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Journal articles on the topic 'Reinforcement and teacher-centred strategies'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Harriet, Ludigo, B. Mugimu C., and M. Mugagga A. "Teacher centred strategy and academic achievement of students in public Universities of Uganda." DIRECT RESEARCH JOURNAL OF EDUCATION AND VOCATIONAL STUDIES 1, no. 1 (2019): 1–10. https://doi.org/10.5281/zenodo.3497108.

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This study explored the relationship between teacher-centred strategies and academic achievement of students in Ugandan public universities. Using the cross-sectional research design, data were collected using a questionnaire and an interview guide on a sample of 375 students and 8 heads of departments. Quantitative data involved use of descriptive and inferential statistical analyses while qualitative data were analysed using thematic and content analyses. Correlation results revealed that teacher centred strategies including immediate feedback, continuous/repeat practice and reinforcement ha

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Arista, D., L. P. Artini, and M. Ratminingsih. "The Types of Reinforcement Strategies Used by the Teacher in Motivating EFL Students at KG B Class in Bali Kiddy School." Journal of Psychology and Instructions 2, no. 1 (2018): 9. http://dx.doi.org/10.23887/jpai.v2i1.13736.

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This study aimed at describing types and implementation of reinforcement strategies in motivating EFL students at KG B Class in Bali Kiddy School. This research was conducted in the second semester in the academic year of 2016/2017. The subjects of the research were a teacher and 22 students aged 5-7 years old. The data collected by two methods: observation and interview. It was found that Bali Kiddy used 5 types of reinforcement strategies, namely verbal reinforcement, gestural, contact, activity and token reinforcement. Each of these types consists of positive and negative reinforcement. For

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Maran, Theresua Uto, Femberianus S. Tanggur, and Vera Rosalina Bulu. "INNOVATIVE TEACHER REINFORCEMENT STRATEGIES TO ENHANCE STUDENT MOTIVATION IN ONLINE LEARNING." Journal of Innovative Technologies in Learning and Education 1, no. 1 (2024): 36–45. http://dx.doi.org/10.37792/jitle.v1i1.1379.

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This study examines the effectiveness of innovative reinforcement strategies by teachers in enhancing students’ motivation in online learning environments. Using a qualitative research approach with descriptive methods, the study explores how verbal, non-verbal, and digital reinforcement are implemented by teachers and how these strategies affect students’ engagement and academic achievement. The results show that reinforcement plays a significant role in maintaining students’ motivation, with a significant impact on students’ engagement in online classes and academic achievement. Despite the

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Sri, Wuli Fitriati, Fatmala Devi, and Ginanjar Anjaniputra Agung. "Teachers' classroom instruction reinforcement strategies in english language class." Journal of Education and Learning (EduLearn) 14, no. 4 (2020): 599–608. https://doi.org/10.11591/edulearn.v14i4.16414.

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In the context of this study, reinforcement is an act of teachers to strengthen students’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforc

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Frahesti, Dian, and Harum Natasha. "Teacher's Reinforcement in Teaching English at High School Level." Lingua Susastra 1, no. 1 (2020): 31–40. http://dx.doi.org/10.24036/ls.v1i1.4.

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This study aims to determine the teacher's reinforcement in teaching English at the high school level. This is important to do because strengthening is one of the strategies that teachers can apply in increasing interest and motivation to learn to achieve satisfactory student achievement. This research uses qualitative methods with descriptive techniques. In data collection, researchers conducted interviews and observations on teachers of SMA Islam Negeri 2 Kuantan Singingi to determine the components of reinforcement used by teachers in learning English. The results of this study indicate tha

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Scurto, Hugo, Bavo Van Kerrebroeck, Baptiste Caramiaux, and Frédéric Bevilacqua. "Designing Deep Reinforcement Learning for Human Parameter Exploration." ACM Transactions on Computer-Human Interaction 28, no. 1 (2021): 1–35. http://dx.doi.org/10.1145/3414472.

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Software tools for generating digital sound often present users with high-dimensional, parametric interfaces, that may not facilitate exploration of diverse sound designs. In this article, we propose to investigate artificial agents using deep reinforcement learning to explore parameter spaces in partnership with users for sound design. We describe a series of user-centred studies to probe the creative benefits of these agents and adapting their design to exploration. Preliminary studies observing users’ exploration strategies with parametric interfaces and testing different agent exploration

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Kurniasih, Ani, Wahyuni Fitria, and Reni Andriani. "REINFORCEMENT STRATEGIES EMPLOYED BY THE ENGLISH TEACHERS AT JUNIOR HIGH SCHOOL 17 KOTA JAMBI." International Journal of Research on English Teaching and Applied Linguistics 2, no. 1 (2022): 42–46. http://dx.doi.org/10.30863/ijretal.v2i1.2445.

