STUDENTS’ PERCEPTIONS ON DEMOCRATIC CLASSROOM MANAGEMENT IN TERTIARY EDUCATION CONTEXT

The curricular unit of Supervised Teaching Practice (STP), of the Master programme in Pre-School Teacher Education and of the Master programme in Pre-school and Primary School Teacher Education, is organized in two main phases: the teaching practice in the adequate education levels, and the development of a final report. The final report is a document each student writes and that reflects the course of the training, the critical and reflexive attitude assumed in response to the challenges that were faced, and the processes and performance of the professional routine experiences. The document should also include a research component concerning the teaching action developed by the student. The final report is, thus, an instrument that allows multiple dimensions of analysis. The work described in this chapter resulted from the study of 62 reports, developed between 2012 and 2015, with the objective of analysing the type of teaching-learning experiences, the content areas and the pedagogical approach developed by students. A quantitative and qualitative approach was followed, using text mining to complement the analysis, due to the large quantity of text. This was complemented with content analysis to interpret the resulting data. The results reveal that students describe and analyse teaching-learning experiences in different content areas, valuing differentiated pedagogical strategies and that the reflective processes are centred in the description of the practicum, without revealing a substantial critical thinking. The final report, regardless of the weaknesses, is a valuable instrument in the training process, because it allows the development of reflection and research tools about the education practice, essential for the professional development of future teachers.

Background: In order for education and training to be successful, various factors in the educational environment must be known, regulated and well managed. Classroom management enables teachers to carry out their teaching tasks effectively. In order to manage the classroom, teachers must have classroom management skills. A teacher who does not have classroom management skills will have difficulty in classroom management and failure in education is inevitable. Aims: The aim of this study is to reveal the views of physical education teacher candidates on effective classroom management. The research is a qualitative study. The research group consists of 10 physical education teacher candidates and this study group was determined by the maximum diversity sampling method. Place & duration of study: In the research, face-to-face interview technique was used in accordance with the voluntary basis and studying at Iğdır University School of Physical Education and Sports. Method: In the research, using the interview method, which is one of the qualitative research methods, the data obtained were analyzed by the content analysis method. Results: As a result of the research, physical education teacher candidates stated that for an effective classroom management, teachers should be competent in their field and love their profession. The physical education teacher candidates participating in the research came to the forefront by endearing the lesson and the teacher. In addition, the research group; They stated that they would motivate students in classroom management by giving responsibility to the student, determining the classroom rules together with the student, and applying different teaching methods. In addition, in order for the student-teacher communication of the research group to be effective; They expressed their opinion that a democratic environment should be created and cooperation between the parties should be ensured. Conclusion: In addition, in terms of improving the classroom management skills of the research group; In addition to gaining professional skills and practice skills, while managing unwanted student behaviors in the classroom; They stated that it is necessary to give responsibility to the student and to plan the lesson together with the student. At the same time, for an effective classroom management; It has been concluded that an effective classroom management can be done by knowing the student well and establishing healthy communication with the student. Keywords: Physical Education, Teacher Candidate, Classroom Management

This study examined teachers' perceptions of Global Citizenship Education (GCED) in selected Rwandan Secondary Schools. It took a qualitative approach and was guided by two theories: Bourdieu's theory of practice (1972) and Mezirow's theory of transformative learning (1978). A case study research design was adopted. The target population included all teachers from ten selected Rwandan secondary schools. Purposive sampling was employed to choose ten teachers (one from each school) to complete an open-ended questionnaire, five of whom participated in semi-structured interviews. Primary data was collected using open-ended questionnaires and semi-structured interviews, and thematic analysis was used to analyze the data. The findings revealed that teachers have positive perceptions towards GCED. Teachers learned about GCED through self-documentation, which led to differing understandings and interpretations. Respondents also acknowledged GCED as an important thing that should be taken into consideration in the journey of implementing global sustainable development through educating students to be good global citizens and having an appropriate understanding of Sustainable Development Goals (SDGs). The challenge highlighted by respondents is the lack of appropriate common documents and techniques to be used for integrating GCED into teaching and learning practices in line with the Rwandan Competence-Based Curriculum. This study concludes that teachers’ positive perceptions of GCED are found to be good and helpful when it goes hand in hand with the National Curriculum Framework explicitly, to facilitate its integration into teaching practices. The study recommended that the Ministry of Education (MINEDUC) through The Rwanda Basic Education Board (REB) and Non-Government Organizations (NGOs) in charge of education should provide training and teachers’ guides to harmonize their understanding of GCED and techniques of integration into teaching practices. It is also recommended that during the incoming curriculum revision, GCED should be integrated into the Curriculum explicitly, either as a course or as a crosscutting issue. Future studies should expand the scope of the study and highlight the interdependence of GCED and the implementation of global sustainable development.

Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes and subthemes. Findings revealed that effective classroom management includes teachers’ use of appropriate positive and negative reinforcement, student buy-in to reward systems, positive immediate feedback to students, teachers’ consistent follow-through with consequences, and positive teacher-student relationships. We also report similarities and differences between middle level general education and special education teachers’ perceptions. Limitations and areas for future research are addressed.

PURPOSE: Although the COVID-19 pandemic has had a catastrophic effect on economic activities worldwide, the paradoxical phenomenon of this black swan situation may be found to facilitate entrepreneurial intentions. This study aims to investigate Thai university students’ perceptions of their entrepreneurial aspirations during the times of the COVID-19 pandemic. METHODOLOGY: Drawing upon social cognitive career theory, this research investigates the profound linkage of university students’ COVID-19 perceptions and attitudes towards situations for self-believing in the adaptation for entrepreneurship. A valid sample of 798 collected from eight provinces, eight districts, and eight cities throughout Thailand was included for further analysis using Structural Equation Modelling (SEM) and Process Macro Model 6. FINDINGS: University students’ COVID-19 pandemic perceptions influence their self-efficacy in situation adaptations and perceived desirability towards individual-level entrepreneurial intentions. Interestingly, self-efficacy and desirability towards entrepreneurship act as serial mediating factors, towards the mediated relationship between attitude towards the situation, COVID-19 perception, and university students’ entrepreneurial intentions. IMPLICATIONS: The results of this research can add to entrepreneurship literature and additional model testing has also been proposed. Besides, practitioners and researchers could collaborate with governors to cultivate entrepreneurial trajectories based on research findings. ORIGINALITY AND VALUE: Social cognitive career theory (SCCT) can rationalize an academic student’s career choice of entrepreneurship by considering their perception of the start-up processes during COVID-19. Future research can also test findings on a representative sample at the national level.

Intimate partner violence is a major public health issue that has an impact on students' physical, mental and academic achievement. In order to define and understand the dating violence that students experience during the most productive times of their lives, it is necessary to examine the world they live in. This study was carried out in the phenomenology pattern of the qualitative study in order to examine the dating violence experiences of university students and the factors affecting them. The study was carried out with 30 students studying at a state university in Turkey. As a result of the data obtained as a result of the interviews with university students, 110 main codes, 6 sub-themes and two main themes as "direct violence" and "indirect violence" emerged. As a result of the study, while university students experience different forms of intimate partner violence, there are also more observed forms of violence than gender. Keywords: Intimate partner violence, University students, Qualitative study DOI: 10.7176/JHMN/98-02 Publication date: March 31 st 2022

Maintaining students’ learning motivation, particularly during the initial semester, presents a significant challenge in higher education, especially for those with pesantren (Islamic boarding school) backgrounds who are adapting to a new academic environment. This study aims to explore the role of ice breaking techniques in fostering and sustaining learning enthusiasm among first-semester students in the PGMI (Primary School Teacher Education) Program at Universitas Islam Tribakti Lirboyo. Employing a qualitative case study approach, data were collected through participatory observation, in-depth interviews, and documentation involving students actively participating in lectures. Thematic analysis was conducted through data reduction, presentation, and conclusion drawing. The findings reveal that ice breaking activities positively contribute to creating a relaxed classroom atmosphere, strengthening social bonds among students, and enhancing active participation in learning. Students reported feeling more prepared, engaged, and motivated after participating in ice breaking sessions. Moreover, these techniques effectively serve as a psychological bridge from the rigorous pesantren routine to the more interactive and dialogical demands of university learning. These results are supported by humanistic learning theories and motivational frameworks, which emphasize the importance of emotionally supportive learning environments. The study recommends the systematic integration of ice breaking activities into higher education learning strategies, particularly in pesantren-based institutions, to foster more humanistic, participatory, and adaptive learning settings

