bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effective Teaching in Mongolia: Policies, Practices and Challenges
Authors: Adiyasuren Amarjargal , Galindev Ulziisaikhan 
Published: June 2023

AbstractThis chapter describes the contextual background of teacher and teaching quality in Mongolia through exploring teacher policies, and practices and challenges surrounding the teacher, followed by how curriculum sets the parameters for teaching behaviour. Students must finish a four-year teacher education program in Mongolia to become teachers. The government policy aims to increase the percentage of teachers who hold master’s degrees up to 70% by 2024; 15.8% of primary and secondary education teachers held a master’s degree as of 2020. The government requires teachers to attend mandatory training in their first, fifth and tenth teaching year. Besides these centralized trainings, the government is also reinforcing teachers’ professional development policies in the direction that supports and encourages local and school-based professional development based on teachers’ learning needs. Recently there has been a regulation of school self-monitoring and evaluation, including setting criteria on lesson management and quality to use for evaluation of teachers’ teaching skills and behaviour, via lesson observations. Teacher behaviour and pedagogical methods are articulated in the curriculum documents as well. The most recent education reform was aimed at a principle that is called the change of ‘Each and every child’. This was followed by curriculum revision with key concepts of inquiry-based learning, differentiating teaching (based on students’ developmental differences) and assessment of progress and learning skills. These changes, needless to say, require teachers to improve their pedagogical skills. Research shows that Mongolian teachers still have difficulty with devising differentiated activities for students at different levels of learning. In terms of context, it should be understood that teaching is regarded as a low paid profession in Mongolia. The government takes measures such as: offering scholarships to attract good students into teaching profession; and providing salary supplements and local subsidies.
An Explanation of the ICALT Instrument’s Measurement of Teaching Quality in Relation to Teacher Education and Policy in South Korea
Authors: Chun Seyeoung , Lee Okhwa , Kim Deuk-Joon 
Published: June 2023

AbstractThe rapid development of South Korea’s educational system has attracted international interest. The country is well-known for its high student achievement, as indicated by the OECD PISA research, yet the causes for the high achievement remain unclear. Many argue that high teacher quality is an explanatory variable, even though accurate and rigorous measurement of teaching quality at both the practical and theoretical levels has yet to be established. The ICALT (International Comparative Analysis of Learning and Teaching) developed by van de Grift and colleagues in the Netherlands was recently utilized to assess the teaching quality of Korean teachers, and the results demonstrated a high level of teaching quality when compared to other countries. In this chapter, we discuss the relationship between the ICALT’s reported high level of teaching quality and teacher education and policy in South Korea. Several components of teacher education and policy are identified as factors that lead to the quality of the teaching force. They are the well-developed teacher training system, higher level of teachers’ socioeconomic status, in- & external-school supervision for enhancing teacher competency, and efficient personal administration for teachers including homeroom teacher, rotation and promotion.
Teacher Effectiveness in Multiple Lenses: Secondary Analysis Lessons in the Measures of Effective Teaching Project
Authors: Ko James , Chen Zhijun , Lei Jieyan Celia , Maulana Ridwan 
Published: June 2023

AbstractImproving teaching quality to enhance learning has become critical for academics, practitioners, and policymakers. However, very few studies compared the same lessons with various classroom observation instruments to examine whether classroom characteristics in different instruments are similar.This project aimed to conduct a secondary lesson observation analysis on 423 lesson videos selected from 14,000+ lesson videos previously collected in theMeasures of Effective Teaching(MET) project. The analysis provided new data on the same lessons previously studied by the MET researchers but observed with two instruments. One internationally validated instrument was used in the international project by Maulana et al. (Sch Eff Sch Improv, 1–32, 2021) to explore the generic teaching characteristics in different countries, while the other instrument was developed purposively to characterise the differences between effective and inspiring teaching.The results allowed data comparisons across different projects that are not readily comparable because they used various classroom observation instruments. The results informed the relationships between effective and inspiring teaching.
Using Educational Effectiveness Research for Promoting Quality of Teaching: The Dynamic Approach to Teacher and School Improvement
Authors: Kyriakides Leonidas , Panayiotou Anastasia 
Published: June 2023