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Reinforcement is any response both in verbal and non verbal which modift students’ behavior in order to give feedback on their behavior either as a support or correction (Uzer Usman, 2005). This study focuses on investigating the kinds of reinforcement employed by English teacher at Junior High School 17 Kota Jambi class VIII. Researcher used qualitative method. The researcher also took 2 teachers who teaching in VIII class of Junior High School 17 Kota Jambi as the subject of the study. Techniques of collecting the data were interview and observation. In supporting the data was the observatio

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Yang, Chuanguang, XinQiang Yu, Han Yang, et al. "Multi-Teacher Knowledge Distillation with Reinforcement Learning for Visual Recognition." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 9 (2025): 9148–56. https://doi.org/10.1609/aaai.v39i9.32990.

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Multi-teacher Knowledge Distillation (KD) transfers diverse knowledge from a teacher pool to a student network. The core problem of multi-teacher KD is how to balance distillation strengths among various teachers. Most existing methods often develop weighting strategies from an individual perspective of teacher performance or teacher-student gaps, lacking comprehensive information for guidance. This paper proposes Multi-Teacher Knowledge Distillation with Reinforcement Learning (MTKD-RL) to optimize multi-teacher weights. In this framework, we construct both teacher performance and teacher-stu

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Aiyuda, Nurul, Nasywa Hafizah, and Nengsi Fitria. "Becoming an Effective Shadow Teacher: Characteristics, Skills, and Strategies." KnE Social Sciences 10, no. 7 (2025): 103–17. https://doi.org/10.18502/kss.v10i7.18307.

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Shadow teachers, or additional educators, play a crucial role in inclusive education by supporting students with special needs. This study explores the characteristics, skills, and strategies required for shadow teachers to be effective educators. A literature review was conducted, searching relevant databases with keywords such as “effective shadow teacher,” “good shadow teacher,” and “strategic shadow teacher.” The search was broadened with terms like “special needs” and “inclusive,” identifying 10 articles published between 2014 and 2024. The analyzed articles highlight several essential at

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Fatma Yulita, Deslina Fitri, and Muhamad Yahya. "Strategies to Strengthen Teacher Professionalism Through Competency Development." Al Bahri: Journal of Islamic Education 2, no. 1 (2025): 37–45. https://doi.org/10.69880/albahri.v2i1.263.

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Education is the main foundation in nation building, and teachers play a strategic role in creating a quality learning process. The professionalism of teachers greatly determines the success of education, especially in facing the challenges of globalization and technological developments. This article aims to examine the importance of teacher competency development as a strategy to strengthen professionalism in improving the quality of education. This study uses a qualitative approach through the literature review method by examining various academic sources, government policies, and related r

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Lavilles, Mary Grace B., and Roselyn M. Ricaforte. "The Relationship between Strategies in Dealing with Disruptive Behavior and the Teachers’ Perception of Their Preparedness in Teaching Students with Special Needs." Advances in Research 26, no. 4 (2025): 103–9. https://doi.org/10.9734/air/2025/v26i41388.

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Teacher preparedness and behavior management remain critical aspects of inclusive education, especially as educators respond to the growing diversity of learners in Philippine classrooms. This study examined the relationship between strategies used in managing disruptive behavior and teachers’ perception of their preparedness in teaching students with special needs. Employing a non-experimental descriptive-correlational design, the study involved 200 SPED and general education teachers from South Cotabato, selected through total enumeration sampling. Standardized instruments were used to asses

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Ekeh, Martin Chukwudi, and Princewill Chinagorom Onuike. "Investigating the Academic Performance of Math-Phobic Middle School Students." Research in Educational Policy and Management 7, no. 1 (2025): 27–46. https://doi.org/10.46303/repam.2025.2.

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A staggering 80% of middle school students in Owerri Educational Zone 1, Nigeria, exhibit significant maths phobia, severely impacting their academic performance in mathematics. Based on a representative sample of 9,873 JSS2 students, this study reveals a statistically significant negative correlation between maths phobia and academic achievement, highlighting the detrimental influence of this pervasive issue. To address this critical challenge, the researchers propose a multi-faceted intervention encompassing three key areas: (1) Demystifying Mathematics: Traditional, phobia-inducing pedagogi

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Rachman, Dzul, and Dedi Rahman Nur. "The Relationship between English Teacher’s Praise and English Learning Achievement of The Tenth Grade of SMK Negeri 9 Samarinda." JELE (Journal of English Language and Education) 3, no. 1 (2017): 54. http://dx.doi.org/10.26486/jele.v3i1.242.

