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Grounded in Self-Determination Theory (SDT), this study aimed at comparing autonomy-supportive (e.g., the teacher allows students to choose a project they are interested in from several options), structuring (e.g., the teacher breaks down problem-solving steps into manageable parts to help students understand), controlling (e.g., the teacher strictly enforces classroom rules and punishes non-compliance), and chaotic (e.g., despite some students being disruptive in class, the teacher does not intervene) planned, adopted, and student-perceived (de)motivating teaching styles. A mixed method was adopted by involving 20 secondary school teachers and their 38 students in focus group interviews and in filling in a measure of (de)motivating teaching styles. While the questionnaire data did not reveal significant differences, the focus group interviews uncovered noteworthy distinctions. The data from focus group interviews with teachers and students revealed that the proportion of teachers adopting a controlling teaching style is higher than those who had initially planned to use this style. Simultaneously, the proportion of teachers adopting a controlling style is lower than the proportion of students perceiving this style. Thematic analysis of data gathered from focus group interviews with teachers identified five main themes influencing teachers’ adoption of teaching styles: “teacher factors”, “school factors”, “student factors”, “management and relationships”, and “teaching methods and design”. Overall, this study provides a more comprehensive understanding of (de)motivating teaching styles in China. Educational implications are discussed.

\"From selecting a teacher in the early stages, to supporting a child through his or her choice to dance professionally, [this book] leads parents of prospective dancers through a full range of considerations, encouraging careful thinking and informed decision-making when embarking on dance training\"-- Provided by publisher.

Purpose of the ResearchWith online education taking centerstage in recent times, the primary objective of this study is to find out the student perception of online classes from teachers who had no past experience of online teaching, with respect to their teaching effectiveness, teaching style and pedagogy in an online classroom. This study is exploratory in nature. Using a structured questionnaire, 356 completed responses were received and analysed using the available research tools.Principle ResultsThe dynamics of education have changed overnight. The findings of the study indicate that pedagogy, teaching style and teaching effectiveness significantly affect student perception towards online classes by first time online teachers.Major ConclusionsThe role of the teachers has changed drastically and there is a need for them to prepare themselves for the new normal using the suitable pedagogical tools for creating an effective online classroom.

Parents and teachers play a key role in developing students' self-regulated learning (SRL), which is closely linked to academic achievement and acts as a protective factor for students from low socioeconomic backgrounds. Research has shown that authoritative parenting style, parental responsiveness, emotional warmth, behavioural control, and autonomy support are associated with better academic performance. In addition, studies have shown that the quality of the teacher-student relationship plays an important role in the development of SRL. However, there is limited research on the relationship between school and home environmental factors, student characteristics, and SRL, especially in primary school. The present study examined the relationship between parenting styles, teaching styles, student characteristics, and SRL. The sample included 328 ninth-grade students in Slovenian primary schools. SRL, parenting styles, and teaching styles were assessed using student self-reports. Using latent profile analysis, three subtypes of parenting styles (discipline-oriented parenting, democratic parenting, and responsive parenting) and three subtypes of teaching styles (autonomy-supportive teaching, diverse teaching, and directive teaching) were identified. Results indicate that students who perceive autonomy-supportive teaching and responsive parenting styles exhibit higher levels of SRL. Autonomy-supportive teaching was positively associated with student achievement. This study highlights the importance of an authoritative parenting and teaching style for the development of SRL in primary school.

