Search results for: early childhood teachers

Authors: Juariah Salam Suryadi

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North coast (Pantura) line is known as a high-risk area related to reproductive health. This is because along the line, there are many food stalls and entertainment industries that at night the function changed to be sexual transaction areas. This business line also facilitate circulation and transaction of drug and substance abuse. The environment conditions can influence adolescents who live in this area. It is because of adolescence characteristics that has high curiosity and looking for their identities. Therefore, purposes of this study were to explore reproductive health behaviour of early adolescents who lived in Pantura line and to suggest intervention based on the adolescents reproductive health conditions. This study was conducted in November 2016 among the seventh-grade students of Pusakajaya Junior High School 1 and 2, Subang District. Number of respondents were 269 students (Male=135, Female=134). The students were interviewed using a semi-structured questionnaire. Some teachers also interviewed to complement the data. The quantitative data was analyzed with univariate analysis, while content analysis was used for the qualitative data. Findings of this study showed that 85,2% of male students were smoker. Most of them started smoking at elementary school. Male students who often drunk alcohol were about 25,2% and all of them initiated to drink at elementary school. There were about 21,5% of male students ever used drug and substance abuse. There were 54,6% of the students that confessed having a lover. Most of them were female students. Sexual behaviour that ever done with their lovers were: holding hands (37,4%), kissing (4%) and embracing (6,8%). Although all of the students claimed to have never had sexual intercourse, but 5,9% of them said that they had friends who have had sexual intercourse. Most of the students also had friends with negative characteristics. Their friends were smoker (82,2%), drinker (53,2%) and drug abuse (42%). Most of the students recognized that they took the risks behaviour to get pleasure with their peers. Information from the teachers indicated that most problem of male students were smoking and drug and substance abuse; while sexuality including unwanted pregnancies were reproductive problems of many female students. Therefore, It is recommended to enhance understanding of the adolescents about risks of unhealthy behaviour through continuing reproductive health education, both in school and out of school. Policy support to create positive social environment and adolescents friendly is also suggested.

Keywords: reproductive health, behaviour, early adolescents, pantura line

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Authors: A. Metioui

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Research related to the student’s conceptual difficulties in sciences, particularly in the field of physics, are relatively numerous. In this work, we will analyze the results of qualitative research conducted with 80 elementary preservice teachers from Quebec in Canada on their understandings after studying the free fall bodies. First, we will illustrate the paper-pencil questionnaire built for this purpose. Then we will give the analysis of the experimental data. The results show that, even though there is a continuing physics education, many misconceptions persist despite the teaching provided.

Keywords: pre-service teachers, elementary school, conceptual difficulties, free fall bodies

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Authors: Julio Cesar Torres Rocha

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The present study is a three-stage action research that aims at raising EFL teachers’ awareness of World Englishes (WE) within a critical perspective of inquiry. Through a taught module on English and its varieties, a survey, a reflection paper, and a semi-structured interview were used to collect the data. The results of the study showed that there was a clear change of conception, at the theoretical level, in teachers’ papers. However, WE was regarded as future possibility for action. On the one hand, all of the participants said the module changed their conception of other varieties of English different from British and American ones. They all went from identifying themselves with either American or British variety, a celebratory perspective, to acknowledging and accepting other English varieties, a critical perspective of English as an international language (EIL).

Keywords: teachers’ s awareness, English as an international language, introducing world Englishes, critical applied linguistics

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Authors: Myla Zenaida Cabrillas-Torio, Von Anthony G. Torio

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Homework is defined as an additional task that a student does outside of the school. This added activity is in recognition of the necessity to spend additional time for subjects such as Mathematics. The dilemma comes in the form of the advantages and disadvantages that can be derived from homework. Studies have revealed varying effects to students on academic and non-academic areas. Teachers are at the forefront of the decision towards the giving or not of homework. Pre-service teachers at the elementary level represent the future leaders of the educational system and should be acquainted and involved at the onset of the dilemma. The main objective of this study is to determine the perspective of pre-service elementary teachers towards homework. The anatomy of their belief can be key towards addressing the issue via teacher training. Salient results revealed that the subjects favor the giving homework on the following grounds: it helps add knowledge and confidence. Those who do not favor homework find it as an additional burden. Difficulties in complying with homework are usually associated with lack of references and performance of other household chores. Students usually spend late nights to comply with homework and are unable to perform at the best of their potentials.