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Reinforcement is one of the strategies in classroom management, which is familiar among teachers. One of the types of reinforcement in social reinforcement is praise. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational. The design of this study was correlation design. The research participant was the tenth grade students of SMK Negeri 9 Samarinda. The purposes of this study are to find out how is relationship between the teacher’s praise and th

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Rachman, Dzul, and Dedi Rahman Nur. "The Relationship between English Teacher’s Praise and English Learning Achievement of The Tenth Grade of SMK Negeri 9 Samarinda." JELE (Journal of English Language and Education) 3, no. 1 (2017): 54. http://dx.doi.org/10.26486/jele.v3i1.267.

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Reinforcement is one of the strategies in classroom management, which is familiar among teachers. One of the types of reinforcement in social reinforcement is praise. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational. The design of this study was correlation design. The research participant was the tenth grade students of SMK Negeri 9 Samarinda. The purposes of this study are to find out how is relationship between the teacher’s praise and th

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Milawati, Milawati, Nurir Rohmah, and Helmy Sahirul Alim. "TEACHER’S QUESTIONING STRATEGIES IN SCAFFOLDING STUDENTS’ LEARNING AT UNIVERSITY LEVEL." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 2 (2020): 308–21. http://dx.doi.org/10.26618/exposure.v9i2.4170.

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Evidence is mounting that teacher questions can assist students in various purposes in the teaching-learning process (Blosser, 2006; Bond, 2007; Cotton, 2007). The teacher tends to deliver a simple to the complex level of question, for the discussion can run smoothly (Bloom’s taxonomy level, 1956). Despite this, a variety of good questions will not guarantee that the interactive classroom will be created, the teacher needs to employ rephrasing, redirecting, probing, and reinforcement in her questioning (Goodwin et al, 1992). However, practically, teachers ask a large number of questions, which

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Ismail Musa. ""Independent Curriculum and Behaviorism-Based Learning: Analysis of Reinforcement Effectiveness"." Journal of Media, Sciences and Education 4, no. 1 (2025): 23–27. https://doi.org/10.36312/jomet.v4i1.102.

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This study analyzes the effectiveness of reinforcement in behaviorist-based learning within the Merdeka Curriculum, aimed at enhancing student motivation and engagement for 21st-century learning. Using a quasi-experimental approach with mixed methods, the research involves classroom observations, student questionnaires, and teacher interviews. Findings indicate that positive reinforcement significantly boosts student motivation, particularly when tailored to individual characteristics. However, excessive positive reinforcement risks undermining intrinsic motivation. Negative reinforcement, suc

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Nashruddin and Putri Rahmawati Ningtyas. "English as Foreign Language (EFL) Teacher’s Questioning Strategies in Classroom Interaction." Utamax : Journal of Ultimate Research and Trends in Education 2, no. 1 (2020): 5–11. http://dx.doi.org/10.31849/utamax.v2i1.3720.

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    ABSTRACT The objectives of this research were to find out the teacher’s questioning strategies, types of the questions, and the reasons of using the questioning strategies in classroom interaction.. This qualitative research using discourse analysis approach. The sample of this study was a teacher of SMPN 1 Tanete Riaja, Barru Regency Data collection of this research was conducted through recording, observation, and interview. The data collected were analyzed through conversational analysis that was used in analyzing teacher's questioning strategies, types of

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Chelliah, Gomathi, and Roshafiza Hassan. "Teacher Leadership and Bullying Management: A Study of School Discipline in SJKC and SJKT Schools in Kuala Pilah District." Journal of Public Administration and Governance 14, no. 2S (2025): 168. https://doi.org/10.5296/jpag.v14i2s.22595.

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Bullying remains a prevalent issue in schools, affecting students across various backgrounds. While much focus has been placed on the victims and perpetrators, the role of teacher leadership in managing such discipline issues is critical yet under-explored. This study investigates how teacher leadership contributes to the management of bullying in Chinese (SJKC) and Tamil (SJKT) National Type Schools in the Kuala Pilah District. Using a qualitative approach, 10 teachers were interviewed using snowball sampling to gain insights into their leadership strategies and their role in student discipli

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Rosida, Fitri Amelia, Ika Ari Pratiwi, and Much Arsyad Fardani. "Operant Conditioning Strategies in Limited Face-to-Face Learning Activities in Forming the Responsibility Character." EduBasic Journal: Jurnal Pendidikan Dasar 4, no. 2 (2022): 177–86. http://dx.doi.org/10.17509/ebj.v4i2.48924.