Objective: The purpose of this study was to compare the effectiveness of Command and Reciprocal teaching styles on the learning and long-term retention of low backhand serve skills in badminton among high school students. Materials and methods: Sixty 10th-grade high school students (aged 15-16) took part in an experimental study with a 2x3 factorial design. They were randomly divided into two groups: Command (n = 30) and Reciprocal (n = 30).  The learning program was implemented over 6 weeks, with three sessions per week (each lasting 60 minutes). A pre-test, post-test, and retention test were used to assess serving accuracy, technique execution, and student perception (following the Results: Significant differences were found in accuracy on the post-test (29.47 vs. 34.80 points) and retention test (25.27 vs. 32.13 points) between the Command and Reciprocal groups.  The Reciprocal group had considerably higher skill retention than the Command group (92.33% vs. 85.75%, p<0.001), with a large effect size (d=1.38).  A strong correlation was found between technique execution and serve accuracy in both groups (r=0.75-0.80).  Students in the Reciprocal group reported higher levels of satisfaction (4.37 vs. 3.72), self-confidence (4.09 vs. 3.24), and learning motivation (4.19 vs. 3.48), compared to the Command group. Conclusion: These findings indicate that the Reciprocal teaching style, which involves social interaction and feedback between students, is more effective than the Command style in improving learning and long-term retention of the low backhand serve skill in badminton, with important implications for the development of teaching strategies in physical education. Objetivo: El propósito de este estudio fue comparar la efectividad de los estilos de enseñanza de Comando y Recíproco en el aprendizaje y la retención a largo plazo de las habilidades de saque de revés bajo en bádminton entre estudiantes de secundaria. Materiales y métodos: Sesenta estudiantes de bachillerato (de 15 a 16 años) participaron en un estudio experimental con un diseño factorial 2x3. Se dividieron aleatoriamente en dos grupos: Comando (n = 30) y Recíproco (n = 30). El programa de aprendizaje se implementó durante seis semanas, con tres sesiones semanales (cada una de 60 minutos de duración). Se utilizaron pruebas previas, posteriores y de retención para evaluar la precisión del saque, la ejecución técnica y la percepción del estudiante (siguiendo los resultados). Resultados: Se encontraron diferencias significativas en la precisión en las pruebas posteriores (29,47 vs. 34,80 puntos) y en la prueba de retención (25,27 vs. 32,13 puntos) entre los grupos de Comando y Recíproco. El grupo Recíproco tuvo una retención de habilidades considerablemente mayor que el grupo de Comando (92,33% vs. 85,75%, p<0,001), con un tamaño del efecto grande (d=1,38). Se encontró una fuerte correlación entre la ejecución técnica y la precisión del saque en ambos grupos (r=0,75-0,80). Los estudiantes del grupo Recíproco reportaron mayores niveles de satisfacción (4,37 vs. 3,72), autoconfianza (4,09 vs. 3,24) y motivación para el aprendizaje (4,19 vs. 3,48), en comparación con el grupo de Comando. Conclusión: Estos hallazgos indican que el estilo de enseñanza recíproco, que implica interacción social y retroalimentación entre estudiantes, es más eficaz que el estilo de mando para mejorar el aprendizaje y la retención a largo plazo de la habilidad de saque de revés bajo en bádminton, con importantes implicaciones para el desarrollo de estrategias de enseñanza en educación física. Objectivo: O propósito deste estúdio foi comparar a eficácia dos estilos de ensino de Comando e Recíproco na aprendizagem e a retenção a longo prazo das competências de baixo revés no badminton entre estudantes do ensino secundário. Materiais e métodos: Sessenta estudantes de bachillerato (dos 15 aos 16 anos) participaram num estudo experimental com um desenho fatorial 2x3. Foram divididos aleatoriamente em dois grupos: Comando (n = 30) e Recíproco (n = 30). O programa de aprendizagem foi implementado durante seis semanas, com três sessões semanais (cada uma com a duração de 60 minutos). Pode utilizar testes anteriores, posteriores e de retenção para avaliar a precisão do serviço, a técnica de execução e a perceção do aluno (seguindo os resultados). Resultados: Encontre diferenças significativas na precisão nos testes posteriores (29,47 vs. 34,80 pontos) e no teste de retenção (25,27 vs. 32,13 pontos) entre os grupos de Comando e Recíproco. O grupo Recíproco apresentou uma retenção de competências consideravelmente superior ao grupo Comando (92,33% vs. 85,75%, p<0,001), com um tamanho de efeito grande (d=1,38). Foi encontrada uma forte correlação entre a técnica de execução e a precisão do serviço em ambos os grupos (r=0,75-0,80). Os estudantes do grupo Recíproco reportaram níveis mais elevados de satisfação (4,37 vs. 3,72), autoconfianza (4,09 vs. 3,24) e motivação para a aprendizagem (4,19 vs. 3,48), comparativamente com o grupo de Comando. Conclusão: Estes hallazgos indicam que o estilo de ensino recíproco, que implica interação social e retroalimentação entre estudantes, é mais eficaz que o estilo de comando para melhorar o aprendizado e a retenção de um longo caminho para a habilidade de saque de revés baixo no badminton, com implicações importantes para o desenvolvimento de estratégias de ensino no educação física.