The aim of this study is to evaluate the teaching practice course according to the views of the teaching staff, practice teachers and physical education teacher candidates who took the teaching practice course. As the program evaluation model, Stufflebeam's Context, Input, Process and Product Evaluation Model (CIPP) was used. Mixed research method, in which quantitative and qualitative research methods are used together, was used in the research. The quantitative data collection group of the research consists of physical education teacher candidates (n:63) who took the Teaching Practice course at Hatay Mustafa Kemal University Physical Education and Sports School in the 2021-2022 academic year. The qualitative data consisted of 7 instructors and 7 practice teachers who provided consultancy to the pre-service teachers participating in the study. The data collection tools of the research are the Teaching Practice Evaluation Questionnaire and Semi-Structured Interview Form developed by Aslan and Sağlam (2017). In the study, data were collected in two stages: In the first stage, quantitative data were collected and in the second stage, semi-structured interviews were conducted to explain the quantitative data in more detail. The SPSS package program was used in the analysis of the quantitative data obtained in the study, and the mean and standard deviation values for each item were included. In the analysis of qualitative data, descriptive analysis technique was used. As a result of the study, while there were some failing points in the context, input and process dimensions, the findings obtained in the product dimension indicated that the physical education teacher candidates considered the teaching practice to be effective at a sufficient level. When the data obtained from the interviews were examined, it was observed that all three stakeholders of the course made the same or similar statements on some issues, and while it was observed that their views were compatible with each other, the statements of the stakeholders were different from each other in some items. Depending on the results, suggestions can be made such as providing the necessary conditions in the practice schools, providing the necessary materials to the teacher candidates in order for the teaching practice to be efficient, and regularly giving the two-hour seminar courses given at the school by the practice instructors.

Introduction. The article discusses a topic that is relevant for the present time: introducing students to traditional Russian spiritual and moral values. The form of such work is the extracurricular classes “Conversations about Important Things”. In this regard, the question of pedagogically appropriate selection of forms and methods of organizing these classes arises. The purpose of this article is to justify the pedagogical appropriateness of choosing and applying methods of education during the extracurricular classes “Conversations about Important Things”. Methodology. The main methodological approaches are the activity-based and sociocultural approaches, as well as the principles of humanistic education. Results. The article analyzes the methods of education that are most often used in the preparation and conduct of extracurricular classes “Conversations about Important Things”. The article describes the conditions for the effective organization of such work. The experiment was conducted in educational institutions in Novosibirsk. 50 students from the Institute of Childhood at Novosibirsk State Pedagogical University participated in the experiment, and they conducted extracurricular classes called “Conversations about Important Things” as part of their teaching practice as a class teacher. The article explores the challenges faced by the students and describes their approach to solving pedagogical and organizational issues. The article also highlights the importance of personalized approaches in teaching. Conclusions. Active and interactive methods are considered effective in enhancing the effectiveness of such teaching.