Keywords: attitude, homework, pre-service teachers, mathematics education, Philippines

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Authors: D. Pinto, L. Castro, M. L. Cruzat, S. Barros, J. Gironás, C. Oberli, M. Torres, C. Escauriaza, A. Cipriano

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Flash floods, together with landslides, are a common natural threat for people living in mountainous regions and foothills. One way to deal with this constant menace is the use of Early Warning Systems, which have become a very important mitigation strategy for natural disasters. In this work, we present our proposal for a pilot Flash Flood Early Warning System for Santiago, Chile, the first stage of a more ambitious project that in a future stage shall also include early warning of landslides. To give a context for our approach, we first analyze three existing Flash Flood Early Warning Systems, focusing on their general architectures. We then present our proposed system, with main focus on the decision support system, a system that integrates empirical models and fuzzy expert systems to achieve reliable risk estimations.

Keywords: decision support systems, early warning systems, flash flood, natural hazard

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Authors: Ka Lei Au

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The Dalcroze method has been emerging in music classrooms, and music teachers are encouraged to integrate music and movement in their teaching. Music programs in colleges in Hong Kong have been introducing method courses such as Orff and Dalcroze method in music teaching as teacher’s education program. Since the targeted students of the course are music teachers who are making the decision of what approach to use in their classroom, their perception is significantly valued to identify how this approach is applicable in their teaching in regards to the teaching and learning culture and environment. This qualitative study aims to explore how the Dalcroze method as a teacher’s education course is perceived by music teachers from three aspects: 1) application in music teaching, 2) self-enhancement, 3) expectation. Through the lens of music teachers, data were collected from 30 music teachers who are taking the Dalcroze method course in music teaching in Hong Kong by the survey. The findings reveal the value and their intention of the Dalcroze method in Hong Kong. It also provides a significant reference for better development of such courses in the future in adaption to the culture, teaching and learning environment and teacher’s, student’s and parent’s perception of this approach.

Keywords: Dalcroze method, music teaching, perception, self-enhancement, teacher’s education

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Authors: Fangtian Fan, Zhaoguo Liu, Yin Lu

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Early recurrence (ER) (< 1 year) after liver resection is one of the most important factors that impacts the prognosis of patients with hepatocellular carcinoma (HCC). However, the molecular mechanisms and predictive indexes of ER after curative resection remain largely unknown. The present study aimed to exploit the role of EGFR signaling in EMT and early recurrence of HCC after curative resection and elucidate the molecular mechanisms. Our results showed that nuclear beta-catenin / PKM2 was a independent predictor of early recurrence after curative resection in EGFR-overexpressed HCC. Mechanistic investigation indicated that nuclear accumulation of beta-catenin and PKM2 induced by EGFR signal promoted HCC cell invasion and proliferation, which were required for early recurrence of HCC. These effects were mediated by PI3K/AKT and ERK pathways rather than the canonical Wnt signaling. In conclusions, EGFR signal induced-nuclear translocation of beta-catenin and PKM2 promotes HCC malignancy and indicates early recurrence after curative resection.

Keywords: beta-catenin, early recurrence, hepatocellular carcinoma, malignancy, PKM2

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Authors: Areej Isam Barham

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Developing students’ number sense is an essential element in the learning of mathematics. Number sense is one of the foundational ideas in mathematics where students need to understand numbers, representing them in different ways, and realize the relationships among numbers. Number sense also reflects students’ understanding of the meaning of operations, how they related to one another, how to compute fluently and make reasonable estimates. Developing students’ number sense in the mathematics classroom requires good preparation for mathematics teachers, those who will direct their students towards the real understanding of numbers and its implementation in the learning of mathematics. This study describes the development of elementary prospective mathematics teachers’ number sense through a mathematics teaching methods course at Qatar University. The study examined the effect of using the Lesh model in enhancing mathematics prospective teachers’ number sense. Thirty-nine elementary prospective mathematics teachers involved in the current study. The study followed an experimental research approach, and quantitative research methods were used to answer the research questions. Pre-post number sense test was constructed and implemented before and after teaching by using the Lesh model. Data were analyzed using Statistical Packages for Social Sciences (SPSS). Descriptive data analysis and t-test were used to examine the impact of using the Lesh model in enhancing prospective teachers’ number sense. Finding of the study indicated poor number sense and limited numeracy skills before implementing the use of the Lesh model, which highly demonstrate the importance of the study. The results of the study also revealed a positive impact on the use of the Lesh model in enhancing prospective teachers’ number sense with statistically significant differences. The discussion of the study addresses different features and issues related to the participants’ number sense. In light of the study, the research presents recommendations and suggestions for the future development of mathematics prospective teachers’ number sense.

