Analysis of Classroom Teachers' Perceptions of Curriculum Literacy

The aim of this study is to analyze classroom teachers' perceptions of curriculum literacy according to various variables. The research based on screening model was conducted with 416 classroom teachers. The data were collected with the curriculum literary scale, which was valid and reliable. Data collected with four-dimensional scale were analyzed with descriptive statistical techniques. As a result of analyses, it was determined that literacy perceptions of the classroom teachers participating in the research were medium level in terms of sub-dimension of program elements. In this dimension, the highest perception is about measurement-evaluation and the lowest perception level is about the program perspective. In-service and post-graduate teachers have higher perceptions of literacy in the sub-dimension of curriculum elements. In the research, classroom teachers' perception of curriculum literacy is quite high in the sub-dimension of program implementation. Classroom teachers totally agree that parents, the internet, auxiliary resources, colleagues, textbook and school management support are respectively important in order to implement the curriculum; While female teachers find parental support more important in the implementation of the curriculum; the perceptions of teachers who are classroom teachers on internet support are more positive. In the sub-dimension of the program development and philosophy in the research, classroom teachers' perceptions of program philosophy in general are at medium level. Teachers receiving in-service training and those who are classroom teachers have higher perceptions of program philosophy. In this dimension, classroom teachers' perception of having knowledge about the epistemological bases of the program and the development stages of the program is low. Male teachers and teachers receiving in-service training have a higher perception of the development stages of the program. In this study, the perceptions of classroom teachers were moderate in the scale of program literacy training need. Perceptions of classroom teachers about their expectation from MoNE and their obligation to develop themselves are moderate

TEACHERS\u27 IMPLEMENTATION AND APPLICATION OF SOCIAL-EMOTIONAL LEARNING TRAINING IN THE CLASSROOM

Social-emotional learning (SEL) has become a part of education to enhance learning by catering to students\u27 personal and social advancement. Unlike many other districts, this local district has pushed for a more unified process to implement SEL in the classrooms. The implementation of SEL varies from one district to another. However, a factor to SEL\u27s successful implementation is adequate training for classroom teachers. Another factor that affects its implementation is the perception with which classroom teachers apply the concepts acquired from the training. The research data highlights the benefits of SEL effectively implemented at the classroom level. Classroom teachers are the first line of contact with students, and their perception of SEL in the classroom should be valued. The purpose of this quantitative non-experimental study was to evaluate elementary teachers\u27 implementation and application in the classroom of the school district\u27s SEL curriculum and to assess teacher confidence in the program. Classroom teachers (n = 201) responded to an electronic survey measuring their perception of SEL training concepts. Findings revealed there was a significant difference in perceptions between teachers who apply SEL training concepts in the classroom and those who did not. Additionally, teachers who had a positive perception of the concepts learned in district training sessions reported a higher perception of preparedness for SEL implementation in the classroo

A Study of Students Perception of Class Room Behavior of Mathematics Teachers.

The present study was carried out to examine the teachers personality dimension of classroom behaviour of mathematics teachers as perceived by the students.. A sample of 171 students studying in VIII, IX and X class in three sec-school of Jammu city has been selected for conducting the present study. Out of which there are 105 boys and 66 girls were selected randomly for the study. Lamsal scale was used to measure classroom behaviour of the mathematics teachers The results reveals that boys and girls are alike with regard to the perception towards teaching behaviour dimensions of classroom behavior of mathematics teachers. Boys and girls do not seem to differ significantly with regard to their perception towards teachers personality dimension of classroom behaviour of the mathematics teachers. Keywords: Behaviours, Perception, Attitude & Mathematic teache

Studying novice and experienced teachers’ visual perception and interpretations of classroom situations

Wolff, C., Van den Bogert, N., Van Bruggen, J., Jochems, W. M. G., Jarodzka, H., & Boshuizen, H. P. A. (2012, October). Studying novice and experienced teachers’ visual perception and interpretations of classroom situations. Poster presented at Open Universiteit Research Day, Heerlen, The Netherlands.This poster presents the results of a study investigating differences between novice and experienced teachers’ perceptions and descriptions of classroom management events. Two researchers worked collaboratively to analyze the data in different ways. The results of one researcher focus on how experienced and novice teachers detect and identify relevant classroom events. Measurements of eye movements are used to understand the visual perception of the classroom and determine how novice teachers differ from experienced teachers. These results were based on the mouse-clicking behavior and eye movements of teachers as they viewed recorded videos of authentic classroom lessons. The results of the other researcher are drawn from the verbalizations provided by teachers’ as they described which classroom events related to classroom management concerns were taking place in the video and explained how these events were related to classroom management. To underline the interuniversity collaboration (between the Open University of the Netherlands & Eindhoven University of Technology) producing these studies, the outcomes of both studies – one focused mainly on the visual perception of teachers and the other on the verbal interpretations of teachers – are presented together in one poster

EXPLORING SCIENCE TEACHERS’ PERCEPTION OF CLASSROOM ASSESSMENT IN SECONDARY SCHOOLS OF BANGLADESH

The study focused on exploring science teachers’ perception of classroom assessment in secondary schools of Bangladesh. A mixed method approach was used to explore science teachers’ perception of classroom assessment by identifying their concept about classroom assessment and how they conduct assessment activities in science classes. A total of thirty teachers (twenty male and ten female) were chosen randomly to collect quantitative data and twelve teachers were chosen purposively for qualitative data collection from six secondary schools in Dhaka. The study used a questionnaire and interview protocols as main sources of data collection. The study revealed that teachers are holding misconceptions about idea of classroom assessment. Majority of the teachers perceive classroom assessment as summative assessment and it should be through oral questioning. Analysis of quantitative and qualitative data exhibited that teachers perceive students should be assessed both lower and higher order learning using different techniques (self-assessment, peer assessment) and modes (oral, written) of assessment and at the same time they believe that it’s difficult to use multiple techniques and modes of assessment in science classrooms. The overall findings of the study suggest that teachers don’t have clear idea about classroom assessment that results in holding conflicting perception about science classroom assessment.  Article visualizations

