Global convergence or national variation? Examining national patterns of classroom instructional practices

Kim, Yoonjeon

doi:10.1080/14767724.2019.1584033

Cited by 8 publications

(11 citation statements)

References 71 publications

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“…A study of high school students conducted in 2009 yielded similar findings, with 63% of class time spent on activities such as listening, seatwork, reading, and writing, and an additional 17% spent simply waiting on the teacher (Fisher, ). More recent studies suggest that although there has been a shift toward student‐centered approaches to instruction, computational approaches still prevail over more conceptual approaches (Kim, ). The passive nature of these activities makes it difficult for learners to apply what they learn in school to the complexities of 21st century living, thus ensuring that their educational experiences are basically irrelevant to their lives (Shernoff et al, ).…”

Section: Introductionmentioning

confidence: 99%

A study of 21st century skills and engagement in a university Spanish foreign language classroom

Cox¹,

Montgomery

2019

Foreign Language Annals

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Increasing concern regarding student disengagement and education's role in helping students to navigate the ever‐changing realities of a globalized society has focused attention on the importance of 21st century skills. This mixed‐methods study investigated whether and how intensely students experienced optimal engagement during a Spanish project that required them to conduct and reflect on a 30‐minute interview with a native speaker of Spanish. Engagement was measured through the lens of Csikszentmihalyi's (1996) flow theory. Findings revealed that authentic, real‐world tasks that require students to make use of 21st century skills and which engage learners affectively facilitate behavioral, cognitive, and emotional engagement.

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Section: Introductionmentioning

confidence: 99%

A study of 21st century skills and engagement in a university Spanish foreign language classroom

Cox¹,

Montgomery

2019

Foreign Language Annals

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“…Morphology of in-class tasks implies a sophisticated relationship between science teachers' pedagogy and curricular materials (Dela Fuente, 2021;Elizabeth, Fred, Janssen, & Van Driel, 2016). Understanding this relationship attaches importance since an intended curriculum regulates how teaching and learning occur in the classroom (Kim, 2019). Curriculums are pedagogically guiding collections or intended planning tools (Schmidt et al, 2001).…”

Section: Justification For the Study And Theoretical Frameworkmentioning

confidence: 99%

Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis

Soysal¹

2022

J. Sci. Learn.

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Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.

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“…Nevertheless, very few studies to date have sought to dig deeper into the phenomenon of resilience among students in foreign language (FL) contexts (Nguyen et al, 2015;Yun et al, 2018;Sudina and Plonsky, 2021), as it is crucially important to facilitate FL learning process when they can make positive adaptation to such adversities as FL anxieties (Li, 2022a,b), FL guilt and shame (Teimouri, 2018), and untimely feedback from teachers due to high teacher-student ratio . To our knowledge, most of these studies aimed to explore predictors or correlates of resilience among FL learners in South Korea (Kim et al, 2018(Kim et al, , 2019Kim and Kim, 2021), Western Canada (Lou and Noels, 2020a,b) and Southwestern America (Sudina and Plonsky, 2021) without a detailed scrutiny of its factors. Thus, it is necessary to develop and validate a FL resilience scale by expanding the dimensions under analysis.…”

Section: Introductionmentioning

confidence: 99%

Second or foreign language learning and cognitive development

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Global convergence or national variation? Examining national patterns of classroom instructional practices

Cited by 8 publications

References 71 publications

A study of 21st century skills and engagement in a university Spanish foreign language classroom

A study of 21st century skills and engagement in a university Spanish foreign language classroom

Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis

Second or foreign language learning and cognitive development

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