Keywords: number sense, Lesh model, prospective mathematics teachers, development of number sense

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Authors: Tinatin Kurdghelashvili

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The paper deals with the usage of speech acts and politeness strategies in an EFL classroom in Georgia (Rep of). It explores the students’ and the teachers’ practice of the politeness strategies and the speech acts of apology, thanking, request, compliment/encouragement, command, agreeing/disagreeing, addressing and code switching. The research method includes observation as well as a questionnaire. The target group involves the students from Georgian public schools and two certified, experienced local English teachers. The analysis is based on Searle’s Speech Act Theory and Brown and Levinson’s politeness strategies. The findings show that the students have certain knowledge regarding politeness yet they fail to apply them in English communication. In addition, most of the speech acts from the classroom interaction are used by the teachers and not the students. Thereby, it is suggested that teachers should cultivate the students’ communicative competence and attempt to give them opportunities to practice more English speech acts than they do today.

Keywords: english as a foreign language, Georgia, politeness principles, speech acts

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Authors: Agah Tugrul Korucu

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Significant changes have taken place for the better in the bulk of information and in the use of technology available in the field of education induced by technological changes in the 21st century. It is mainly the job of the teachers and pre-service teachers to integrate information and communication technologies into education by means of conveying the use of technology to individuals. While the pre-service teachers are conducting lessons by using technology, the methods they have developed are important factors for the requirements of the lesson and for the satisfaction levels of the students. The study of this study is to examine the satisfaction levels of pre-service teachers as regards e-learning in a technological environment in which there are lesson activities conducted through an online learning environment in terms of various variables. The study group of the research is composed of 156 pre-service teachers that were students in the departments of Computer and Teaching Technologies, Art Teaching and Pre-school Teaching in the academic year of 2014 - 2015. The qualitative research method was adopted for this study; the scanning model was employed in collecting the data. “The Satisfaction Scale regarding the E-learning Process”, developed by Gülbahar, and the personal information form, which was developed by the researcher, were used as means of collecting the data. Cronbach α reliability coefficient, which is the internal consistency coefficient of the scale, is 0.91. SPSS computerized statistical package program and the techniques of medium, standard deviation, percentage, correlation, t-test and variance analysis were used in the analysis of the data.

Keywords: online learning environment, integration of information technologies, e-learning, e-learning satisfaction, pre-service teachers

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Authors: Dina Tareq Ismail, Alexandria A. Proff

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The United Arab Emirates (UAE) is a nation seeking to advance in all fields, particularly education. One area of focus for UAE 2021 agenda is to restructure UAE schools and universities by equipping them with highly developed technology. The agenda also advises educational institutions to prepare students with applicable and transferrable Information and Communication Technology (ICT) skills. Despite the emphasis on ICT and computer literacy skills, there exists limited empirical data on the use of M-Learning in the literature. This qualitative study explores the motivation of higher primary Arabic teachers in private schools toward implementing and integrating M-Learning apps in their classrooms. This research employs a phenomenological approach through the use of semistructured interviews with nine purposefully selected Arabic teachers. The data were analyzed using a content analysis via multiple stages of coding: open, axial, and thematic. Findings reveal three primary themes: (1) Arabic teachers with high levels of procedural knowledge in ICT are more motivated to implement M-Learning; (2) Arabic teachers' perceptions of self-efficacy influence their motivation toward implementation of M-Learning; (3) Arabic teachers implement M-Learning when they possess high utility and/or intrinsic value in these applications. These findings indicate a strong need for further training, equipping, and creating buy-in among Arabic teachers to enhance their ICT skills in implementing M-Learning. Further, given the limited availability of M-Learning apps designed for use in the Arabic language on the market, it is imperative that developers consider designing M-Learning tools that Arabic teachers, and Arabic-speaking students, can use and access more readily. This study contributes to closing the knowledge gap on teacher-motivation for implementing M-Learning in their classrooms in the UAE.

Keywords: ICT skills, m-learning, self-efficacy, teacher-motivation

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Authors: Sara Fayez Fawzy Mikhael

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Inclusive education services for students with autism are still developing in Thailand. Although many more children with intellectual disabilities have been attending school since the Thai government enacted the Education for Persons with Disabilities Act in 2008, facilities for students with disabilities and their families are generally inadequate. This comprehensive study used the Attitudes and Preparedness for Teaching Students with Autism Scale (APTSAS) to examine the attitudes and preparedness of 110, elementary teachers in teaching students with autism in the general education setting. Descriptive statistical analyzes showed that the most important factor in the formation of a negative image of teachers with autism is student attitudes. Most teachers also stated that their pre-service training did not prepare them to meet the needs of children with special needs who cannot speak. The study is important and provides directions for improving non-formal teacher education in Thailand.

