Journal of Learning and Educational Policy

The Influence of Flipped Classroom on Students’ Achievement in Secondary School Geography

Amandeep Singh — 2024-12-09

This study investigates the impact of the flipped classroom model on students' academic achievement in geography. The flipped classroom, characterized by pre-class learning through digital resources and in-class interactive activities, challenges traditional instructional methods by emphasizing active learning and student-centred approaches. This paper examines how implementing this model affects student engagement, conceptual understanding, and overall performance in geography. The findings suggest that flipped classrooms can significantly enhance learning outcomes in geography when appropriately integrated into the school curriculum. The study also highlights potential challenges, such as resource accessibility and teacher preparedness, and proposes strategies to address these barriers.

Lived experiences of the internship education students in teaching kindergarten

Dan Wang — 2025-03-27

Background of the Study: This study explores the lived experiences of internship education students teaching in kindergarten classrooms, focusing on the challenges they face, the coping strategies they employ, and the influence of the internship on their professional growth. Teacher internships are critical components of educator preparation, providing hands-on experience that bridges theory and practice. However, the specific challenges and opportunities within the kindergarten teaching context remain underexplored. Purpose: The purpose of this study was to investigate how internship education students navigate their teaching roles in kindergarten and how these experiences shape their teaching skills and professional identity. Method: Using a qualitative phenomenological approach, semi-structured interviews were conducted with 12 internship students who had taught in kindergarten classrooms. Thematic analysis was used to identify key themes and patterns in the data. Findings: The findings revealed that interns face significant challenges in classroom management, curriculum planning, and emotional resilience. However, they employed various coping mechanisms, such as adaptability and support-seeking, to overcome these challenges. According to the findings, the internship experience significantly contributes to their professional growth, fostering a sense of confidence and clarity in their teaching roles. Originality/Significance: This research provides valuable insights for teacher education programs by highlighting the need for robust support structures during internships. The findings also contribute to the theoretical understanding of teacher development and identity formation.

Towards inclusive education: a cross-national policy of educational provision for deafblind learners in malaysia and developed countries

Mohd Norazmi Nordin — 2025-06-11

This article presents a comparative document analysis of educational policies and implementation frameworks for deafblind learners in Malaysia, the United States, and Sweden. While the US and Sweden have established comprehensive legal recognition, specialised service delivery, teacher training, and inter-agency collaboration, Malaysia lacks a clear policy definition and systemic support for this group. The study highlights critical gaps in Malaysia’s policy and practice, underscoring the need for legal reform, targeted teacher preparation, integrated service models, and effective data monitoring. The findings offer evidence-based recommendations to advance inclusive education for deafblind learners in Malaysia, aligning with international mandates such as the UN Convention on the Rights of Persons with Disabilities (UNCRPD).