The objective of this research was to determine the prevalence of problematic and risky sexual behaviour after alcohol consumption and the correlation between this prevalence and sex, behavioural factors, problematic drinking, and alcohol consumption characteristics. A survey of students was carried out at four faculties. Data were gathered via internet and self-administered paper-pencil questionnaires. The analysis employed Pearson's chi-squared test, gross odds ratios and logistic regression to calculate the adjusted odds ratios (OR) and their confidence interval (CI). Problematic drinking was detected by the CAGE test. Sixteen percent of students reached the CAGE score of 2, which indicates a potential threat of addiction, while 6% of students reached even higher problematic scores (3 or 4). Among those respondents who did drink alcohol, 23% had unprotected sex and 21% had sex which they later regretted. There were some differences between male and female respondents with men reporting more instances of risky behaviour. Among university students, problematic and risky sexual behaviour after alcohol use is associated with sex, the intensity of problematic drinking, first drunkenness, the place of alcohol use, and attitude to alcohol use. Problematic drinking and risky sexual behaviour after alcohol consumption exist among students and deserve special attention and response in the form of suitable measures. Problematic and risky sexual behaviour after alcohol consumption among university students is associated with behavioural factors and characteristics of alcohol use that allow a targeted approach to preventive efforts.

BackgroundIncreasing proportions of the global population transition through a university setting, a setting associated with engagement in behaviors that diminish health such as high levels of physical inactivity. Increasing physical activity (PA) is a key element of health promotion strategies in many countries, but a better understanding of students’ PA and how it is associated with personal, behavioral, and environmental factors is needed. Studies provide protocols to collect information regarding these factors separately; however, none have developed a validated systematic approach to gather information pertaining to all across a whole country.ObjectiveThe purpose of this project is to examine students’ physical activity and how it is associated with personal, behavioral, and environmental factors.MethodsStudent Activity and Sport Study Ireland (SASSI) is a university-based cross-sectional study that was carried out across the island of Ireland in 2014. A novel and comprehensive Web-based environmental audit tool (EAT) gathered information pertaining to the environment provided by universities for physical activity. A Web-based student survey (SS) collected information about physical activity beliefs, attitudes, motivations, and behaviors of students. The audit tool and SS were developed through rigorous consultation processes involving international experts. An institutional champion volunteered at each university to recruit, administer, and ensure the completion of both assessments.ResultsData collection was undertaken between May and December 2014. A total of 80% (33/41) of universities completed the EAT, whereas 88.31% (8122/9197) of students (49.10% [3966/8122] male; mean 23.17 [SD 6.75], years) completed the SS sufficiently. Studies are currently underway with the data collected using this protocol.ConclusionsSASSI provides a novel and comprehensive protocol for systematically assessing the PA of students and the related personal, behavioral, and actual environmental factors. The strengths of the SASSI study are presented and include high response rates and a unique dataset that can provide information to relevant stakeholders and policy makers, along with aiding the development of university environments and interventions that promote PA involvement. The weaknesses of the protocol are recognized with suggestions given to overcome them in future research. This protocol is applicable for other countries and has great potential to create harmonization of data, which would allow for direct comparisons across nations.International Registered Report Identifier (IRRID)RR1-10.2196/10823

