Journal of Pedagogical Research <p>Journal of Pedagogical Research (JPR) (e-ISSN: 2602-3717) is an international scientific journal that publishes the peer-reviewed research articles on any area of education. The journal provides a means for teachers, teacher educators or teacher training institutions, any instructors of all levels of education as well as students or people who are interested in the area. One of the aims of the journal is to serve to share reflections from effective learning environments, to foster efforts to improve meaningful understandings, conceptual understanding as well as theoretical and experimental advancements in educational sciences.&nbsp;<strong>There is no charge for either processing or publication</strong>. We strictly support an open access policy, therefore all published articles are available to download for free.</p> <p>JPR mainly&nbsp;publishes research articles. Although conceptual and review articles are evaluated, they cannot exceed 30% of the total number of articles in an issue. Therefore, accepted articles will remain onlinefirst and will be published in the following issues respectively.</p> <div align="justify">JPR has been indexed by Directory of Open Access Journals (DOAJ), UlrichsWeb, Index Copernicus, Scinapse and proQuest.</div> <p>&nbsp;</p> <p><strong>Announcement :&nbsp;</strong>Digital Object Identifier (DOI) number will be assigned&nbsp;for all the articles being published in&nbsp;JPR starting from the third volume, April 2019.&nbsp;</p> <p><strong>Announcement:&nbsp;</strong>Prof. Dr.&nbsp;Michele Knobel has&nbsp;joined the editorial board of JPR.&nbsp;</p> en-US Journal of Pedagogical Research 2602-3717 Flipping a college physical activity course: Impact on knowledge, skills, and physical activity <p>The purpose of this study was to examine the impact of a flipped classroom model on students’ knowledge, skills, and physical activity in a collegiate physical activity course. While there are many studies exploring the impact of the flipped classroom in various fields of study, a dearth of studies has examined the impact of this new pedagogy in a physical education course. We thus flipped a college level physical education course and examined students’ learning experiences. Students were required to watch health knowledge and exercise skill videos prior to a class and engage in active physical activity both inside and outside the classroom. Multiple data were collected to examine the impact, including pre- and post- knowledge and skill tests, individual interviews, student surveys, and physical activity logs. The findings demonstrated that students’ health knowledge and exercise skills were significantly improved, and the course allowed students to be engaged in various types of physical activity inside and outside the classroom.</p> Michelle Vaughn Jung Won Hur Jared Russell Copyright (c) 2019 Journal of Pedagogical Research 2019-10-26 2019-10-26 3 3 87 98 10.33902/jpr.vi0.126 Developing visual-spatial thinking in youth using sensorimotor experiences: Approaches from a Piagetian cognitive framework <p>Shaping <em>Our</em>Space was an urban planning project asking children to propose plans for a housing project phased for redevelopment.&nbsp; Our primary aim was building visual-spatial thinking.&nbsp; McCormack’s (1988, 2011) hierarchical framework was used to operationalize visual-spatial thinking, and we believe that embodied cognition served as a vehicle for fostering visual-spatial thinking not only in rudimentary ways but also more conceptually.&nbsp; Thus, although our study did not depend on Piaget and Inhelder’s (1956) developmental approach to spatial reasoning, their work provides theoretical insight that supports assumptions underlying our work. We highlight two areas of connection between Piaget and Inhelder’s theory on spatial reasoning development and our methodology across the 2 phases of our project:&nbsp; 1) Piaget and Inhelder privilege sensorimotor experiences as the bases for spatial reasoning, and 2) Piaget and Inhelder argue that spatial reasoning occurs in 2 phases – via perception and via imagination and thought. &nbsp;We argue that Piaget and Inhelder’s arguments about spatial reasoning remain decidedly relevant in understanding how to potentially facilitate this reasoning in children.</p> Andrea Dawn Frazier Camille Bryant Copyright (c) 2019 Journal of Pedagogical Research 2019-10-29 2019-10-29 3 3 99 112 10.33902/jpr.vi0.122 An analysis of haiku teaching discourse: From talking about to doing haiku <p>Haiku have attracted interest among educators and teachers because of their aesthetic, intellectual, and therapeutic possibilities. Teachers whose interest is piqued might turn to online resources as haiku are not yet officially taught in teacher education programs. This paper is designed to investigate the discourses of resources concerning haiku that teachers might find online. Drawing on a discourse analysis, this study reveals two different discourses: (a) a <em>talking about haiku</em> discourse, which includes topics concerning theoretical aspects of haiku; and (b) a <em>talking/doing haiku</em> discourse, which concerns modelling haiku. The latter shows a movement toward an authentic practice in teaching haiku instead of using only a metalanguage approach. Based on the findings, an increased initial focus on the actual doing (talking) haiku is suggested preceding the elaboration of historical and other structural information to enhance its potential benefits.