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The change in learning from what was originally face-to-face to distance learning and then switched to limited face-to-face learning made students need to adapt to all the provisions in the learning process. It then impacts the student's responsible character. This study, therefore, aims to discuss the process of forming the student responsibility character through the operant conditioning type in limited face-to-face learning activities. The research method used was qualitative with a narrative approach model. This study’s subjects were the principal, a fifth-grade homeroom teacher, and nine

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Kinanda, Jonas, Florence Kyaruzi, and Katherine Fulgence. "Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania." African Journal of Teacher Education 13, no. 3 (2024): 111–32. https://doi.org/10.21083/ajote.v13i3.7171.

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This study explored strategies that teachers use to reduce mathematics anxiety among students in secondary schools in Tanzania. The study employed a qualitative exploratory case study design whereby data were obtained from 18 mathematics teachers and 40 students by using interviews, focus group discussions, and field observation. The data were then analysed thematically using Braun and Clarke’s (2006) thematic analysis model. Different dominant factors that contribute to mathematics anxiety among students were found to be poor mathematics background, teachers’ aggressiveness as well as the nat

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Shores, Richard E., Philip L. Gunter, and Susan L. Jack. "Classroom Management Strategies: Are They Setting Events for Coercion?" Behavioral Disorders 18, no. 2 (1993): 92–102. http://dx.doi.org/10.1177/019874299301800207.

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The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to us

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Torelli, Jessica N., Blair P. Lloyd, Claire A. Diekman, and Joseph H. Wehby. "Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms." Journal of Positive Behavior Interventions 19, no. 1 (2016): 14–25. http://dx.doi.org/10.1177/1098300716632878.

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In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the conte

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Nisa, Ristiya Khoirun, Luthfa Nugraheni, and Sekar Dwi Ardianti. "Analisis Strategi Guru dalam Menanamkan Karakter Disiplin Pada Siswa Kelas V di SDN Tlogorejo." NUSRA : Jurnal Penelitian dan Ilmu Pendidikan 5, no. 4 (2024): 1598–604. https://doi.org/10.55681/nusra.v5i4.3131.

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This research was motivated by the problems encountered at SDN Tlogorejo, namely the low level of discipline. Through these problems, teachers need to have strategies regarding instilling disciplined character in students. The aim of this research is to describe teacher strategies and obstacles that influence the growth of students' disciplined character. The research method used is qualitative research with a descriptive approach. Data collection techniques used were observation, interviews and documentation. The research results show that habituation and reinforcement are strategies carried

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‘Afifah, Irmafatul. "The Implementation of EGRA Technique in Teaching Writing Descriptive Text on 11th Grade Students SMAN 1 Pare." IREELL: Indonesian Review of English Education, Linguistics, and Literature 2, no. 2 (2024): 257–67. https://doi.org/10.30762/ireell.v2i2.4573.

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This study investigates the implementation of the EGRA (Experience, Generalization, Reinforcement, Application) technique in teaching descriptive text to improve students' writing skills. Conducted using a descriptive qualitative design, the research involved observations and interviews with both teachers and students. Data were analyzed and validated through cross-checking and comparison. The findings reveal that the teacher effectively utilized the four stages of the EGRA technique. During the Experience stage, students were asked questions related to descriptive text. In the Generalization

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Islam, Muhammad, Lubna Khalil, and Iram Sagheer. "Impact of Teacher Talk on Learner Engagement and Motivation." Journal of Social Sciences Review 5, no. 1 (2025): 566–77. https://doi.org/10.62843/jssr.v5i1.521.

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Learner engagement and motivation play an important role in learning a second or foreign language. This study examines the effect of teacher talk on the two psychological constructs in Pakistani ESL classrooms. It evaluates teachers’ strategies to engage learners in instructional tasks and materials during classroom discourse. Using Flanders’ Interaction Analysis Categories (FIAC) as a theoretical framework, the research adopts a mixed-methods approach to analyze teacher-student interactions. Twenty-five undergraduate students and two teachers from a local college in Lahore, Punjab, participat

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Anwar, Muhammad Nadeem, Asif Sultan, Faizan Ali, and Sania Hayat. "Application of Behaviorist Theory in Classroom Instructional Reforms." Qlantic Journal of Social Sciences and Humanities 5, no. 2 (2024): 341–50. http://dx.doi.org/10.55737/qjssh.319972469.