Keywords: attitude, autism, teachers, thailandsports activates, movement skills, motor skills

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Authors: Yashi Ye

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Principles play vital roles in shaping the school culture and promoting teachers' professional learning by exerting their leadership. In the changing time of the 21st century, the creative leadership of school leaders is increasingly important in cultivating the professional learning communities of teachers for eventually improving student performance in every continent. This study examines under what conditions and how principal creative leadership contributes to teachers’ professional learning and school culture. Data collected from 632 teachers in 30 primary and middle schools in the cities of Chengdu and Chongqing in mainland China are analyzed using structural equation modeling and bootstrapping tests. A moderated mediation model of principle creative leadership effects is used to analyze professional teacher learning and school culture in which the mediator will be school culture and the moderator will be power distance orientation. The results indicate that principal creative leadership has significant direct and indirect effects on teachers' professional learning. A positive correlation between principal creative leadership, professional teacher learning, and school culture is observed. Further model testing found that teacher power distance orientation moderated the significant effect of principal creative leadership on school culture. When teachers perceived higher power distance in teacher-principal relations, the effects of principal creative leadership were stronger than for those who perceived low power distance. The results indicate the “culture change” in the young generation of teachers in China, and further implications to understanding the cultural context in the field of educational leadership are discussed.

Keywords: power distance orientation, principal creative leadership, school culture, teacher professional learning

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Authors: Hiranmoyee Das

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Aim. Due to late presentation and delayed diagnosis mortality rate of retinoblastoma is more than 50% in developing counties. So to facilitate the diagnosis, to decrease the disease and treatment burden and to increase the disease survival rate, an attempt was made for early diagnosis of Retinoblastoma by including fundus examination in routine immunization programs. Methods- A unique immunization card is followed in a tertiary health care center where examination of pupillary reflex is made mandatory in each visit of the child for routine immunization. In case of any abnormality, the child is referred to the ophthalmology department. Conclusion- Early detection is the key in the management of retinoblastoma. Every child is brought to the health care system at least five times before the age of 2 years for routine immunization. We should not miss this golden opportunity for early detection of retinoblastoma.

Keywords: retinoblastoma, immunization, unique, early

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Authors: Solomon Olusegun Olugbenro

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The purpose of this study is to ascertain the relationship of teachers' personalty and peer pressure on adolescents' personalty in mainland local government, Lagos State, Nigeria. The research design for this study was survey. A representative fraction of the population of mainland local government of lagos was used as sample. One hundred and fifty (150) teenagers whose age ranged from 11-19 from six randomly selected public and private secondary schools in mainland local government area of lagos were used. A four-point likert type questionnaire was constructed for eliciting data for this study. Data were analysed using t-test. The study revealed that there is a significant relationship between teachers' and adolescents' personality development. The study also revealed that there is significant relationship between peer pressure and adolescents' personality development. It was recommended that teachers should be role models to students as they manipulate environmental factors to assist adolescents in their personality development.

Keywords: adolescents, behavior, development, peer pressure, personality, relationship, significant, teachers

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Authors: Toyin Mary Adewumi, Cina Mosito

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Part of enabling learners with special education needs (SEN) to succeed is providing them with adequate support. Support is all activities in a school that enhance its capacity to respond to diversity by making learning contexts and lessons accessible to all learners. The paper reports findings of support provided by teachers to learners with SEN and the pockets of good practice found in the support provided by teachers to these learners in schools in the Amathole West District, Eastern Cape. A purposeful sample, comprising eight teachers, eight principals in eight schools, including one provincial and two district education officials, was selected. Thematic analysis was used for analyzing data gathered through semi-structured interviews. The results established that despite the challenges such as lack of qualifications and training in special education needs, learners with SEN received varied support from teachers which include extra exercises, extra time, special attention during break times or after school hours and homework. The study reveals pockets of good practice in some selected primary schools particularly in the poverty-stricken locations in the Amathole West District. This paper recommends adequate training for teachers for the support of learners with SEN.

Keywords: good practice, learner, special education needs, inclusion, support

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Authors: Anna Sanczyk

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Teacher agency plays a crucial role in effective teaching, supporting diverse students, and providing an enriching learning environment; therefore, it is significant to gain a deeper understanding of language teachers’ sense of agency in teaching linguistically and culturally diverse students. This paper presents an overview of qualitative research on how language teachers exercise their agency in diverse classrooms. The analysis of the literature reveals that language teachers strive for addressing students’ needs and challenging educational inequalities, but experience educational constraints in enacting their agency. The examination of the research on language teacher agency identifies four major areas where language teachers experience challenges in enacting their agency: (1) implementing curriculum; (2) adopting school reforms and policies; (3) engaging in professional learning; (4) and negotiating various identities as professionals. The practical contribution of this literature review is that it provides a much-needed compilation of the studies on how language teachers exercise agency amid educational constraints. The discussion of the overview points to the importance of teacher identity, learner advocacy, and continuous professional learning and the critical need of promoting empowerment, activism, and transformation in language teacher education. The findings of the overview indicate that language teacher education programs should prepare teachers to be active advocates for English language learners and guide teachers to become more conscious of complexities of teaching in constrained educational settings so that they can become agentic professionals. This literature overview illustrates agency work in English language teaching contexts and contributes to understanding of the important link between experiencing educational constraints and development of teacher agency.

