Nebraska, USA
Michelle Howell Smith — University of Nebraska Medical Center, Nebraska, USA
Derrick Fox — University of Nebraska Omaha, Nebraska, USA
Troy Dargin — Tennessee State University, Tennessee, USA
Alex Tu — University of Nebraska Medical Center, Nebraska, USA
Jayme Dowdall — University of Nebraska Medical Center, Nebraska, USA
Abstract: The COVID-19 pandemic required choral music educators to abruptly shift their curriculums, expectations, and perspectives to effectively deliver content and meet their student’s educational and emotional needs during this unprecedented time in education. This qualitative study highlights the voices of high school choral music educators to gain insight into the challenges they were facing and adjustments they were making one year into the COVID-19 pandemic. Participants also recognized some unexpected benefits of teaching choral music during the pandemic. By understanding the challenges of teaching during the pandemic and investigating the innovations in choral music education, educators can better prepare for post-pandemic instruction.
Reference:
Hassman, B., Carlson, K., Smith, M. H., Fox, D., Dargin, T., Tu, A. & Dowdall, J. (2023). Finding the rhythm: Teaching choral music during the COVID-19 pandemic. Educational Research: Theory and Practice, 34(1), 165-180.
License: Attribution 4.0 International