primary-education
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- PaperLanguage Teaching Research25 Jul 2026
Classroom Relationship Profiles: Links with English-as-a-Foreign-Language Students’ Academic and Social Goals and Self-Regulated Learning Strategy Use
Qingyao Dan, Barry Bai, Xuan Zang
Four distinct classroom relationship profiles (Supportive, Teacher-oriented, Moderate, Isolated) were identified among EFL primary students using a person-centered approach. Students in Supportive and Teacher-oriented profiles showed higher English proficiency and more frequent use of achievement goals and self-regulated learning strategies compared to those in Moderate and Isolated profiles.
Original abstract
Classroom relationships represent a complex and dynamic system, in which students’ relationships with teachers and peers are intertwined with each other. A person-centered approach was used to investigate how multiple characteristics of a good-quality relationship (i.e., validation, caring, and instrumental guidance) with teachers and peers combined to form English-as-a-foreign-language primary school students’ classroom relationships profiles. Four distinct profiles of classroom relationships were identified: Supportive, Teacher-oriented, Moderate, and Isolated. Whether students’ gender and English proficiency level significntly predicted their likelihood of belonging to each profile was tested. The profiles were analyzed to see if there was a link to academic and social achievement goals and self-regulated learning in English language learning. The results indicated that the students in the Supportive and Teacher-oriented profiles were more likely to have a higher English proficiency who adopted achievement goals and used self-regulated learning strategies more frequently than those in the Moderate and Isolated profiles in English learning.
- PaperEdArXiv (OSF Preprints)17 Jul 2026
The Effectiveness of an Intensive AI Professional Development Program on Primary School Teachers' AI-PCK: The Pivotal Role of Assessment Rubric Design
Hossein Talebzadeh
An intensive AI professional development program significantly enhanced primary school teachers' AI-based Pedagogical Content Knowledge, with the largest gains observed in assessment rubric design. This suggests that professional development priorities should shift from content creation tools to mastering authentic, process-oriented assessment rubrics in the era of Generative AI.
Original abstract
This sub-study evaluates the effectiveness of an intensive Generative Artificial Intelligence (AI) professional development program in enhancing primary school teachers' AI-based Pedagogical Content Knowledge (AI-PCK) and identifies the specific component that yielded the highest level of improvement. Using a quasi-experimental pretest-posttest design, the study examined a sample of 142 in-service primary school teachers. Data were collected via a researcher-developed questionnaire covering 5 distinct components of AI-PCK and analyzed using paired t-tests and Cohen’s d effect size. The findings confirmed a highly significant overall positive impact of the professional development program on the teachers' total AI-PCK scores (p<0.001), accompanied by an exceptionally large effect size (d=3.71). Learning gain analysis revealed that the fifth component—familiarity with and application of assessment rubrics—experienced the most substantial improvement, achieving the highest learning gain (2.65) and the largest individual effect size (d=4.82). This result implies that in the era of Generative AI, the critical professional development priority for primary school teachers has shifted from content creation tools toward mastering the design of authentic, process-oriented assessment rubrics. This research offers a foundational framework for educational policymakers addressing the challenge of AI authenticity in primary education.