Explore the vast range of titles available.

The purpose of this paper is to examine the role of the teacher in facilitating student-centred teaching. Central to that is to understand the association between teachers as a leader and learners as a leader. The paper demonstrates that within HE leadership and engagement in the classroom positively influences the behaviour of the learners. Positive classroom behavior leads to improving learner participation. The focus is on facilitating HE learners’ responsible behavior for them to utilise their maximum potential. This research study has considered the experiences of students of Higher Education in a UK private institution only. Therefore, the findings and results may, or may not be, the same for students studying beyond HE, or for those studying in public sector Universities, or those studying outside of the UK. This paper makes two different contributions. Firstly, it contributes to the literature on the methods for improving learners’ educational motivation in general. Secondly, it strengthens understanding of the combined responsibility of teacher leaders and students as leaders in providing educational motivation for students to take responsibility for their education and achieve better outcomes and promote continuous learning.

Supportive classroom environments are associated with improved student outcomes, particularly during early adolescence (ages 10–14 years). Applying Bronfenbrenner’s ecological systems theory to further investigate the microsystem of the school (Bronfenbrenner and Morris in The ecology of human development, Harvard University Press, Boston, 1998), we examined how student and teacher perceptions of classroom support relate to one another and identified which ecological characteristics impact student and teacher perceptions of support. Using data from 35 grade 5–6 classrooms, we examined parallel models of students’ and teachers’ perceptions of classroom support as a function of individual-, classroom- and school-level characteristics. Students’ perceptions varied substantially between students in the same classroom, and differences between schools accounted for important variability in students’ perceptions. In contrast, teachers’ perceptions showed no between-school variability; all variability in teachers’ perceptions could be attributed to varying experiences of teachers in the same school. Additionally, students’ perceptions of support were significantly and positively associated with teachers’ perceptions of support. Taken together, results suggest that educational interventions targeting classroom processes should be enacted at the school level and assessed by both teacher and student in an attempt to capture the breadth of perceptions and optimise outcomes among early adolescents.

This study aimed to investigate the role of teacher support and equity in the relationship between teacher’s autonomy-promoting behavior and students’ learning strategies. The approach examines the direct relationship between teacher’s autonomy-supportive behavior and students’ learning strategies and via perceived teacher support. It also discusses the effect of perceived equity for the relationship between autonomy-supportive behavior in teacher’s and teacher support. Data were obtained from 24 secondary schools in nine Lithuanian municipalities with poor socioeconomic level contexts (N = 632 pupils). The findings revealed that teacher’s autonomy-supportive behavior is directly associated to student’s greater use of learning strategies, as well as through a mediator—student’s perceptions of teacher support. The association between teacher’s autonomy-supportive behavior and teacher support is moderated by students’ perceived equity so that the positive relationship is stronger for students with a higher than with a lower perceived equity. This study adds to the understanding of the importance of teacher behavior for students’ learning by concentrating on equity, which is especially essential for students from low-income families. Teachers may foster equity by providing more possibilities for autonomy for all students, creating a supportive classroom environment and inviting students to be active participants in the learning process.

The study aims to examine three newly graduated high school mathematics teachers’ TPACK competence and levels after they received TPACK workshops. A pre-survey and a post-survey were conducted to evaluate participants’ growth in their TPACK competence. In order to investigate participants’ TPACK levels and the variation of TPACK levels among participants, this study utilized four dimensions of TPACK integration into teaching and two dimensions of TPACK performance to collect and organize data. The study found that a supportive TPACK workshop positively impacted participants’ TPACK competence and indirectly influenced participants’ awareness of TPACK levels.

This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach.

This study explored a moderated mediation model, which is based on the assumption about the direct relationship between teachers’ autonomy-supportive behaviours and students’ learning strategies and via perceived classroom management as well as the effect of growth mindset for the relationships between (1) teachers’ autonomy-supportive behaviours and learning strategies applied by students and (2) perceived classroom management and learning strategies applied by students. Data were collected from 23 secondary schools in municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 581 students). The results showed that teachers’ autonomy-supportive behaviours are directly and positively related to the increased use of learning strategies applied by the student. The perceived classroom management mediates the relationship between teachers’ autonomy-supportive behaviours and learning strategies applied by the students. In this case, we have an inconsistent mediation, so the mediator acts as a suppressor (the indirect path through mediator is negative, while the direct is positive). The growth mindset does not moderate the relationship between perceived teachers’ autonomy supportive behaviours and the students’ use of learning strategies, but growth mindset moderates the relationship between perceived classroom management and learning strategies applied by the student. For students with a lower or moderate growth mindset, greater perceived classroom management is related to the lesser use of learning strategies. However, for those with a higher growth mindset, greater perceived classroom management is related to greater use of learning strategies. This study contributes to the understanding of the importance of teachers’ behaviours for students’ learning by focusing on classroom management and growth mindset.

Most academic discussion on the role of language in education in sub-Saharan Africa (SSA) supports the extended use of African languages as media of instruction (MoI), while most practice preserves a monolingual role for European languages. Many ministries of education maintain the belief that African languages are not appropriate as MoIs beyond the early years. In African countries in which English is the MoI, many learners in primary school and beyond do not have sufficient ability in English to achieve grade-appropriate subject knowledge. This restricts their access to effective classroom practice and thus to the curriculum. Pedagogical and organisational expertise appropriate to education for learners working in a second language is available both in Africa and other parts of the world, but rarely widely applied in SSA. This article describes relevant educational practices which are successfully used in these different contexts and which could be extended in SSA. They include ways of easing the transition from early years education in an African language, multilingual classroom practice, the pedagogy of language-supportive subject teaching, accessible textbook design, appropriate curriculum for learners working in a second language, language-appropriate assessment and the management of multilingual education.

Teacher-student interactions are crucial in understanding the role of a supportive climate in instructional practices. The present study investigates the perceptions of 15-year-old Nordic students regarding four aspects of their science class: teacher support, fairness, feedback, and class discipline. Multilevel modelling analysis is used to examine the extent to which a perceived supportive climate can explain variation in the Nordic students’ science achievements. Overall, the main findings based on The Programme for International Student Assessment (PISA) 2015 data from Denmark, Finland, Iceland, Norway, and Sweden indicate that at the student level, perceived feedback from teachers and students perceiving their teachers as fair explains significant variations in science achievement. The study provides practical and theoretical implications about the importance of strong teacher-student relationships in comprehending the concept of a supportive climate.

Past studies reveal the prevalence of anxiety, coupled with low motivation and disengagement among students in English-medium instruction (EMI) programs. Given the detrimental impact these negative emotions can have on learning outcomes, it is imperative that teachers establish positive emotional rapport with their students. This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities. It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process. The data, consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings, is analyzed using an adapted Conversation Analysis (CA) approach. The analysis reveals three types of communication strategies (CSs) frequently used by lecturers: back-channeling, code-switching, and co-creation of messages. By employing these strategies, the lecturers established a strong rapport with the students, which created an encouraging and supportive learning environment. Consequently, this positive atmosphere facilitated students’ learning of content knowledge through English. The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children’s resilience. Given the importance of teacher’s role in promoting SEL, the present study aimed to explore special teachers’ perceptions of SEL and the practices they use to enhance their pupils’ social and emotional skills. Data were collected by means of semi-structured interviews with 15 Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils’ with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils’ emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers’ training on SEL.