AbstractThe chapter discusses the need of using a theory-driven and evidence-based approach for teaching improvement purposes and argues that the dynamic model of educational effectiveness may be used for establishing links between educational effectiveness research and research on teaching improvement. In the first part of the chapter the main elements of the dynamic model are presented with an emphasis at the factors operating at classroom level and their measurement dimensions. The first part also provides an overview of national and international studies conducted to test the validity of the dynamic model at classroom level. These empirical studies have provided support for the importance of factors included in the dynamic model (such as application, modelling, student assessment etc.), with regard to their effects on student learning outcomes. Empirical studies have also revealed relationships among factors operating at the classroom level, which help us define stages of effective teaching. Therefore, in the second part of the chapter, we discuss ways of using the dynamic model for teaching improvement purposes. In this context, the rationale and main steps of the dynamic approach (DA) to teaching improvement are presented. In the final section, we provide a critical review of studies investigating the impact of the DA on improving teaching skills and promoting student learning outcomes and draw implications for research, policy, and practice.
The Mediated Relationship Between Secondary School Student Perceptions of Teaching Behaviour and Self-Reported Academic Engagement Across Six Countries
Authors: Maulana Ridwan , van der Lans Rikkert , Helms-Lorenz Michelle , Telli Sibel , Irnidayanti Yulia , Fadhilah Nurul , Fernandez-Garcia Carmen-Maria , Inda-Caro Mercedes , Chun Seyeoung , Lee Okhwa , de Jager Thelma , Coetzee Thys 
Published: June 2023

AbstractLimitations in the current knowledge base on the importance of perceived teaching behaviour and student engagement are visible. Past studies on this topic specifically take place in certain contexts (usually the Western context) using various instruments. The current study aims to extend our understanding of the link between perceived teaching behaviour and student engagement based on students’ perceptions using uniform measures across six contrasting national contexts. It also aims to explore the role of certain personal variables in the interplay between students’ perceived teaching behaviour and engagement. In total, 40,788 students in The Netherlands, Spain, Indonesia, South Korea, South Africa, and Turkey participated in the survey using the My Teacher Questionnaire (MTQ) and the Student Engagement scale. Item Response Theory (IRT) and Classical Test Theory (CTT) analyses were used to analyse the student data. Results show that, in general, perceived teaching behaviour is positively related, and mostly strongly, to student engagement across the six educational contexts. This means the higher the perceived teaching behaviour, the higher students reported their academic engagement, and vice versa. Slight differences in the magnitude of relationships between perceived teaching behaviour and engagement are evident. The strongest link was found in the Netherlands, followed by South Korea, South Africa, Indonesia, Turkey, and Spain. Student gender, age, and school subject hardly show effects on the interplay between perceived teaching behaviour and engagement. Implications for research and practice are discussed.
Impact of Play-Based Pedagogies in Selected Asian Contexts: What Do We Know and How to Move Forward?
Authors: Bautista Alfredo , Yu Jimmy , Lee Kerry , Sun Jin 
Published: June 2023

AbstractIn the Asian continent, many Early Childhood Education (ECE) policies have been influenced by Western theories and pedagogies. An example is the widespread presence of the notion of play in curriculum policy frameworks, which in part responds to research findings originated in the West. However, given what we know about cross-cultural differences in child development and learning, it is imperative to examine the state of the art on play research conducted with Asian children. This chapter reviews the literature on the impact of play-based pedagogies in Mainland China, Hong Kong, Singapore, and Japan. We describe the types of studies conducted in these jurisdictions and their overall findings, with the aim of outlining future research agendas. We describe the socio-cultural beliefs about ECE in the selected contexts and the visions of play articulated in their official policies. Then, we provide an overview of the empirical studies available, distinguishing between naturalistic and intervention studies. Studies published in English academic journals have mainly analyzed the impact of structured and guided forms of play, focusing primarily on socio-emotional outcomes, with minimal research on domains such as scientific thinking, number sense, or creativity, and no research on other areas. We argue that the existing work reflects traditional Asian values and deep-rooted beliefs about ECE, where play is seen as a rather unimportant activity. We conclude that to better justify the inclusion of play in ECE policies across Asia, it would be vital to produce an extensive, rigorous, and locally situated corpus of play impact studies.
Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes
Authors: Dalehefte Inger Marie , Canrinus Esther Tamara 
Published: June 2023

AbstractRecent international research has highlighted deep learning as an essential prerequisite for pupils to meet the global challenges of the future. This focus has drawn attention to Norwegian challenges, indicating that instruction leaves little room for pupils to engage intensively in tasks over time and to foster deep-learning processes. Thus, a new curriculum was implemented in the Norwegian educational system in the autumn of 2020 to emphasize deep learning throughout all content areas.This study investigates how teachers provide learning conditions fostering learning and motivation processes to support pupils’ learning during mathematics lessons. After their mathematics lesson, 144 pupils from 9 classes (grades 7–9) in seven schools in Norway completed a questionnaire. It consisted of items measuring their perception of the relevance of the content taught, the quality of the instruction given, the teacher’s interest and enthusiasm, and the extent to which the instruction fulfilled their psychological needs for social relation, autonomy, and feeling competent.On average, the pupils reported that they applied surface-level learning strategies rather than deep-level strategies in their mathematics lessons. They also lacked intrinsic motivation. To a large degree, pupils reported that they hardly recognised the content’s relevance. The results support the focus on deep learning in the 2020 curriculum reform in Norway. Additionally, they reveal conditions worth investigating when aiming to foster pupils’ deep learning and motivation.
The Illusion of Perspective: Examining the Dynamic Between Teachers’ Perceived and Observed Effective Teaching Behaviour
Authors: Looker Benjamin , Kington Alison , Hibbert-Mayne Kimberley , Blackmore Karen , Buckler Scott 
Published: June 2023