</p> HongNguyen (Gwen) Nguyen Wolff- Michael Roth Copyright (c) 2019 Journal of Pedagogical Research 2019-10-15 2019-10-15 3 3 113 125 10.33902/jpr.v3i3.93 The college students’ perspective on what makes an educator well-qualified <p>The educators of the 21st century have a great task ahead. In today’s world, the educators are expected to have a great deal of professional and personal qualities, and extraordinary skills. This descriptive-correlational study aimed to determine perceptions of college students on a well-qualified educator. The study included 123 selected college students from different colleges in Central Luzon, Philippines using a convenience sampling technique. As data collection tool, a questionnaire prepared by the researcher team was used. Some of the findings of the study include: (1) the respondents answered agree on the context of professional and personal qualities that a teacher should have; (2) while in terms of the skills exhibited by an educator, it got an answer to Very Satisfactory. We also found significant differences in professional qualities, learning and innovation skills and life and career skills when grouped according to the respondent’s profile. There was low-to-moderate evidence of the relationship that existed between the qualities and skills of an educator. The results further confirmed the relationship through regression analysis and found that communication skills affect the qualities of an educator. Based on the results, we discussed and recommended practical suggestions on professional, personal and skills improvements of an educator.</p> John Mark R. Asio Erin E. Riego de Dios Copyright (c) 2019 Journal of Pedagogical Research 2019-11-13 2019-11-13 3 3 126 138 10.33902/jpr.v3i3.124 Determination of differantial item functioning (DIF) according to SIBTEST, Lord’s χ^2, Raju’s area measurement and Breslow-Day methods <p>The aim of this study is to examine whether the items in the mathematics subtest of the Centralized High School Entrance Placement Test [HSEPT] administered in 2012 by the Ministry of National Education in Turkey show DIF according to gender and type of school. For this purpose, SIBTEST, Breslow-Day, Lord’s χ^2 and Raju's area measurement methods were used to determine the DIF of the 20 items in the mathematics subtest of HSEPT in 2012, and it was determined whether the items show DIF according to these methods or not. The research was conducted on the basis of the data obtained from HSEPT that the eighth grade students took in 2012. After the missing data were removed from the data set, DIF analyses were performed for the mathematics subtest of 1,063,570 (n<sub>female</sub>=523,939 and n<sub>male</sub>=539,631; n<sub>state school</sub>=1,025,979 and n<sub>private school </sub>=37,591) in total. Since it is aimed to examine the current situation, this study is based on a descriptive research design. According to the methods used, the number and DIF levels of the items with DIF differed depending on the variables of gender and type of school. In line with the findings, this research suggests the researchers to use at least two methods to determine the DIF.</p> Fatma Gökçen Ayva Yörü Hakan Yavuz Atar Copyright (c) 2019 Journal of Pedagogical Research 2019-12-07 2019-12-07 3 3 139 450 10.33902/jpr.v3i3.137 Respecting students: Abusive classroom teacher verbal behaviour <p>Our qualitative study sought to illuminate via examination the behaviour of Teachers in the classroom, with a focus on verbal abuse. This was accomplished by reviewing a sample of the decisions of the discipline committee of the Ontario College of Teachers (OCT).&nbsp; Data were collected from the Canadian Legal Information Institute (CANLII) online database, which provided a record of all the OCT discipline committee decisions, with supplementary data from <em>Professionally Speaking</em>, the magazine of the OCT, as well as the OCT’s website.&nbsp; Data revealed that verbal abuse is ongoing and omnipresent in Ontario classrooms, and that our measured response and related methods of dealing with teacher misconduct are derisory at best and slowly evolving. Investigated cases of verbal abuse in the classroom were reviewed and illuminated the progress that has been made in dealing with Teacher verbal abuse in schools, while providing suggestions for improvement. Male Teachers are often offenders and the impact on all stakeholders is both life-changing and serious we have discovered. Overall, we concluded, that the delay in effectively dealing with complaints and disciplinary matters is unacceptable as it stands, and must be fixed in order to protect a greater number of students from abuse.</p> Terry Hogan Carlo Ricci Thomas G Ryan Copyright (c) 2019 Journal of Pedagogical Research 2019-12-12 2019-12-12 3 3 151 165 10.33902/jpr.v3i3.139 The theme of the Shoah in the context of institutional education: Teachers, pupils and texts <p>The paper aims to introduce opportunities for the presentation of the theme of Shoah within institutional education. In the article we deal in detail with the inclusion of a defined phenomenon in the teaching of literary education. The artistic narratives are a suitable standard for familiarizing pupils with the given subject, both in a factual and fantasy, imaginary plane. The paper also deals in more detail with the personality of a teacher of literary education as a primary subject in the interaction between pupils, the text and his subject. The study has a marginal impact on the (not) existence of teacher-oriented research focusing on their views on the implementation of the Shoah theme in school education.</p> Milan Mašát Copyright (c) 2019 Journal of Pedagogical Research 2019-08-14 2019-08-14 3 3 166 172 10.33902/jpr.v3i3.80