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The purpose of the study was to gather data to determine whether instructional coaching partnerships can improve teachers’ implementation of learned mathematics instructional strategies. Teachers are willing to learn and implement new mathematics strategies after professional development sessions to see better student learning results. However, the implementation process can become difficult. Our purpose was to determine whether implementing mathematics strategies improved if an instructional coaching partnership supported teachers.

“Do instructional coaching partnerships improve teachers’ implementation of mathematics instructional strategies?” We gathered data to determine whether instructional coaching partnerships support teachers’ capacity to implement new learning. Data were collected using video recording or classroom observation as a pre- and post-assessment. Teachers received 4 to 6 weeks of instructional coaching support during the intervention. Teachers completed a questionnaire about their intervention experiences. Student testing data were also analyzed to determine whether the intervention increased learning outcomes.

Our findings showed improved mathematics strategies, explicitly implementing the open-ended questioning strategy used during mathematics instruction. Open-ended questions to check students’ mathematics understanding increased by 42%. Teachers responded to a qualitative survey and stated overall satisfaction with the support provided by the instructional coach. Additionally, state testing scores in Grades 3 to 5 increased proficiency levels. Grade-level growth comparisons increased between 5 and 28%.

This study adds to current research stating that instructional coaching cycles and the implementation of partnership principles can positively support the execution of learned teaching practices. The study also indicates the effects of coaching support on students’ learning.

The purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases.

The research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis.

The study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject.

The study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences.

This study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers.

The originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literature by showing the effectiveness of JLSICS in improving students’ achievements and attitudes towards acid and base topics. It also emphasizes the importance of fostering positive attitudes towards chemistry to enhance students’ overall achievement in the subject.

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

Creating active learning opportunities requires building a learning culture in which the instructor plays the role of a facilitator, leaving the ultimate responsibility of learning to the student. The question, however, is whether this is happening in practice. This study aims to answer this question through instructors' perceptions of active learning in a higher education institution in Oman.

The study participants were 85 instructors working for a private university in Oman. Data were collected by surveying these instructors' perceptions of active learning practice indicators, such as active teaching strategies and student educational practices. This was followed by interviewing a random sample of the same instructors (N = 10) to obtain a deeper understanding of their implementation of the active learning approach.

Data collected through the survey revealed that the shift from passive to active learning in higher education in Oman created a discrepancy between instructors' willingness to practice active learning and learners' unpreparedness to become autonomous learners. The follow-up interview findings confirmed this point, revealing instructors' negative perceptions of student participation and engagement in out-of-class activities.

This study is among the first to investigate the application of active learning in a higher education institution in Oman from the perspective of instructors.

This study holistically and systematically consolidates the available research on digital reading to reveal the research trends of the past 20 years. Moreover, it explores the thematic evolution, hotspots and developmental characteristics of digital reading. This study, therefore, has the potential to serve as a research guide to researchers and educators in relevant fields.

The authors applied a bibliometric approach using Derwent Data Analyzer and VOSviewer to retrieve 2,456 publications for 2003–2022 from the Web of Science (WoS) database.

The results revealed that most studies' participants were university students and the experimental methods and questionnaires were preferred in digital reading researches. Among the influential countries or regions, institutions, journals and authors, the United States of America, University of London, Electronic Library and Chen, respectively, accounted for the greatest number of publications. Moreover, the authors identified the developmental characteristics and research trends in the field of digital reading by analyzing the evolution of keywords from 2003–2017 to 2018–2022 and the most frequently cited papers by year. “E-books,” “reading comprehension” and “literacy” were the primary research topics. In addition, “attention,” “motivation,” “cognitive load,” “dyslexia,” “engagement,” “eye-tracking,” “eye movement,” “systematic analysis,” “meta-analysis,” “smartphone” and “mobile reading/learning” were potential new research hotspots.

This study provides valuable insights into the current status, research direction, thematic evolution and developmental characteristics in the field of digital reading. Therefore, it has implications for publishers, researchers, librarians, educators and teachers in the digital reading field.

School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?

The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.

This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.

Because of the chosen research approach, the research results may lack generalizability.

The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

Engineering graduates are expected to have certain attributes in addition to technical expertise that includes development in personal and interpersonal skills with societal concern. Pedagogical strategies have been continuously evolving to improve the graduate attributes. An efficient framework for blended learning that improves the graduate attributes is the need of the hour now.

A blended course model based on TPACK is proposed and the same is evaluated with Kirkpatrick evaluation method to assess the attainment of the attributes. A mapping strategy is developed for the relation between course outcomes and graduate attributes. The proposed model is tested with “Microcontroller” course in undergraduate program with students of three consecutive years in three different learning environments: offline, online and blended. The performance of the students in assessments, students’ feedback and their interest towards additional learning, project skills and job recruitment are the different elements taken for analysis.

The results obtained show that the impact of the proposed blended learning framework in improving the graduate attributes is greater than the offline environments. The analysis is done based on Kirkpatrick evaluation, which demonstrates the improvement in graduate attributes in blended learning by 18% compared to offline mode.

It is seen that blended learning shall be implemented using TPACK model effectively and the proposed model results in improvement of graduate attributes. Though the findings are good enough, the case study is limited to a particular organization and so, the various underlying parameters may vary for different institutions.