Keywords: advocacy, educational constraints, language teacher agency, language teacher education

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Authors: M. Pellerone, S. G. Razza, L. Miano, A. Miccichè, M. Adamo

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The teacher’s attitude plays a decisive role in promoting the development of the non-native or disabled student and counteracting hypothetical negative attitudes and prejudice towards those who are “different”.The objective of the present research is to measure the relationship between teachers’ prejudices towards disabled and/or immigrant students as predictors of teaching-learning strategies. A cross-sectional study involved 200 Italian female teachers who completed an anamnestic questionnaire, the Assessment Teaching Scale, the Italian Modern and Classical Prejudices Scale towards people with ID, and the Pettigrew and Meertens’ Blatant Subtle Prejudice Scale. Confirming research hypotheses, data underlines the predictive role of prejudice on teaching strategies, and in particular on the socio-emotional and communicative-relational dimensions. Results underline that general training appears necessary, especially for younger generations of teachers.

Keywords: disabled students, immigrant students, instructional competence, prejudice, teachers

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Authors: Dongdong Bai

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The curriculum is essential in determining the quality of early childhood education (ECE). Education policy is intricately linked to the effective execution of the preschool education curriculum. The learner-centred education (LCE) approach is a globally common educational concept. However, it is an approach that is applied variably in ECE policy-making and implementation across diverse cultural contexts. Notwithstanding its significance, limited study has investigated the ECE curriculum policies on the articulation and implementation of the LCE concept in England and Hong Kong’s non-profit-making kindergartens — two regions with intricate historical and cultural connections. Moreover, both regions have experienced significant transformations in ECE policy since 1997. This research employs a qualitative comparative approach, with discourse analysis of key policy documents and relevant literature as the primary methodology. The study develops a comparison framework grounded in Adamson and Morris' curriculum comparison theory, which evaluates curricula from the perspectives of purpose, focus, and manifestation. The paper is structured around three key elements: (1) educational objectives; (2) implementation guidance, including pedagogical strategies, learning content and assessment mechanism; and (3) influential cultural ideologies. Through this framework, the study explores the similarities and differences in the design and implementation of LCE within ECE policies in England and Hong Kong’s non-profit-making kindergartens, while examining the cultural factors that shape these policy variations. The findings indicate that both England and Hong Kong possess child-centered educational objectives focused on enhancing cognitive, skill-based, and physical development; however, Hong Kong's policies notably emphasize alleviating academic pressure in achieving these curriculum aims. England's recommendations advocate for play-based, and exploratory learning to augment children's cognitive development. Conversely, Hong Kong utilizes narrative techniques and indoor instruction to facilitate progressive education. Additionally, both areas encompass cognitive disciplines such as literacy and numeracy; however, England distinctly prioritizes citizenship education with an emphasis on cultural traits. In contrast, Hong Kong amalgamates Western educational ideas with an emphasis on traditional Chinese culture and values, encompassing the study of Chinese characters, etiquette, and moral education rooted in Confucian cultural ideologies. Ultimately, regarding assessment mechanisms, England has transitioned from government-led professional evaluation programs to a hybrid of market and governmental oversight. Conversely, Hong Kong's curriculum evaluation mechanism primarily consists of self-evaluation and public supervision, yet it is evident that the policy could benefit from greater receptiveness to public and expert input. The underlying cultural ideologies significantly influence these policy discrepancies. In England, ECE policies are guided by core concepts that viewing children as individuals, agents, and future citizens. In Hong Kong, the policies reflect Confucian traditions and cultural values, which shape their unique approach to ECE in Hong Kong societies. In conclusion, whereas both locations strive to advocate LCE for the comprehensive development of children, significant differences arise in curriculum focus and implementation policies, shaped by their respective cultural philosophies.

Keywords: curriculum policy, cultural contexts, early childhood education, learner-centred education

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Authors: Zikra Faiz, Zaheer Asghar, Nisar Abid

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Information and Communication Technologies (ICTs) includes computers, the Internet, and electronic delivery systems such as televisions, radios, multimedia, and overhead projectors etc. In the modern world, ICTs is considered as an essential element of the teaching-learning process. The study was aimed to discover the usage of ICTs in Special Education Institutions for Visually Impaired students, Lahore, Pakistan. Objectives of the study were to explore the problems faced by teachers while using ICT in the classroom. The study was phenomenology in nature; a qualitative survey method was used through a semi-structured interview protocol developed by the researchers. The sample comprised of eighty faculty members selected through a purposive sampling technique. Data were analyzed through thematic analysis technique with the help of open coding. The study findings revealed that multimedia, projectors, computers, laptops and LEDs are used in special education institutes to enhance the teaching-learning process. Teachers believed that ICTs could enhance the knowledge of visually impaired students and every student should use these technologies in the classroom. It was concluded that multimedia, projectors and laptops are used in classroom by teachers and students. ICTs can promote effectively through the training of teachers and students. It was suggested that the government should take steps to enhance ICTs in teacher training and other institutions by pre-service and in-service training of teachers.

