Athens Journal of Education

This mixed-methods study examined whether first-year teachers could improve relationships with students through Positive Behavioral Interventions and Supports (PBIS). Fifty novice teachers implemented one of three PBIS strategies: daily one-on-one conversation, verbal praise, or immediate rewards with 192 selected students over a two-week period. Teacher-student relationships were measured using the Student-Teacher Relationship Scale (STRS) before and after the intervention. Results showed significant reductions in conflict (t(191) = 7.14, p < .001, d = 0.98) and moderate increases in closeness (t(191) = –7.11, p < .001, d = 0.67). No significant differences emerged across grade levels, teacher and student gender, or PBIS strategy type. Thematic analysis of teacher reflections highlighted improvements in engagement, cooperation, emotional regulation, and relational trust. Although the study was limited by its two-week duration and reliance on teacher self-reports, the findings demonstrate that even brief PBIS interventions can yield measurable relational benefits. Implications are discussed for teacher preparation programs and school-based practice. Keywords: teacher-student relationships, Positive Behavioral Interventions and Supports (PBIS), teacher preparation programs, first-year/novice teachers, school climate.

Short-term field trips enable learners to bridge the pedagogical gap between academic knowledge (theory) and the practicalities of their discipline in a real-world setting. In Ireland, there has been a dearth of empirical research into the essence of short-term field trips as a teaching and learning strategy for criminal justice students. The purpose of this article is to bridge that pedagogical gap through thematic analysis of qualitative data of student learning experiences in the context of a short-term field trip to an operational prison. Research findings based on semi-structured interviews with students who participated in the active learning experience show evidence of the essence of experiential learning activities which could not be achieved to the same level in academic seminars alone. In essence, students contextualise their academic (theory) knowledge, which is a catalyst for gaining a deep and flexible understanding. In consequence of the sensitive nature of the operational prison, and compliance with security protocols, some limitations were also reported by participants, notably the short-term duration of the field trip and the use of conventional methods of documenting active learning experiences was not possible. Keywords: higher education, participatory action research, experiential learning, short-term field trip, operational prison, reflection in action, reflection on action, thematic analysis of qualitative data

The teacher shortage is a global challenge. However, some countries are less prone to teacher shortages. The aim of this study was to examine three countries with little or no teacher shortage to explore what these countries do to attract and retain educated teachers. The three countries selected for this case study were Finland (Europe), Singapore, and the Republic of Korea (Southeast Asia). The data pertaining to these countries, as three specific case studies, come from policy documents, statistics, reports, and peer-reviewed articles. The themes in each case were thematically encoded and categorised by the described case context. The themes were identified deductively and strongly linked to the data. The results indicate that the teacher shortage and supply are related to teacher status and grounded in students’ performance and results, teacher training/education, systems for incoming and graduated teacher students, and support during their first years in their profession. Teacher status is seen as a loop in which higher teacher status leads to a lower likelihood of a teacher shortage. The conclusion is that attracting and retaining teachers is a multifaceted and complex process that is the result of many interacting aspects in each specific country’s context. Keywords: Finland, multiple case study, Sing

Identifying the most effective teaching strategies for physics instruction is a persistent challenge for both researchers and schoolteachers. Studies indicate that the answer lies in Research-Based Instructional Strategies. A significant contribution in this area has been made by the theory of Visible Teaching and Learning, which measures the effects of over 250 factors influencing students’ academic success. By knowing the possible impact of specific teaching strategies, educators can design instructional approaches with predictable outcomes. The research was conducted during the 2023-2024 academic year in two public schools in Moldova, involving 305 students across grades 6, 8, and 10. This study aimed to measure the effect of concurrently applying elements from multiple constructivist teaching strategies in physics lessons, including the Flipped Classroom, Early Physics Approach, 5E Model, and Peer Instruction with Conceptual Questions, on students’ academic success and science competence in physics. At its core, the study was based on the 5E model, reinforced with pre-class tasks for students and the use of conceptual questions during the lesson. Science competence of students was structured into five components: understanding definitions, knowledge of measurement units, correct application of formulas, problem-solving skills, and the use of scientific language. The progression of these components was subsequently measured. The study also tracked the individual academic trajectories of both high-performing and low-performing students to assess their progress in physics. The study revealed that the combined application of these constructivist strategies can double students’ ability to solve problem situations and triple the correct use of scientific language. In contrast, knowledge of measurement units (~80%) and the correct application of formulas (in the range of approx. 25% – 33%) remained relatively unchanged. The insignificant progress in the correct application of formulas is explained by the small number of problems analysed on a topic, the lack of individual tasks, and the need for more explicit scaffolding and individual feedback. Additionally, the study revealed that laboratory work marks are strong predictors of overall academic success, with the correlation between laboratory work and final evaluation being 60% in 6th grade, 70% in 8th grade, and 50% in 10th grade. Additionally, the research shows that in middle school, the increase in scores for high achievers is greater than that of low achievers – three times higher in 6th grade. In high school, the increase in scores for high achievers is twice as large as that of low achievers. Both groups, high and low achievers, improve their scores after the application of the Integrated Constructivist Model. Subsequent research would explore the synergistic effect of this, and other, combinations of constructivist teaching strategies on students’ academic success, scientific competence components, and conceptual understanding. Keywords: Integrated constructivist model, didactic synergy, science competence, academic success, physics teaching.