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The aim of this study was to investigate the application of behaviourist theory in classroom instructions, focusing on effectiveness and challenges. Data were collected from public school teachers in Sargodha, Pakistan, using a mixed-method approach. The data analysis highlighted that the majority of teachers are familiar with Classical and Operant Conditioning principles. The findings indicated that behaviourist strategies such as token economies, behaviour contracts, and reinforcement are effective in managing classroom behaviour, improving student engagement and enhancing student academic p

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Mastropieri, Margo A., and Thomas E. Scruggs. "Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996." Remedial and Special Education 18, no. 4 (1997): 198–213. http://dx.doi.org/10.1177/074193259701800402.

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Abstract In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involvi

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Qasserras, Lhoussine. "Managing discipline problems in ESL/EFL classrooms: A review of challenges and strategies." Contemporary Research in Education and English Language Teaching 7, no. 1 (2025): 7–15. https://doi.org/10.55214/26410230.v7i1.4656.

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Classroom discipline is essential in ESL/EFL educational settings, as it directly influences students’ academic performance, participation, and the overall learning environment. Teachers must effectively manage discipline to ensure students remain attentive and that lessons proceed without disruptions. This study aims to explore common discipline problems in ESL/EFL classrooms, analyze their causes, and evaluate effective classroom management strategies. A systematic review of existing literature highlights key challenges, including disruptive behavior, lack of motivation, cultural conflicts,

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Yanprechaset, Yuwaree, and Chaiyos Paiwithayasiritham. "Enhancing Teacher Professionalism: A Study of Factor Affecting Self-Development Among Thai Private School Teacher Using MMR Approach." Journal of Education and Learning 14, no. 6 (2025): 342. https://doi.org/10.5539/jel.v14n6p342.

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Amid rapid social change, teacher self-development has become essential. High-quality teaching, exemplary behavior, and professional responsibilities play a crucial role in enhancing student learning. This study aimed to analyze the causal factors influencing self-development needs according to professional teaching standards in private schools and to explore effective self-development approaches.A mixed-methods research design with a FOLLOW-UP Explanatory Sequential Design was employed. The sample comprised 412 private school teachers in Thailand, selected through two-stage random sampling, a

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Mitina, L. M. "Personal and Professional Development of a Teacher: Modern Understanding and Innovative Practice." Вестник практической психологии образования 19, no. 2 (2022): 9–19. http://dx.doi.org/10.17759/bppe.2022190201.

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The article describes the process of preparation, holding and results of the XVIII International Scientific and Practical Conference “Strategies and Resources for the Personal and Professional Development of a Teacher: Modern Reading and Systemic Practice”, which took place on July 4–5, 2022, on the basis of the Psychological Institute of the Russian Academy of Education in Moscow. The results of the conference are considered in the context of a task related to determining the conditions under which a person’s transition from development caused by external influences and oriented to external s

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Arthaningsih, Ni Kadek Juni, Dewa Bagus Sanjaya, and I. Nengah Suastika. "Civic Literacy Strengthening Through Curriculum and Community Synergy." Pedagogia : Jurnal Pendidikan 14, no. 2 (2025): 281–86. https://doi.org/10.21070/pedagogia.v14i2.1930.

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The enhancement of civic literacy at the elementary school level has become essential amid globalization and technological advancement. This study aimed to examine the implementation of civic literacy movements through a literature review approach. The method used involved reviewing relevant studies and policy documents. The findings revealed that civic literacy can be strengthened through curriculum integration, active teacher roles, school-based literacy programs, and community support. Effective strategies include contextual learning approaches, character value reinforcement, and cross-sect

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Maisarah, Maisarah. "ENHANCING CHILDREN'S LEARNING MOTIVATION THROUGH POSITIVE REINFORCEMENT: A CLASSROOM COMMUNICATION STRATEGY." Jurnal Smart 10, no. 1 (2024): 81–95. http://dx.doi.org/10.52657/js.v10i1.2289.