TEACHERS’ REINFORCEMENT AND STUDENTS’ PERCEPTION ON ENGLISH LANGUAGE SUBJECT

This study aims to determine the types of reinforcement that the teachers use in the classroom as well as students’ perceptions of teachers’ reinforcement when teaching English in the classroom. This research is a qualitative design. It describes the reinforcement used by English teachers and the students’ perception, as well. There are three instruments to obtain the data, namely; observation, questionnaire, and interview. Observation is used to see teachers’ reinforcement and students’ response when the teachers use reinforcement, the questionnaire is to see and get more information about students’ perception towards teachers’ reinforcement in teaching English, while the interview is used to see the types of teachers’ reinforcement in the classroom activities. All the data are processed and presented in a descriptive form to ease the readers to get complete information about the research results. The findings show that teachers’ reinforcement in the classroom influence the students’ response. It means that students’ responses and perceptions will depend on the types of reinforcement used by the teachers. Then, it can be concluded that the more positive the teachers’ reinforcement, the more positive and the better the students’ response, and perception will be.

Tertiary teaching: Reflecting on human change and influence from the crucible

This article draws on the metaphor of ‘a crucible’ to describe the tertiary classroom context, where I work in initial teacher education with early childhood education (ECE) student teachers. Stories are told about the classroom participants (students and an educator) in an attempt to find meaning in terms of development, both the students and mine. This storytelling highlights ongoing questions for me about the impact of what happens in the classroom we bring our selves to, and the significance of informed actions for social justice for teachers and teaching. In telling these stories I highlight my deepening understanding of education pedagogy, and perception of myself as a teacher, a practitioner of human influence and change. I hope that these stories echo and illuminate the experiences of other educators as they too seek to understand their practice

Teacher’s and Students’ Perceptions Between Flipped Classroom and Traditional Classroom At Primary Tamil School

This research was carried out in order to investigate teacher’s and student’s perceptions to promote active learning through flipped classroom among Tamil school teachers and students. A quantitative research design was used to carry out this study.The dependent variables in this study were teacher’s and student’s perceptions while the independent variables were traditional and flipped classroom. The sample consisted of 20 primary school teachers, 36 students from year 4 from primary Tamil school.Teachers’ perception interview questions were based on Snowden (2012) and a structured questionnaire to determine student perceptions between two different learning environments, flipped classroom and traditional classroom, was adapted from the Student Perception of Instruction Questionnaire (SPIQ) by Johnson and Renner (2012). The researchers distributed the survey questionnaire to primary Tamil school teachers and students. An independent samples t-test was conducted to compare student perception in a traditional and flipped classroom setting. A t-test for independent samples revealed a significant difference in perception between students that learn from a different learning culture (t(57) = -3.71, p < .05). The mean students who learn in a traditional classroom reported significantly different perceptions (M = 4.45, SD = .38) than students who learn in a flipped classroom (M = 4.93, SD = .40). In other words, students in the traditional classroom appear to have a better perception on method of delivery than the flipped classroom. Existing conventional teaching methods need to be transformed to ensure that the country's education system is able to move along the latest and competitive learning. Flipped classroom is one of the methods with potential to realize this vision

Roadblocks to Integrating Technology Into Classroom Instruction

Although research has concluded that technology can enhance the teaching and learning processes, teachers have not yet fully adopted technology to support their teaching methodologies. In the last decade or so, as the accessible gap narrowed, the focus switched to other factors. This study attempts to answer the question: Why teachers do not fully integrate technology into their classroom instruction? Recently a preponderance of the literature on technology integration has inquired into teachers’ knowledge of technology, the role of the administrator, the curriculum and teachers’ perception of the benefits of technology in instruction. The problem was to determine the relationship between these constructs and teachers’ use of technology in their classroom instruction. A survey, using a five-point Likert Scale was developed to collect data from 105 teachers from three small schools located in Philadelphia, Pennsylvania. A Pearson Product-Moment Correlations was used to analyze the data to find answers to seven research questions and four hypotheses. The results of the analysis showed that the most significant relationship existed between teachers’ knowledge of technology and teachers’ use of technology in their classroom instruction. However, the most thought provoking question emanating from this research centers on the effect of teachers’ perception of the benefits of technology on teachers’ use of technology in their classroom instruction. Therefore, no research on technology integration is complete unless teachers’ perception about technology is considered. Thus, one of the recommendations for further study is research on whether teachers’ perception of technology increases or diminishes with teachers’ knowledge of technolog

Grammar Instruction in Communicative Language Teaching Classrooms: Student Teachers’ Perceptions

The aim of this study was to find out the teachers and students’ perception toward grammar instruction in communicative language teaching classrooms. The participants of this study were two teachers and four students from an Islamic junior high school (Madrasah). We used a case study method to conduct this research to identify teachers and students’ perception in teaching and learning grammar instruction in communicative language teaching classroom. The data were collected by using interviews. The data were analyzed by using thematic analysis. The findings indicated that there were five indicators on student teacher’s perception; 1) grammar was a crucial component in improving English skills; 2) using classroom activities to promote communicative activities in the classroom; 3) error correction was seen as one of processes to create students in mastering materials; 4) teaching grammar instruction in CLT classroom, teachers act as motivator and facilitate all students’ need; 5) students should take part on the process of learning