Keywords: information and communication technologies, in-services teachers, special education institutions

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Authors: Dilek Dede

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This study aims at scrutinized the dilemma between education place and working place with professional socialization dimension over the beginning teachers in Turkey is to be found the solution for the dilemma in Turkey. The research question is that how can be explained the gap between education place and working place for beginning teachers in Turkey. That expected to contribute to literature with the solutions for shorting the gap between working area and education area of the teaching profession in Turkey case. The study is constructed in two section. Firstly, socialization of the teaching profession and teaching modules have been discussed through the profession, education, working place indicators. In the second section, Secondly, two educational specialists from Turkey has been interviewed about their observation on trainee teachers compelling to participate the class for candidate teachers after university grade. Then, the dilemma between education area and working area of the teaching profession has been detected by of semi-structured and in-depth interviews, the literature on the relationality of institutions and regulation is discussed. The following outcomes have been accessed in accordance with the data set and literature linkage axis: Firstly, teachers coming from the distinctive programmes as an educational background. Hence, teachers who pertain to distinctive cultures work in the same environment. That cause cultural conflicts and complication of socialization of profession. Secondly, the insufficient partnership between schools and universities besides, the education classes lead to a struggle of culture among these two institutions. Thirdly, the education classes are designed as bureaucratic form instead of coalescence between head teachers and trainee teachers around a common culture. That become deep the dilemma. In conclusion, on condition that applied-oriented education that advocates in-service learning is promoted and this programme is supported with well-structured the in-service training through the partnership of universities and schools, the gap between the working-area and education-area might be shortened.

Keywords: beginning teachers, construction of a common, social mobilization in the teaching profession, teacher training institution, the relationality of the regulations and institutions

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Authors: Anette Forssten Seiser, Ulf Blossing, Mats Ekholm

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The expectation on principals to manage, lead and develop their schools and teachers are high. However, principals are not left alone without guidelines. Policy texts, curricula and syllabuses guide the orientation of their leadership. Moreover, principals’ traits and experience as well as professional norms, are decisive. However, in this study we argue for the importance to deepen the knowledge of how the practice of leadership is shaped in the daily social working life with the teachers at the school. Teachers’ experiences and expectations of leadership influence the principal’s actions, sometimes perhaps contrary to what is emphasized in official texts like the central guidelines. The expectations of teachers make up the norms of the school and thus constitute the local school culture. The aim of this study is to deepen the knowledge of teachers’ expectations on their principals to manage, lead and develop their schools. Two questions are used to guide the study: 1) How do teachers’ and principals’ expectations differ in realistic situations? 2) How do teachers’ experience-based expectations differ from more ideal expectations? To investigate teachers’ expectations of their principals, we use a social psychological perspective framed within an organisational development perspective. A social role is defined by the fact that, within the framework of the role, different people who fulfil the same role exhibit greater similarities than differences in their actions. The way a social role is exercised depends on the expectations placed on the role’s position but also on the expectations of the function of the role. The way in which the social role is embodied in practice also depends on how the person fulfilling the role perceives and understands those expectations. Based on interviews with school principals a questionnaire was constructed. Nine possible real-life and critical incidents were described that are important when it comes to role shaping in the dynamics between teachers and principals. Teachers were asked to make a choice between three, four, or five possible and realistic courses of action for the principal. The teachers were also asked to make two choices between these different options in real-life situations, one ideal as if they were working as a principal themselves, and one experience based – how they estimated that their own principal would act in such a situation. The sample consist of two elementary schools in Sweden. School A consists of two principals and 38 teachers and school B of two principals and 22 teachers. The response rate among the teachers is 95 percent in school A and 86 percent in school B. All four principals answered our questions. The results show that the expectations of teachers and principals can be understood as variations of being harmonic or disharmonic. The harmonic expectations can be interpreted to lead to an attuned leadership, while the disharmonic expectations lead to a more tensed leadership. Harmonious expectations and an attuned leadership are prominent. The results are compared to earlier research on leadership. Attuned and more tensed leadership are discussed in relation to school development and future research.

Keywords: critical incidents, principal leadership, school culture, school development, teachers' expectations

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Authors: Tesfaye Sisay Dessalegn

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The long-term performance of concrete structures is affected by the properties and behavior of concrete at an early age. However, the fundamental mechanisms affecting the early-age behavior of concrete have not yet been fully studied. The effect of water temperature on concrete is not sufficiently studied, and at the same time, the majority of studies focused on the effect of mixing water temperature on the workability and mechanical properties of concrete. However, to the best of the authors' knowledge, the effect of mixing water temperatures on plastic shrinkage cracking of concrete has not been studied yet.