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This research explores the impact of positive reinforcement, particularly praise and positive words, on motivating and engaging young language learners. Rooted in the Self-Determination Theory and Social Cognitive Development, the study employs a descriptive qualitative approach, analyzing a popular YouTube video featuring an EFL teacher. Findings highlight the diverse functions of positive expressions, such as encouraging engagement, fostering emotional well-being, and promoting positive behavior. The research fills a gap in detailed analyses of positive words used by educators, providing val

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Pascual, David Christian. "Breaking the Silence: Unveiling Academic and Social Hurdles Faced by Introverted Students in Physical Activities." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 4, no. 2 (2025): 151–65. https://doi.org/10.62718/vmca.pr-ijetas.4.2.sc-0924-002.

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This study explored how teacher encouragement and positive reinforcement influenced introverted students' participation in physical education (PE) classes. Through in-depth interviews with Grades 7 to 10 introverted PE students at Division of Cabuyao, Laguna, Philippines, the research delved into the academic and social challenges they faced, particularly on their struggles with social anxiety and discomfort in group settings. Through phenomenological research design, the findings revealed that positive reinforcement, such as praise for small successes, played a crucial role in boosting their

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Fiallos Gonzales, Melvin Octavio. "The use of AI in the development of learning strategies by university students." Seminars in Medical Writing and Education 3 (December 31, 2024): 657. https://doi.org/10.56294/mw2024657.

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Context: Curriculum development allows teachers to organize and select different strategies that support the teaching-learning process and promote student autonomy by utilizing various available resources. Objective: To describe the use of artificial intelligence (AI) in the development of learning strategies outside the classroom by university students. Method: The methodology is a quantitative cohort study with a descriptive approach, using a Likert-type questionnaire, considering expert review and statistical validation. Result: The use of artificial Intelligence for content reinforcement a

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Nithiya, K. K. "Practices and Strategies in Inclusive Education to Accelerate Learning." Shanlax International Journal of Arts, Science and Humanities 11, S1-Nov (2023): 121–24. http://dx.doi.org/10.34293/sijash.v11is1-nov.7101.

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Learning is a lifelong process of acquiring knowledge and skills that flourishes your life. Learning results in the permanent change of behavior. Some of the main characters associated with learning are, learning is for growth, learning is adjustment, learning is purposeful, learning is experience and learning is intelligent. We have traditions of learning, one of which is called school. In a school environment, the teacher is the communicator of sharing ideas and knowledge to the students. The student output will be more if a positive reinforcement gets from the teacher. In a classroom enviro

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Intong, Jhundell, Ann Marie Ompad, Marie Caburog, Helen Revalde, Dennis Plando, and Irene Mamites. "Optimizing Learning Environment Through Inclusive Classroom Management Strategies." World Journal on Education and Humanities Research 4, no. 2 (2024): 147–57. https://doi.org/10.22013/wjher.4.2.

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This study explored the relationship between the teachers’ demographic profiles and their utilization of classroom management strategies in inclusive classrooms. Utilizing a descriptive correlational research design, data were collected from 30 teachers through comprehensive questionnaires. The findings revealed a predominantly female and relatively young teaching staff, with the majority having master's units and specializing in General Content and Early Childhood Education. Analysis showed that classroom management strategies were generally well-utilized, particularly those involving p

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Lee, Song Hee, and Kyeong-Hwa Lee. "A Case Study on Scaffolding to Support a Low-Achieving High School Student’s Quadratic Function Learning." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, no. 3 (2023): 865–94. http://dx.doi.org/10.29275/jerm.2023.33.3.865.

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In this study, we identified a mathematics teacher’s scaffolding strategies to support a low-achieving high school students’ quadratic function learning and explored the characteristics of scaffolding used by the teacher from analytic and affective perspectives. From analytic perspective, the characteristics of scaffolding used by the teacher are as follows. First, direction setting and demonstration were used together as the main strategies of analytic scaffolding in early interactions. Second, the direction setting strategy was used to support the development of procedural fluency related to

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Iswadi, Iswadi, Nasir Usman, Niswanto Niswanto, and Murniati AR. "Implementation of Collaborative Educational Supervision in Improving Teacher Professionalism in Elementary Schools of Pidie Regency." International Journal of Applied Research and Sustainable Sciences 3, no. 5 (2025): 443–54. https://doi.org/10.59890/ijarss.v3i5.13.

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Collaborative educational supervision is an approach that involves cooperation between supervisors, principals, and teachers to improve the quality of the teaching and learning process. This study aims to examine the implementation of collaborative educational supervision in enhancing teacher professionalism in elementary schools in Pidie Regency. A qualitative descriptive approach was used, with data collected through observation, interviews, and documentation. Data analysis was conducted using qualitative descriptive techniques, including data reduction, data presentation, and conclusion dra

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González Martínez, Miguel Luis, and Diana Belkys Mujica González. "Motivational strategies, an indispensable requirement in undergraduate education." SCT Proceedings in Interdisciplinary Insights and Innovations 1 (December 20, 2023): 33. http://dx.doi.org/10.56294/piii202333.

