Using structural equation modelling for understanding relationships influencing the middle school technology teacher’s attitudes toward STEAM education in Korea

The purpose of this study was to investigate the structural relationship between technology teachers’ attitudes toward STEAM education and the cooperation of instructional resources collaboration, school educational change receptivity, and instructional expertise and instructional efficacy. The population comprised about 3500 technology teachers working in middle schools in Korea, and the sample size was set at 650. Data were collected in parallel with postal surveys and online surveys. A total of 650 copies were distributed, of which 409 were recovered, and 283 copies were used for analysis after data cleaning. The Mplus 7 program was used for data analysis, and the significance level was set at 5%. First, we found that the suitability of the structural model established to clarify technology teachers’ attitudes toward STEAM education, instructional resource collaboration, school educational change receptivity, instructional expertise, and instructional efficacy was generally good, so the relationship between the variables was reasonably confirmed. Second, school educational change receptivity and instructional efficacy were found to have a direct effect on attitudes toward STEAM education. Third, the teachers’ instructional resources collaboration was confirmed to influence their attitudes toward STEAM education by mediating the school educational change receptivity and instructional efficacy, and their instructional expertise mediated their instructional efficacy. Fourth, school educational change receptivity was confirmed to influence attitudes toward STEAM education through the dual media of instructional expertise and instructional efficacy. Finally, instructional resource collaboration was confirmed to influence attitudes toward STEAM education through school educational change receptivity, instructional expertise, and instructional efficacy.

Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy

Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.

Culturally and Linguistically Diverse Students With Learning Disabilities: Building a Framework for Addressing Equity Through Empirical Research

The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and learning, thus enhancing instructional efficacy and accuracy. We also recognize that diminished access to effective instruction has contributed to the marginalization of diverse students. In our response to the articles in this series, we focus on the theorization of equity, articulated to varying degrees, underpinning and uniting these papers. Equity underscores the relevancy both of educational diversity and of research methods aimed toward generalizability. We discuss the implications of simultaneously using tools and methods required for both strengthening the empirical research base and studying systemic inequities inherent in our institutions and research practices.

Assessment of Instructional Efficacy of Social Media on Students’ Achievement in Measurement and Units

The study ascertains the instructional efficacy of social media on students’ achievement in measurement and units. Two research questions and hypotheses guided the study. Quasi-experimental design of non-equivalent control group design was adopted. The study was carried out in Nsukka Local Government Area (LGA) of Enugu State. The population of the study is two thousand, eight hundred and eight- five (2885)(1392 males and 1493 female ) senior secondary class one (SS1) students in the 30 public senior secondary schools in Nsukka LGA. Fifty-nine (59) (26 males and 33 females) SS1 students were selected from two intact classes sampled for the study formed the sample. Purposive sampling technique was first used to select two schools with similar characteristics. Measurement and Unit Achievement Test (MUAT) was used for data collection. Two reliability estimates were employed; they are estimate of temporal stability and estimate of internal consistency using Pearson Product Moment Correlation and Cronbach Alpha formulae with the following reliability indices, 0.72 and 0.75 gotten. The experimental group was taught using lecture method lesson note built on Whatsapp social media platform while the control group was taught using lecture method only. Before the treatment, the two groups were pretested using MUAT. After the treatment, MUAT was reshuffled and administered as post-test to the two groups and their scores collated. Mean and standard deviation were used to answer all the research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). Findings revealed a significant difference in the academic achievement of students taught measurement and units using lecture method built on social media (Whatsapp) and those taught using lecture method only in favor of group taught using lecture method built on social media ( Whatsapp) and that gender has no influence on students’ academic achievement in measurement and units when taught using lecture method built on social media (Whatsapp). Based on the findings the researchers recommended among others that lecture method built on social media platform like WhatsApp should be adopted by science teachers because it enhances the academic achievement of the students, save instructional time when managed properly, and reduces the limitations of lecture method of being teacher dominated.

Instructional Efficacy of Portfolio for Assessing Iranian EFL Learners’ Speaking Ability

<p>Regarding the fundamental role of speaking in language skills, this study intended to investigate the effects of speaking portfolio as an alternative form of assessment for assessing Iranian EFL learners’ speaking ability at the intermediate and advanced proficiency levels and also its impact on their attitudes. Accordingly, from the population of 72 students studying at Kowsar Language Institute in Esfahan, a sample of 64 male and female intermediate and advanced students were randomly selected based on their scores on an OPT test and they were assigned to 4 groups: intermediate and advanced experimental groups and intermediate and advanced control groups. In order to collect the data, a pretest and a posttest as well as a questionnaire were employed. To analyze the data, an ANOVA and a series of Chi-square were run in the study and the findings indicated that the experimental groups using speaking portfolios performed better than the control groups in terms of speaking ability. Moreover, the result shed light on the advantages of speaking portfolios such as self-assessment, peer-feedback, and improvement of speaking skill. This study provides instructors, administrators, and test developers with alternative ways to improve and assess speaking skill through speaking portfolios.</p>