Keywords: water temperature, early age concrete strength, mechanical properties of concrete, strength

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Authors: Ricky Finzi-Dottan

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The actor–partner interdependence model (APIM) was employed in this study to investigate the mediating effect self-differentiation and spousal caregiving have on the relationship between recollection of parental care and acceptance and couple satisfaction. One hundred and forty-four non-clinical couples (N=288) in enduring relationships were recruited. Results for actor effects revealed two mediating paths whereby, among both partners, recollection of maternal (but not paternal) acceptance was associated with their self-differentiation and responsive spousal caregiving, which, in turn, were linked to their spousal relationship satisfaction. Partner effects revealed three mediating paths: for both partners, recollection of childhood maternal acceptance was associated with responsive caregiving, which, in turn, was linked with their partner’s relationship satisfaction. Interestingly, the husbands’ recollection of maternal acceptance was associated with their partners' responsive spousal caregiving, which was linked to both spouses’ relationship satisfaction. Our results may support the theoretical assumptions regarding intergenerational continuity from perceptions of childhood via self-differentiation effecting couple caregiving to couple relationship, but only on the mother's part.

Keywords: couple relationship satisfaction, childhood parental acceptance, self-differentiation, couple caregiving, dyadic perspective

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Authors: Mary Luna Mancao Ninal

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This study aimed to determine the performance of the kindergarten teachers and its relation to pupils’ achievement in different learning areas in the Division of Kabankalan City. Using the standardized assessment and evaluation of the Department of Education secondary data, 100 kinder teachers and 2901 kinder pupils were investigated to determine the performance of the kindergarten teachers based on their Competency–Based Performance Appraisal System for Teachers and the periodic assessment of kinder pupils collected as secondary data. Weighted mean, Pearson–r, chi-square, Analysis of Variance were used in the study. Findings revealed that the kindergarten teacher respondents were 26-31 years old and most of them were female and married; they spent teaching for two years and less and passed the Licensure Examination for Teachers. They were very satisfactory as to instructional competences, school, and home and community involvement, personal, social, and professional characteristics. It also revealed that performance of the kindergarten pupils on their period of assessment shows that they were slightly advanced in their development. It also shows that domain as to performance of the kindergarten pupils were average overall development. Based on the results, it is recommended that Kindergarten teacher must augment their educational qualification and pursue their graduate studies and must develop the total personality of the children for them to achieve high advanced development to become productive individual.

Keywords: performance, kindergarten teacher, learning areas, professional, pupil

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Authors: Habibullah Pathan

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The present study aims to explore problems faced by English Language Teachers (ELT) while implementing the Outcome Based Education (OBE) model in engineering universities of Sindh. OBE is an emerging model initiative of the International Engineering Alliance. Traditional educational systems are teacher-centered or curriculum-centered, in which learners are not able to achieve desired outcomes, but the OBE model enables learners to know the outcomes before the start of the program. OBE is a circular process that begins from the needs and demands of society to stakeholders who ask the experts to produce the alumnus who can fulfill the needs and ends up getting new enrollment in the respective programs who can work according to the demands. In all engineering institutions, engineering courses besides English language courses are taught on the OBE model. English language teachers were interviewed to learn the in-depth of the problems faced by them. The study found that teachers were facing problems including pedagogical, OBE training, assessment, evaluation and administrative support. This study will be a guide for public and private English language teachers to cope with these challenges while teaching the English language on the OBE model. OBE is an emerging model by which the institutions can produce such a product that can meet the demands.

Keywords: problems of ELT teachers, outcome based education (OBE), implementing, assessment

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Authors: Mirriam M. Moleko, Sekanse A. Ntsala

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Language in mathematics instruction enables the teacher to communicate mathematical knowledge to the learners with precision. It also enables the learner to deal with mathematical activities effectively. This scholarly piece was motivated by the fact that mathematics performance in the South African primary classrooms has not been satisfactory, and English, which is a Language of Learning and Teaching (LoLT) for the majority of the learners, has been singled out as one of the major impediments. This is not only on the part of the learners, but also on the part of the teachers as well. The study thus focused on the lack of competency in English among the primary school teachers as one of the possible causes of poor performance in mathematics in primary classrooms. The qualitative processes, which were premised on the social interaction theory as a lens, sourced the narratives of 10 newly qualified primary school mathematics teachers from the disadvantaged schools on the matter. This was achieved through the use of semi-structured interviews and focus group discussions. The data, which were analyzed thematically, highlighted the actuality that the challenges cut across the pre-service stage to the in-service stage. The findings revealed that the undergraduate mathematics courses in the number of the institutions neglect the importance of language. The study further revealed that the in-service mathematics teachers lack adequate linguistic command, thereby finding it difficult to successfully teach some mathematical concepts, or even to outline instructions clearly. The study thus suggests the need for training institutions to focus on improving the teachers’ English language competency. The need for intensive in-service training targeting the problem areas was also highlighted. The study thus contributes to the body of knowledge by providing suggestions on how the mathematics teachers’ language incompetency can be mitigated.