AbstractEffective teaching behaviour is known to be associated with positive pupil outcomes. As such, it is considered an important aspect of educational research. In this chapter, we used validated instruments to measure two types of teaching effectiveness. Teachers’ perceived effective teaching behaviour was measured using the Teacher as Social Context (TASC) questionnaire and teachers’ observed effective teaching behaviour were measured using the International Comparative Analysis of Learning and Teaching (ICALT) Observation Instrument. Statistical comparisons were made between these two measures and were additionally analysed through the lens of teachers’ career phases. The study found that there are significant differences in teachers’ perceived and observed effective teaching behaviour. Teachers’ perceived effective teaching behaviour was found to remain relatively stable throughout their careers, however, their observed effectiveness was seen to change considerably. As teachers enter the middle phases of their careers, an increase in observed effectiveness was identified, followed by a decline during the later career phases. Further analysis of observed effective teaching behaviour using six ICALT domains indicates that the way a teacher facilitates a safe and stimulating learning climate and is efficiently organised plays an important role in the variation of their observed effectiveness. These results have implications for the continued professional development of trainee teachers and qualified teachers at all stages of their careers.
Dealing with the Complexity of Adaptive Teaching through Collaborative Teacher Professional Development
Authors: Schipper Tijmen M. , Goei Sui Lin , de Vries Siebrich 
Published: June 2023

AbstractThis chapter focuses on the challenges that teachers face in today’s heterogeneous classrooms when it comes to addressing students’ educational needs. By means of a conceptual discussion about this topic, relating to recent empirical studies in this field, we discuss whether teachers’ adaptive teaching behavior could be promoted through professional development approaches – such as Lesson Study – that focus explicitly on students’ learning. Taking students’ learning as a starting point in collaborative and classroom-based professional development approaches, one could expect that teachers gain more awareness of the variety of their students’ educational needs which, in turn, may lead to teachers better addressing these needs in classroom settings. It is argued that through such a cyclical and inquiry-based way of working, teachers may start to feel more competent and able to address the learning needs of students, leading to increasingly adaptive teaching practices. However, despite promising results in the literature, there is still much debate on the evidence of how Lesson Study influences adaptive teaching behavior in favor of all students and how this, in turn, impacts student learning. A “local proof route” to testing the effectiveness of Lesson Study might offer suitable directions.
The Teacher’s Turn: Teachers’ Perceptions of Observed Patterns of Classroom Interaction
Authors: Smit Nienke , van Dijk Marijn , de Bot Kees , Lowie Wander 
Published: June 2023

AbstractInsight in the way verbal teacher-student classroom interaction unfolds during the language lesson is of crucial importance for effective teaching. Although classroom observational research is indispensable, it is unable to uncover underlying intentions or motivations for the observed behavior. Teacher cognition research seeks to address the relation between teaching practice and what teachers think. This study reports on the perceptions of a group of English as a foreign language teachers (n = 57) who were asked to reflect on results from a classroom observation study about EFL teacher-student interaction in a similar teaching context. A large majority (82%) of the respondents recognized the observed pattern of closed teacher questions and limited student responses. This majority indicated that student participation in their own lessons is similar to the observed lessons or lower. Respondents attributed the pattern of high teacher activity and low student activity to emotional factors rather than to students’ proficiency levels, lesson content, lesson activities or motivational aspects. According to 51% of the respondents, making students feel more competent by focusing on formative evaluation might improve classroom interaction, whereas 18% of the respondents suggested that interaction could be improved by using different teaching materials.
Fostering Effective Teaching at Schools Through Measurements of Student Perceptions: Processes, Risks and Chances
Authors: Bijlsma Hannah J. E. , Röhl Sebastian 
Published: June 2023