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Introduction: The difficulties present in motivation oblige the teacher to create a favorable environment that fosters the strengthening of values and the completion of a set of positive attitudes that favorably settle the formation of a personality prescribed in the professional model. Objective: to evaluate the motivation strategies used and establish pertinent strategic orientations in teachers belonging to the clinical area of the medical career at the medical university of Malanje, Angola. Method: qualitative study using the Likert scale on learning motivation among 28 teachers where the

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Khan, Shamsher, Sidra Kiran, and Muhammad Moin. "The Effect of Teaching Strategies on Students’ Self-Esteem." Research Journal for Societal Issues 6, no. 2 (2024): 725–35. http://dx.doi.org/10.56976/rjsi.v6i2.253.

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This study investigated the impact of teaching strategies on students’ self-esteem across various domains, including general, social, marital, and academic contexts. The research focused on 10th-grade students in Murree Tehsil, employing a sample of 300 students (150 boys, 150 girls) and 120 teachers. Using a self-developed instrument and the Coopersmith Self-Esteem Inventory, the study examined relationships between teaching strategies and self-esteem, considering gender differences. Results indicated that teaching strategies significantly predict students’ self-esteem, with all variable pair

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Kitani, Aiza Bheal M., and Rosejoy P. Sakil. "“Integrating Cultural Frameworks in Language Education: Strategies and Implications”." International Journal of Research and Innovation in Applied Science X, no. IV (2025): 239–45. https://doi.org/10.51584/ijrias.2025.10040018.

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The general objective of this research is to explore how cultural frameworks shape language education, emphasizing the integration of cultural content in curricula, pedagogical strategies, and its impact on learners’ intercultural competence and identity formation. Utilizing a systematic review methodology aligned with PRISMA 2009 guidelines, peer-reviewed journal articles from ERIC, Taylor & Francis, and ScienceDirect databases published between 2020-2024 were analyzed. The research addresses two key problems: firstly, determining effective pedagogical strategies to integrate cultural con

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Nelson, Melanie A., Paul Caldarella, Blake D. Hansen, Mark A. Graham, Leslie Williams, and Howard P. Wills. "Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1." Journal of Positive Behavior Interventions 20, no. 4 (2018): 227–38. http://dx.doi.org/10.1177/1098300718762744.

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Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on st

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Mechouat, Karima. "Approaching and Implementing Civic Education Pedagogies and Engagement Values in the Moroccan Classrooms: Gender-Based Perspectives." European Scientific Journal, ESJ 13, no. 7 (2017): 259. http://dx.doi.org/10.19044/esj.2017.v13n7p259.

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Civic education and engagement in Morocco faces many obstacles which make any step towards democratization commitment a hard process. In the present paper, the urgent need to incorporate civic education values in the teaching/learning process in all disciplines in general and within the EFL classrooms in particular will be addressed, along with the effective pedagogies, techniques and the concrete strategies that can be deployed to ensure an efficient reinforcement of engagement values in the Moroccan school. The rationale behind the teaching of civic education is that the basic principles of

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Jumini, Sri, Sudarsih Dwi Ningrum, Rifki Muntaqo, and Abdurrohman Al Asy’ari. "Project for Strengthening the Profile of Pancasila Students in Schools in Realizing the Sustainable Development Goal." AL-ISHLAH: Jurnal Pendidikan 17, no. 1 (2025): 414–27. https://doi.org/10.35445/alishlah.v17i1.6038.

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The rapid advancement of information and technology has influenced Indonesian students’ culture, mindset, and goal-setting strategies. The Pancasila Student Profile (PSP) is essential in 21st-century education, aligning with the Sustainable Development Goals (SDGs). This study aims to explore the implementation of the PSP in schools and identify the challenges in achieving SDGs. This research employs a quasi-qualitative approach, utilizing interviews, observations, and documentation for data collection. Data analysis follows the Miles and Huberman model, involving data reduction, data presenta

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Izaddin, Radin Mardhiana binti, and Hanita Hanim Ismail. "Teaching Approaches and Motivational Strategies on Malaysian Tertiary Learners' Speaking Engagement." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 338–47. https://doi.org/10.47772/ijriss.2025.903sedu0020.