Keywords: Competency, English language proficiency, language of learning and teaching, primary mathematics teachers

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Authors: Sadeq Al Yaari, Muhammad Alkhunayn, Ayman Al Yaari, Montaha Al Yaari, Aayah Al Yaari, Adham Al Yaari, Sajedah Al Yaari, Fatehi Eissa

Abstract:

Stuttering is a multidimensional disorder that is influenced by different factors. As a result of their un-understanding of the genuine reasons behind stuttering, psychiatrists and Speech and Language Pathologists/Therapists (SLP/Ts) are often unfamiliar with the psychoneurolinguistic characteristics, support needs, and the disability measurement impacting requested rehabilitation of the stuttering population. PubMed, PsycInfo, Web of Science, Scopus, and Google scholar searches, in addition to some unpublished literature, were conducted in this Systematic Literature Review and Meta-analysis (SLR and Meta-analysis) to identify whether stuttering is caused by psychological or neurological reasons. The study concluded that psychological, not neurolinguistic factors were identified as most significant for the causality of childhood stuttering. Stutterers have intact language skills, but impaired ability more to communicate with others than to form letters in the brain or to articulate them. The study recommends research in the future that sheds light on the adult stuttering population often left out of the focus of diagnosis and in need of further exploration vis-a-vis issues they encounter, as well as the possible ways to deal with them psychoneurolinguistically.

Keywords: causality, childhood stuttering, psychology, neurolinguistics, systematic literature review, meta-analysis

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Authors: Ahlam Alnatour

Abstract:

Background: To our knowledge, there is lack of studies that describe the experience of studying health promotion courses using an interactive approach, and compare students’ and teachers perceptions about this method of teaching. The purpose of this study is to provide a comparison between student and teacher experiences and perspectives in learning health promotion course using interactive learning. Design: A descriptive qualitative design was used to provide an in-depth description and understanding of students’ and teachers experiences and perceptions of learning health promotion courses using an interactive learning. Study Participants: About 14 fourteen students (seven male, seven female) and eight teachers at governmental university in northern Jordan participated in this study. Data Analysis: Conventional content analysis approach was used for participants’ scripts to gain an in-depth description for both students' and teacher’s experiences. Results: The main themes emerged from the data analysis describing the students’ and teachers perceptions of the interactive health promotion class: teachers’ and students positive experience in adopting interactive learning, advantages and benefits of interactive teaching, barriers to interactive teaching, and suggestions for improvement. Conclusion: Both teachers and students reflected positive attitudes toward interactive learning. Interactive learning helped to engage in learning process physically and cognitively. Interactive learning enhanced learning process, promote student attention, enhanced final performance, and satisfied teachers and students accordingly. Interactive learning approach should be adopted in teaching graduate and undergraduate courses using updated and contemporary strategies. Nursing scholars and educators should be motivated to integrate interactive learning in teaching different nursing courses.

Keywords: interactive learning, nursing, health promotion, qualitative study

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Authors: Larry Audet

Abstract:

Creativity is suddenly and fortunately a new educational focus in the United Arab Emirates and around the world. Yet still today many leaders of creativity are not sure how to introduce it to their teachers. It is impossible to simultaneously introduce every aspect of creativity into a work climate and reach any degree of organizational coherence. The number of alternatives to explore is so great; the information teachers need to learn is so vast, that even an approximation to including every concept and theory of creativity into the school organization is hard to conceive. Effective leaders of creativity need evidence-based and practical guidance for introducing and stimulating creativity in others. Machine learning models reveal new findings from KEYS Survey© data about teacher perceptions of stimulants and barriers to their individual and collective creativity. Findings from predictive and causal models provide leaders with a rational for decision-making when introducing creativity into their organization. Leaders should focus on management practices first. Analyses reveal that creative outcomes are more likely to occur when teachers perceive supportive management practices: providing teachers with challenging work that calls for their best efforts; allowing freedom and autonomy in their practice of work; allowing teachers to form creative work-groups; and, recognizing them for their efforts. Once management practices are in place, leaders should focus their efforts on modeling risk-taking, providing optimal amounts of preparation time, and evaluating teachers fairly.

Keywords: creativity, leadership, KEYS survey, teaching, work climate

Procedia PDF Downloads 166