AbstractStudent perceptions of teaching quality have become increasingly important for measuring teaching effectiveness and can be used for the subsequent improvement of teachers’ teaching. However, measuring teaching quality through student perceptions reliably and validly and the subsequent improvement is not guaranteed. On the one hand, students’ teaching quality data are influenced by many characteristics of the students, classes and measurement instruments, and on the other hand, teachers’ use of the feedback data is influenced by factors such as personality, context and data characteristics. This chapter, therefore, provides important insights into measuring teacher effectiveness through student perceptions, risks and opportunities of using these teaching quality perceptions and the effective use of student feedback data for the development of teaching and teachers.
Dialogic Interactions in Higher Vocational Learning Environments in Mainland China: Evidence Relating to the Effectiveness of Varied Teaching Strategies and Students’ Learning Engagement
Authors: Zhao Yanmin , Kleinknecht Marc , Ko James 
Published: June 2023

AbstractThe study aims to explore students’ learning in the vocational classroom learning environment and the teaching practices of vocation-oriented subjects in Chinese higher vocational institutions. Based on sixty lesson observations, four selected videotaped lessons were used to conduct in-depth dialogic interaction analysis of teacher-led (the teacher to students), student-led (students to the teacher), students to students, and students to the course content according to ICALT and CETIT dimensions of effective teaching. Vocational collaborative learning and adaptive instructions were analysed through the in-class activities of the learning processes that students were engaged in within the classroom. Findings suggest that dialogic teaching in classrooms enhanced practical understanding in specialised vocational subjects and students’ learning engagement, for example, classroom practices such as small group teaching of vocational skills and lesson activities connected to work-related learning situations. The study also reveals that a built-in flexible teaching arrangement stimulates vocational students’ involvement in collaborative learning and promotes interactions between students’ classroom-based training activities. The study implies that effective dialogic classroom learning environments should integrate vocational students’ career learning and work-based instructions.
Genome-wide characterization of extrachromosomal circular DNA in gastric cancer and its potential role in carcinogenesis and cancer progression
Authors: Jiang Xianming , Pan Xiaoguang , Li Wenchao , Han Peng , Yu Jiaying , Li Jing , Zhang Haoran , Lv Wei , Zhang Ying , He Yulong , Xiang Xi 
Published: June 2023

AbstractExtrachromosomal circular DNAs (eccDNAs) carrying random genomic segments are broadly found across different cancer types, but their molecular functions and impact in gastric cancer (GC) are rarely known. In this study, we aimed to investigate the potential role of eccDNA in GC. Using the Circle-seq strategy, we observed the eccDNA abundance in gastric cancer tissues (GCT) was aberrantly higher than that of normal adjacent tissues (NAT). The high abundance of eccDNAs carrying oncogene-segments in GCT may represent the DNA damage products of amplified oncogenes. Analysis of GCT over-represented eccDNA carrying enhancer (eccEnhancer) based on data from FANTOM5 project combined with TCGA database suggested the GC over-represented eccEnhancers may contribute to development of GC. GC over-represented eccDNAs carrying pre-miRNA (eccMIR) were enriched to multiple cancer-relevant signal pathways by KEGG analysis. We then synthesized the top six GC over-represented eccMIRs and found four of them enabled high expression of miRNAs and down-regulation of miRNA-target genes in MGC803 cells. Furthermore, we observed the inheritance of GC over-represented eccMIRs benefited host cell proliferation and promoted the aggressive features of host cells. Altogether, this study revealed the GC over-represented eccDNAs carrying functional genomic segments were related to the carcinogenesis of GC and presented the capability to facilitate cancer progression, suggesting the cancerous eccDNAs may serve as a dynamic reservoir for genome plasticity and rapid adaptive evolution of cancer. Therefore, blocking the pathways for eccDNAs generation may provide a novel therapeutic strategy for the treatment of gastric cancer.
Symmetries of Vacuum Spacetimes with a Compact Cauchy Horizon of Constant Nonzero Surface Gravity
Authors: Petersen Oliver , Rácz István 
Published: June 2023

AbstractWe prove that any smooth vacuum spacetime containing a compact Cauchy horizon with surface gravity that can be normalised to a nonzero constant admits a Killing vector field. This proves a conjecture by Moncrief and Isenberg from 1983 under the assumption on the surface gravity and generalises previous results due to Moncrief–Isenberg and Friedrich–Rácz–Wald, where the generators of the Cauchy horizon were closed or densely filled a 2-torus. Consequently, the maximal globally hyperbolic vacuum development of generic initial data cannot be extended across a compact Cauchy horizon with surface gravity that can be normalised to a nonzero constant. Our result supports, thereby, the validity of the strong cosmic censorship conjecture in the considered special case. The proof consists of two main steps. First, we show that the Killing equation can be solved up to infinite order at the Cauchy horizon. Second, by applying a recent result of the first author on wave equations with initial data on a compact Cauchy horizon, we show that this Killing vector field extends to the globally hyperbolic region.