The methodology proposed is viable in any institution and may be tested for any program. The effectiveness of the blended learning is known and in this case study, the analysis from the course to the level of program is done.

The research work highlights the integration of technology, pedagogy and content knowledge to enhance engineering students' skills. Hence, it explores a new required norms of education, potentially shaping future teaching learning methodologies. By employing the Kirkpatrick evaluation, it offers insights into the model's effectiveness and influences educational practices in the need of the hour.

The proposed method and results signifies an innovative endeavor that combines technological expertise, pedagogical methods and subject matter knowledge to enhance the attributes of engineering graduates. Kirkpatrick evaluation adds a distinct dimension by objectively assessing the model's impact. The results are analyzed from the original data obtained from a particular institution.

The COVID-19 pandemic has compelled higher education institutions (HEI) in the United Arab Emirates (UAE) and globally to shift to a new pedagogy that is sustainable and resilient to crises and disruptions. It necessitated the integration of technologies as part of pedagogical innovation and modification of higher education practices – advancing toward a more holistic integration of physical and digital tools and methods to enable more flexible, creative, collaborative and participatory learning. In terms of pedagogy, an open approach to learning is essential, combining in-person teaching with technological tools and online learning.

This paper examines theoretical and empirical literature to define the potential benefits of utilizing open educational practices (OEP) in higher education, including better access, furthering equity and enhancing teaching, learning and assessment.

It proposes a comprehensive framework built on a continuum of open pedagogy (OP) that comprises “Emphasis”, “Essentials” and “Evolution”. Based on this framework, a set of recommendations for using OEP for successful knowledge building is provided.

The research determined the significance of increased OEP involvement for sustainable learning possibilities and the UAE’s initiatives in developing educators to support innovative pedagogies and technology-enabled teaching-learning standards. The study suggests placing more emphasis on faculty and student scaffolding while using OP for better learning experiences and outcomes, as well as more institutional support and the need for policy development to transform the UAE into a global hub for sustainable education.

The aim of this study was to determine the impact of oral communication in improving the marketing and financial management skills of sweet potato farmers.

The study used a quasi-experimental design with a pre- and post-test approach. The sample was 540 sweet potato farmers that were randomly assigned to training (n = 270) and no-training groups (n = 270) with analysis of covariance (ANCOVA) as the method of data analysis. While the training group received oral training sessions for three farming seasons beginning in 2019, 2020 and 2021, the no-training group did not receive any intervention.

Before the training sessions, all the sweet potato farmers scored low on marketing skills like advertising, sales promotion and sales forecasting. Both groups also scored low on financial management skills like budgeting, investments, saving and controlling expenditures. Their annual income level was also low and both groups did not significantly differ. However, after the training and during the follow-up evaluation, the participants in the training group reported a significant improvement in their marketing skills and financial management skills. There was also an improvement in their income level from $238 (N109,480) at baseline to $523 (N240,580) after the training and $782 (N359,720) after the follow-up evaluation. On the other hand, the no-training group reported a staggered fluctuation in their income of $241 (N110,860) at baseline, $371(N170,660) during post-training evaluation and $214 (N98,440) at follow-up assessment.

The first limitation is that the study examined only one crop. There is a need to pay attention to farmers of other crops for better understanding. Another limitation of the study is that the researchers examined only oral communication. There is a need to compare more than one training to understand which is more effective. Finally, the current study did not consider the moderating effect of other factors like the source of labour and expenses.

This study has shown that oral communication is an effective tool for promoting the acquisition of marketing and financial management skills and enhancing agribusiness.

The main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers’ pedagogical practice in lesson planning in Jimma, Ethiopia.

The study employed a design-based research approach with qualitative and quantitative data collected from two secondary schools, and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, questionnaires and document analysis were the main sources of data. Qualitative data were analyzed using themes with the support of Atlas-ti qualitative data analysis software. Quantitative data were analyzed using the Wilcoxon ranked signs test.

The findings revealed that engaging secondary school mathematics teachers in lesson study enhanced their lesson planning competence. As a result, teachers began to carefully plan detailed lessons, use curriculum materials and create more student-oriented lessons. Lesson study was found to be a potent model on which to build secondary school mathematics teachers’ lesson planning competence. Hence, it would be rewarding to integrate lesson study into the present school-based teachers’ pedagogical capacity-building program in the study settings.

The data were collected from particular localities with a small sample size in the quantitative phase. Therefore, it is difficult to generalize to the entire secondary school teachers in the country. However, thick descriptions were provided that would allow readers to determine the transferability of the findings to their specific school context. Future research should investigate the effects that enhanced TPP in lesson planning has on teachers’ mathematics teaching in more schools using a larger sample size.

This study provides insight into and empirical evidence of how engaging in the process of LS is essential to enhance teachers’ lesson planning competence. It adds important knowledge to a small but growing model of lesson study research. It also informs future researchers in the practical use of LS where lesson planning is a crucial concern in many secondary schools of the country.

This research was originally conducted to build mathematics teachers' pedagogical practice in lesson planning through lesson study in Ethiopian secondary school contexts.