Teacher Classroom Management Practices in an Inclusive Virtual Setting

The main purpose of this study is to explore the special education teacher’s classroom management strategies engagement in an inclusive virtual setting among the selected teachers in Region VII and one City in Region VIII during remote learning. Five respondents from two regions of Visayas were chosen using convenience and purposive sampling techniques. The researchers of this study used Descriptive Qualitative research design following Colaizzi’s method in thematic analysis. An online interview questionnaire was distributed to the respondents through Google forms and thematic analysis was used to analyze the data. The results indicated that teacher classroom management strategies undeniably played a vital role to maximize students’ engagement in an inclusive virtual classroom. On this basis, it is recommended that teacher classroom management practices should also investigate the variables that limit students\u27 willingness to participate, as well as the importance of the entire class population in students’ engagement. And since our study solely identifies best practices and strategies to maximize student engagement, further study is needed to emphasize assessing teachers’ ICT skills, the parental factors, and appropriate assessment methods to give a greater understanding of the nature of why student engagement is declining in this new mode of learning

The Coping Mechanisms of First-Year Students in the Online Classes

The study aimed to determine the coping mechanisms of first-year college students taking Bachelor of Special Needs Education in a state university in the online class setting. It utilized Colaizzi’s (1978) descriptive phenomenological method which followed his seven-step method. Three emergent themes were revealed (1) coping mechanisms, (2) adjustment of 1st-year students to online classes, (3) perception of the effects of coping mechanisms. Most participants applied three coping mechanisms, and these were (1) meditation and (2) spirituality which are considered adaptive coping mechanisms, and (3) late-night internet usage, a maladaptive coping mechanism. The participants expressed their vulnerability as a 1st-year student in terms of unfamiliarity due to the absence of face-to-face interaction, being unaccustomed to the new college environment, pressure due to unfamiliar teacher-student dynamic, and pressure in studying at a state university

Lived Experience of Special Education Teachers in Quaranteaching

The closure of schools is one of the most significant impacts of the COVID-19 pandemic. Teaching during the quarantine period presented unique challenges to special education teachers (SPED) who teach students with additional learning needs. This study described the lived experiences of special education teachers while teaching during the quarantine period using the qualitative phenomenology approach. Based on the findings of the study, the success of SPED teachers is defined by active communication and collaboration which help realize the implementation of quarantine teaching and learning. Moreover, four themes emerged for the challenges of SPED teachers, which include: lack of sufficient attention, support and resources from the administration; special education teachers’ technological skills must be improved; special education teachers encountered emotional flounders and uncertainties; and constraints in monitoring and assessing students’ learning and progress. Finally, the coping mechanisms of the SPED teachers are described in two themes: special education teachers adapt practices in the new teaching dynamics and special education teachers develop stress management strategies. Administrators should devise a strategy and distribute adequate funds to meet the needs of the SPED teachers and students in this era of quaranteaching

The Experiences of Students in the Modular and Online Learning: A Phenomenological Study

This study aimed to determine the specific experiences of university students in terms of cognitive, social, emotional, and adversity skills in an online or modular mode of learning. The study utilized a phenomenology research design, and a semi-structured interview was conducted. Participants in the study were composed of students enrolled in online and modular learning who were asked to share their experiences elaborately. The analysis revealed that despite the differences in the learning modalities, the students similarly experienced the same significant adjustments and academic challenges. These experiences include the lack or limited access to information, concerns about the accessibility of the learning opportunities, lack of economic resources, time management concerns, communication with professors and classmates, and self-motivation and coping mechanisms. As an intended outcome, a feasible distance learning blueprint composed of possible courses of action that can be taken to achieve a more effective and feasible distance learning setup is made

Effects of Pandemic on Special Education Teachers Teaching Hearing Impaired (HI) Students

The goal of this paper was to determine the effects of pandemic on Special Education teachers teaching the hearing impaired (HI) students. This qualitative-quantitative research was designed to see how the COVID-19 pandemic affected teachers who were educating hearing-impaired students during the mandated school closures in March 2020A three-part standardized and customized questionnaire with open-ended interview questions was given to special education teachers from three selected schools in Cebu Province. Participant responses to the online questionnaire revealed that there is a lack of preparation in online teaching which contributes to their stress. In addition, assessing Hearing Impaired students during distance learning were very hard to establish due to lack of preparation and lack of exposure to online teaching before. Also, the results indicated that teachers find it extremely stressful teaching HI students online during COVID-19. With the findings of this study, school leaders may be able to develop protective factors that help to foster resilience in special education teachers during this time of pandemic. School administrators should facilitate in improving the teaching skills of teachers through assessment of their needs and weaknesses in the delivery of instruction online. This includes giving teachers relevant trainings regarding online tools for assessment and strategies that would help them effectively teach their lesson

BSN Ed Pre-service Teachers’ Participation in Online Distance Learning

Educational sectors and several institutions have integrated online distance learning due to the pandemic. The study aims to explore the students’ experiences in online distance learning and identify factors that affect students’ online participation. This study used a descriptive qualitative phenomenological design and data were analyzed using interpretative phenomenological analysis (IPA) from the semi-structured interviews of the six participants. The study revealed three themes: struggles in online participation, drawbacks of online learning, and circumstances in the new environment. The data revealed that students struggle with online learning, expressing low self-esteem and difficulty focusing on their online classes. However, participants also noted that participation is an avenue for them to gain knowledge and foster online relationships. Also, the two major factors influencing students\u27 participation in online learning were teacher factors and resource availability. Future research should look into student motivation and other factors influencing students\u27 academic performance in online distance learning

Voices of Students who Quit Studies Amidst the Pandemic

The present study sought to describe and interpret the experiences that became the factor of the students at a selected state university in Cebu City of Bachelor of Special Needs Education to withdraw and quit studies amidst the pandemic. This research used phenomenology research design to achieve in-depth and rich first-person accounts utilizing interpretative phenomenological analysis with four stages in interpreting the data. Given the societal condition, the data gathering was held through personal conversation in Messenger with a sample size of 5. Findings revealed that the majority of the factors experienced by the respondents were about having problems with internet connection and environmental setbacks while being admitted to online learning. Financial difficulty and experiences with mental health issues were also specified from the results that influenced the decision of the respondents to discontinue their studying

Leptonic and Semileptonic Decays of Charm and Bottom Hadrons

We review the experimental measurements and theoretical descriptions of leptonic and semileptonic decays of particles containing a single heavy quark, either charm or bottom. Measurements of bottom semileptonic decays are used to determine the magnitudes of two fundamental parameters of the standard model, the Cabibbo-Kobayashi-Maskawa matrix elements $V_{cb}$ and $V_{ub}$. These parameters are connected with the physics of quark flavor and mass, and they have important implications for the breakdown of CP symmetry. To extract precise values of $|V_{cb}|$ and $|V_{ub}|$ from measurements, however, requires a good understanding of the decay dynamics. Measurements of both charm and bottom decay distributions provide information on the interactions governing these processes. The underlying weak transition in each case is relatively simple, but the strong interactions that bind the quarks into hadrons introduce complications. We also discuss new theoretical approaches, especially heavy-quark effective theory and lattice QCD, which are providing insights and predictions now being tested by experiment. An international effort at many laboratories will rapidly advance knowledge of this physics during the next decade.Comment: This review article will be published in Reviews of Modern Physics in the fall, 1995. This file contains only the abstract and the table of contents. The full 168-page document including 47 figures is available at http://charm.physics.ucsb.edu/papers/slrevtex.p