Practice and Reflection
Inclusive Education for Sustainability in Mathematics Learning: Application of Inquiry-based Facilitation to Advance Inclusivity
Paper Presentation in a Themed Session Motshidisi Masilo
The education system in developing areas is based on teacher-centred classrooms with minimal learning resources. In such education systems, the application of inclusive education in mathematics classrooms refers to having all students learning the same content, responding to common teaching strategies, and applying similar learning strategies. The implication is that in any teacher-centred classroom, all students are regarded as the same in terms of cognitive abilities, social needs, and physical abilities. Diversifying individual students is not supported to cater for students’ individual cognitive abilities and needs. This research explores inquiry-based facilitation as a strategy to advance inclusive education in teaching mathematics. A case study was conducted where two groups of purposefully sampled grade 11 mathematics students were compared on their engagement in learning geometry. Group 1 was taught Geometry in a teacher-centred environment, while the second group participated in an environment where inquiry-based facilitation was prioritised. An observation checklist was utilised to record participation in both groups; and the interviews were held to determine the students’ experiences of inclusion in learning. Findings highlight that inquiry-based facilitation strategy is essential to advance inclusive education. The advancement is successful when students apply inquiry-based learning to achieve (1) social cohesion, (2) co-operative learning; (3) confidence and expertise to operate in a student-centred environment; (4) critical thinking skills; (5) exploration and discovery learning skills. In essence, open methods of teaching such as inquiry-based facilitation, support inclusive education and equip students with methods that are sustainable for cognitive development.
Ways of Coping as Predictors of Job Satisfaction, Performance, and Career Achievement of Teachers View Digital Media
Paper Presentation in a Themed Session Evangeline Dazo
The purpose of the study was to determine teachers’ coping strategies and to investigate its effects on their job performance, satisfaction and career achievement. A total of 70 college teachers who have experienced teaching during the 2 year period of pandemic were asked about their Profile, Ways of Coping, Job Satisfaction and performance at the end of the second semester of School Year 2022. These forms provided data about the characteristics and main coping strategies (problem focused coping, wishful thinking, distancing, seeking social support, emphasizing the positive, self blame, tension reduction and self-isolation). The standard teaching performance evaluation results were used and analyzed. Results showed no profile variable was related to coping strategy, majority of teachers adopted problem-focused coping which positively correlated with performance, personal growth and career achievement, whereas emotion-focused coping showed the same correlation negatively. In conclusion, a main coping strategy may be helpful to predict teacher job performance and career achievement. Determining undesired coping strategies may provide an opportunity for intervention to prevent relevant dissatisfaction and failure.
Exploring the Attitudes and Behaviors of Professors Toward Teacher Expertise and Improvement View Digital Media
Paper Presentation in a Themed Session Ammon Wilcken
Higher education exists for many reasons, but central to the purpose of any university is to increase the knowledge and skill of students. Effective teaching should presumably be central to this purpose, however, there is little information in the field regarding professors own attitudes toward teacher expertise and teacher improvement and how they go about the process of improving their pedagogical knowledge and skill. Therefore, the purpose of this study was to explore this issue at a small, private university in the Pacific. Twenty-five professors chosen from a wide variety of disciplines were interviewed. Questions contained a mix of quantitative and qualitative questions. Results indicated a consistent desire across campus to teach well and improve. There was also consistency in the attitude that professors were innovating often in their courses. There was less agreement as to whether the university administration valued the improvement of teaching skills with nearly half of the participants reporting they did not feel that was the case. This indicates a potential disconnect between professors and administrators. Regarding behaviors of professors in seeking help in improving their teaching, most reported going to colleagues and the internet as opposed to educational journals, administrators or a Center for Teaching and Learning on campus. Application of this study could be useful to professional developers, teaching centers, administrators and professors who are focused on improving their teaching.
Exploring Teachers’ Knowledge and Attitudes about Inclusion of Hard of Hearing Students in Two Elementary Schools in the United States and Saudi Arabia
Paper Presentation in a Themed Session Khalid Alasim
With the increasing number of deaf and hard-of-hearing students in local public schools in the United States (US) and Saudi Arabia (KSA), attitude and knowledge have been identified as one of the most important factors influencing the roles of teachers in inclusive classrooms (Saudi Ministry of Education, 2012; U.S. Department of Education, 2013). This study explored teachers’ knowledge and attitudes about the inclusive education of hard-of-hearing students in two elementary schools in the US and KSA. Data was collected through semi-structured interviews and classroom observation. Two themes emerged including: 1) teachers’ knowledge and understanding of teaching hard-of-hearing students and the inclusive education process; and 2) factors related to teachers’ attitudes.