As course in public relations education, campaigns course bears significant responsibility to both student and profession. From survey of 598 public relations professionals, Cameron, Sallot and Weaver Lariscy (1996) determined that educators have responsibility to all students; practitioners look forward to continued influx (of students) actually trained in public relations who may carry clearer sense of how to perform as professionals. Perhaps most important function of capstone courses in journalism and mass is to prepare students for real world. These fledgling commodities, if you will, become increasingly more marketable as higher education adapts to needs of various constituents. As public relations education shifted from being variant of liberal arts degree to training for profession, campaigns course must supplement skills training for technician role with managerial values and skills. Instead of focusing our energies on defining discipline, we should concern ourselves with refining it. Future practitioners need to possess real-world communicative and planning skills, while basing their strategies on substantive case studies, sound research, and theoretical underpinnings. L. Grunig, J. Grunig and Ehling (1992) wrote that public relations fits into what organizational sociologists call boundary-spanning role. Since practitioners manage relationships with external groups, public relations contributes to overall organizational effectiveness. It stands to reason that campaigns students need to experience realworld, organizational situations in order to be prepared to manage publics and be member of an organization's dominant coalition, rather than toil as subservient technician. The campaigns course can never be sufficient to fully prepare students for real-world experiences. For example, Strohmaier, Stratton, Novak and Leipzig (1992) argued that many students lack communication competence, shortfall which could be partially remedied by an introductory course in speech communication. The authors posit that this course could serve as foundation for acquisition of advanced communicative skills in discipline-specific situations (i.e. campaigns class) later in student's collegiate career. Teaching campaigns Many researchers lament current state of public relations as being steeped in technicianship and low in managerial excellence. As acknowledged class in most public relations programs, campaigns courses, according to Kendall (1998), should be designed to hone both practical (research, planning and oral/interpersonal) skills and incorporate theoretical significance. How do we prepare well-rounded public relations practitioners? Grunig (1989) noted that truly excellent public relations departments employ managers who supervise work of He contended that we should develop sequences, programs or departments of public relations which produce graduates that will serve organizations - and society - well in future. Leichty and Springston (1996) warned that a lot of meaningful information is lost by categorizing practitioners as either managers or technicians. Although too much may be made of distinction in practice, campaigns course is usually last (oftentimes only) opportunity for students to integrate production skills with strategic management abilities. An ongoing battle between academia and old-school practitioners continues over relevance of public relations theory. Grunig (1998) contends that theory has gotten black eye among many practitioners because theories taught in public relations frequently have had little application in public According to Grunig, two most important principles in teaching theory - which he claims is the most important thing we teach public relations students in university - are: Showing students how all of theories related to public relations fit into cohesive whole and showing students applications of these theories in real-life practice of public relations. …

Science teacher education literature has emphasized the importance of prospective teachers’ prior knowledge of their K-12 experiences as a key factor influencing their professional development as future science teachers. The purpose of the study was to identify the teaching practices in prospective teachers’ prior knowledge of science instruction before their enrollment in a science teaching methods course. Constructs from the practice-based theory of teaching, reform-based science instruction, and the pedagogy of poverty framework collectively served as the conceptual lens to focus on teaching practices. Three-hundred and sixty-one prospective teachers took part in this qualitative study. Visual (drawings) and written (narratives) served as the data and thematic analysis was used to identify and categorize teaching practices. The predominant teaching practices were framed by the pedagogy of poverty (68.4%) (giving information and directions). Other teaching practices were framed by a combination of teaching practices (pedagogy of poverty and core science teaching practices) (28.0%) (giving information and directions, engaging students in investigations, and facilitating classroom discourse), and teaching practices that reflected only core science teaching practices (8.0%) (engaging students in investigations and facilitating classroom discourse). Prospective teachers in this study had identified and accepted as knowledge-for-practice from their K-12 experiences a set of limited teaching practices. The findings indicated that prospective teachers’ prior knowledge of science instruction reflected the inclusion and an over reliance on specific teaching practices that contradicted or limited current reforms in science education and imply that they are yet to experience science instruction as stipulated by the current reforms.

Currently, a large number of ethnic languages worldwide are losing their vitality and popularity due to globalization and the influence of dominant languages such as English and Indonesian. Such a linguistic decline is both unsettling and disheartening because, in reality, this loss not only means a loss of communication tools but also a loss of identities and values. Against such a backdrop, this study aims to investigate Indonesian university students’ attitudes to their ethnic languages and to explore the factors that influence students’ fluency in their ethnic languages. To conduct this study, the qualitative method was used, and the data were obtained using questionnaires distributed to 78 university students from 10 universities across Indonesia through Google Forms. These participants were purposively selected from 18 different ethnic groups, including Ambonese, Balinese, and Sundanese. The findings indicate that there are various factors affecting the participants’ fluency in their languages, namely domestic use of their ethnic languages and parental encouragement, which turned out to positively affect fluency and cross-ethnic marriages and relocation of environments, which negatively impacted the participants’ fluency. Therefore, this study recommends two strategies to preserve ethnic languages: (1) teaching programs for ethnic languages: schools should administer classes to support students from ethnic-language-deprived backgrounds, and (2) local government policies: they are expected to issue and implement policies that encourage and protect the use of ethnic languages among younger generations.

Teaching Tarleton