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Today, it still seems quite difficult for Malaysian tertiary learners to speak in English fluently. It has to do with language anxiety, limited exposure, and the fear of being judged. This study looks at teaching approaches and motivational strategies for effectively engaging learners in speaking. It seeks to adopt qualitative research with Task-Based Language Teaching (TBLT), Communicative Language Teaching (CLT), and blended learning to see how pedagogically targeted approaches and culturally sensitive practices could apply to problems related to attrition from participation. Semi-structured

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Naimah, Nadratan, Sultan Sahrir, Rusmayadi Rusmayadi, and Azizah Amal. "Fostering Discipline in Early Childhood through Religious Practices: A Study of an Islamic Kindergarten in Makassar." GENIUS Indonesian Journal of Early Childhood Education 5, no. 2 (2024): 79–92. https://doi.org/10.35719/gns.v5i2.178.

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This study explores how structured and systematic approaches, integrated with religious practices, develop disciplined behavior in children at an Integrated Islamic Kindergarten in Makassar, Indonesia. Data were collected through observation, interviews, and documentation over two weeks using a phenomenological qualitative method. Key findings demonstrate that consistent routines, teacher examples, and positive reinforcement significantly enhance discipline, contributing to strong character formation in children. This research enriches the literature on early childhood education, particularly

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Lei, Deming, Jiawei Zhang, and Hongli Liu. "An Adaptive Two-Class Teaching-Learning-Based Optimization for Energy-Efficient Hybrid Flow Shop Scheduling Problems with Additional Resources." Symmetry 16, no. 2 (2024): 203. http://dx.doi.org/10.3390/sym16020203.

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Energy-efficient scheduling problems with additional resources are seldom studied in hybrid flow shops. In this study, an energy-efficient hybrid flow shop scheduling problem (EHFSP) with additional resources is studied in which there is asymmetry in the machine. An adaptive two-class teaching-learning-based optimization (ATLBO) which has multiple teachers is proposed to simultaneously minimize the makespan and the total energy consumption. After two classes are formed, a teacher phase is first executed, which consists of teacher self-learning and teacher training. Then, an adaptive learner ph

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Wu, Di, Shuang Wang, Qingxin Liu, Laith Abualigah, and Heming Jia. "An Improved Teaching-Learning-Based Optimization Algorithm with Reinforcement Learning Strategy for Solving Optimization Problems." Computational Intelligence and Neuroscience 2022 (March 24, 2022): 1–24. http://dx.doi.org/10.1155/2022/1535957.

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This paper presents an improved teaching-learning-based optimization (TLBO) algorithm for solving optimization problems, called RLTLBO. First, a new learning mode considering the effect of the teacher is presented. Second, the Q-Learning method in reinforcement learning (RL) is introduced to build a switching mechanism between two different learning modes in the learner phase. Finally, ROBL is adopted after both the teacher and learner phases to improve the local optima avoidance ability of RLTLBO. These two strategies effectively enhance the convergence speed and accuracy of the proposed algo

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Afriadi, Bambang, and Fitri Fitri. "Analysis of Effective Classroom Management Strategies to Create a Conducive Learning Environment for Elementary School Students through Document Studies." JISAE: Journal of Indonesian Student Assessment and Evaluation 9, no. 2 (2025): 206–15. https://doi.org/10.21009/jisae.v9i2.39055.

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Effective classroom management is a crucial foundation in the success of learning in Primary School (SD), given the unique characteristics of students at this developmental age. This research aims to identify and analyze effective classroom management strategies that foster a conducive learning environment for elementary school students through a document study. The research method employed is qualitative, utilizing a literature review approach to analyze various sources, including scientific articles, textbooks, and research reports. The results of the analysis identified six main themes: (1)

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Nuraiman, Nuraiman, Desi Nofriani, Dasrizal Dasrizal, and Mutathahirin Mutathahirin. "Teacher Skills on Islamic Cultural History Learning Outcomes in Senior High School." Suluah Pasaman 2, no. 1 (2025): 26–32. https://doi.org/10.70588/suluahpasaman.v2i1.492.

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The teaching and learning process in many classrooms remains largely teacher-centered, often leading to student passivity and boredom. This can negatively impact learning outcomes, particularly in subjects like Islamic Cultural History, which require active engagement and contextual understanding. To address this issue, teachers need to develop and apply basic teaching skills, including the ability to open and close lessons effectively, ask thought-provoking questions, provide reinforcement, deliver clear explanations, manage the classroom efficiently, and apply varied teaching strategies. Thi

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