Background In the current wave of educational reforms, understanding teaching styles of medical faculty can help modify instructional strategies for effective teaching. Few studies have probed distinctive teaching styles of medical faculty. We compared preferred teaching styles of faculty from seven medical schools in United Arab Emirates, the Netherlands, Saudi Arabia, Malaysia, Pakistan, and Sudan. Methods The validated Grasha-Riechmann teaching style inventory was administered online for data collection and used SPSS version 20.0 for statistical analysis. Results Of the 460 invitees, 248 responded (response rate; 54%). Delegator teaching style was most common with a highest median and mean of 2.38 and 2.45, respectively. There was a significant correlation between expert and authority teaching styles, correlation coefficient 0.62. Similarly, we found a significant correlation between authority teaching style and nature of curriculum, correlation coefficient 0.30. Multiple regression analysis showed that only authority teaching style and male gender had significant correlation. Interestingly, 117 (47%) teachers disagreed with the teaching philosophy of delivering course contents by strictly following learning outcomes . Female teachers (114/248) were more willing to negotiate with their students regarding how and what to teach in their course , while male teachers tended to allow more autonomy by allowing students to set their learning agenda . Conclusions This study showed that the medical teachers preferred delegator teacher style that promotes students’ collaboration and peer-to-peer learning. Most teachers are conscious of their teaching styles to motivate students for scientific curiosity. These findings can help medical educators to modify their teaching styles for effective learning.

Grounded in the circumplex model, this study examined how need-thwarting teaching styles, control and chaos, are combined by Physical Education teachers (as perceived by students) and how these combinations differ in relation to students’ basic psychological needs and motivational outcomes within (experiences and perceived learning) and outside (intention to be physically active) the Physical Education context. A total of 431 Spanish secondary school students (Mage = 14.92; 53% girls) participated. Latent profile analysis identified three profiles: (1) high control—moderate chaos (35%), (2) moderate control—high chaos (9%), and (3) high demanding—low chaos (56%). Mean comparisons revealed that students in the “high demanding—low chaos” profile reported the most adaptive outcomes, including greater autonomy and competence satisfaction, more positive Physical Education experiences, higher perceived learning, and stronger intentions to be physically active. Conversely, the “moderate control—high chaos” profile was linked to the most maladaptive outcomes, characterized by greater basic psychological needs frustration and poorer experiences, learning, and physical activity intentions. The “high control—moderate chaos” profile yielded intermediate results. Overall, findings indicate that chaotic teaching, especially in its abandoning form, was associated with the worst quality of students’ motivation, while a demanding approach may be comparatively less harmful but still detrimental. Teacher training should therefore reduce controlling and chaotic practices and foster autonomy support and structure.

This study explored factors that influence academics to collaborate in research with their doctoral students. It focused on Hong Kong academics, using data from the Academic Profession in Knowledge Society survey conducted in 2017-2018. The study found that academics' research collaboration with doctoral students is influenced by several factors, including research and teaching styles and institutional conditions. Specifically, those academics whose research agendas were characterised by discovery and collaboration were more likely to report working with their doctoral students, whereas those whose research agendas focused more on convergence were less likely to do so. The more legislative the academics' teaching style was, the less they collaborated with their doctoral students. Independence in research and institutional expectations of external funding increased the propensity to collaborate with doctoral students. Academics in the humanities were found to collaborate less with their doctoral students than those in other disciplines. The study suggests that the scholarly preference and styles of the academics, as well as their disciplinary and institutional backgrounds, need to be considered to improve research collaboration between academics and their doctoral students.(HRK / Abstract übernommen).

Background: Several studies have examined the effects of teaching style on 100 m sprint performance. However, motor skills are rarely incorporated into these studies, and their levels are not systematically classified. Purpose: This study aimed to determine (1) the difference between self-check teaching style and practice-based teaching style, (2) the performance difference between individuals with high and low motor skills, and (3) the interaction between teaching style and motor skill level in influencing 100-m sprint result. A factorial experimental design was used to analyze these relationships. To achieve the goals, participants fell into the teaching style group (divided into self-check and practice-based) and motor skills groups (categorized into high and low). Materials and Methods: The study employed a 2x2 factorial experimental design involving 40 second-grade students aged 15 to 16 from Senior High School 2 Tondano, Indonesia. Over six weeks, participants engaged in three weekly sessions focusing on 100-meter sprint training. Performance was assessed using the Barrow Motor Ability test and a stopwatch to measure sprint results. Statistical analysis, including two-way ANOVA with a significance threshold of 0.05, was conducted via SPSS 25. Results: The results suggest that (1) there was no significant difference in the effect between the self-check and practice-based teaching styles, as the results of running 100 meters were F count = 2.163, Sig. 0.150 (p >0.05) at the significance level a 0.05. However, (2) a significant difference was found between high and low motor ability (F count = 34.148. Sig. 0.000 at the significance level a 0.05). Similarly, (3) an interaction between teaching style and motor skills level was also found in running 100 meters (F count = 4.627, Sig. 0.038 at the significance level a 0.05. Conclusions: While teaching style alone did not significantly affect sprint outcomes, motor skill level served as a determinant of performance. Additionally, teaching style interacted significantly with motor skill level. These findings indicate the importance of adjusting teaching strategies to students' motor abilities for optimal sprint performance.