Search results for: extreme-based teaching model

Authors: Joung Hyoun Lee

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Intransitive verbs consist of two subclasses called unergatives and unaccusatives. However, traditionally Italian intransitive verbs have been taught regardless their semantic distinctions and any mention of grammatical terms such as unaccusatives and unergatives even though there is a huge gap between them. This paper aims to explore the teaching of Italian intransitive verbs categorizing them into unaccusatives and unergatives, which is compared with researches on the teaching of English unaccusative and unergative verbs. For this purpose, first, the study analyses various aspects of English vs. Italian unergatives and unaccusatives, and their properties of the constructions. Next, this study highlights the research trend on Korean students' learning errors, which is leaning toward causal analyses of the over passivization of English unaccusative verbs. In order to investigate these issues, 53 students of the Busan University of Foreign Studies, who are studying Italian language as a second language, were surveyed through a grammaticality judgment test divided into 9 sections. As expected, the findings confirmed that the test results of Italian unaccusatives and unergatives showed similar and different aspects comparing to those of English. Moreover, there was a highly affirmative demand for a more careful way of teaching which should be considered both syntactically and semantically according to the grammatical items. The research provides a framework of a more effective and systematic teaching method of Italian intransitive verbs for further research.

Keywords: unaccusative verbs, unergative verbs, agent, patient, theme, overpassivization

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Authors: Todd Enslen

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In order to attract more international students to study for undergraduate degrees in Japan, many universities have been developing English-Medium Instruction degree programs. This means that many faculty members must now teach their courses in English, which raises a number of concerns. A common misconception of English-Medium Instruction (EMI) is that teaching in English is simply a matter of translating materials. Since much of the teaching in Japan still relies on a more traditional, teachercentered, approach, continuing with this style in an EMI environment that targets international students can cause a clash between what is happening and what students expect in the classroom, not to mention what the Scholarship of Teaching and Learning (SoTL) has shown is effective teaching. A variety of considerations need to be taken into account in EMI classrooms such as varying English abilities of the students, modifying input material, and assuring comprehension through interactional checks. This paper analyzes the effectiveness of the English-Medium Instruction (EMI) undergraduate degree programs in engineering, agriculture, and science at a large research university in Japan by presenting the results from student surveys regarding the areas where perceived improvements need to be made. The students were the most dissatisfied with communication with their teachers in English, communication with Japanese students in English, adherence to only English being used in the classes, and the quality of the education they received. In addition, the results of a needs analysis survey of Japanese teachers having to teach in English showed that they believed they were most in need of English vocabulary and expressions to use in the classroom and teaching methods for teaching in English. The result from the student survey and the faculty survey show similar concerns between the two groups. By helping the teachers to understand student-centered teaching and the benefits for learning that it provides, teachers may begin to incorporate more student-centered approaches that in turn help to alleviate the dissatisfaction students are currently experiencing. Through analyzing the current environment in Japanese higher education against established best practices in teaching and EMI, three areas that need to be addressed in professional development workshops were identified. These were “culture” as it relates to the English language, “classroom management techniques” and ways to incorporate them into classes, and “language” issues. Materials used to help faculty better understand best practices as they relate to these specific areas will be provided to help practitioners begin the process of helping EMI faculty build awareness of better teaching practices. Finally, the results from faculty development workshops participants’ surveys will show the impact that these workshops can have. Almost all of the participants indicated that they learned something new and would like to incorporate the ideas from the workshop into their teaching. In addition, the vast majority of the participants felt the workshop provided them with new information, and they would like more workshops like these.

Keywords: English-medium instruction, materials development, professional development, teaching effectiveness

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Authors: Sabrina N. Jafralie, Arzina Zaver

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Responding to religious diversity and the need for social change, the Ethics and Religious Culture (ERC) Program was introduced as a mandatory subject for all students in Quebec, Canada. Now that the Quebec provincial government has announced the end of the ERC program, it time to discuss and assess both challenges and successes in it's implementation especially its impact on social change. Though many studies have been written around the wider concepts of religious education and religious literacy in the public system, few studies have included voices from educators. Jafralie and Zaver's qualitative research study examines the potentials and struggles of the ERC Program, and by doing so, raise important considerations around the effective teaching of.  The findings point to several consistent themes that teachers grapple with in regards to curriculum and pedagogy and highlights that in-service teachers are not thoroughly prepared to teach about ethics and religion, nor are teacher education programs effectively preparing pre-service teachers entering the field to deal with the complexities of teaching about religion or social change in their classrooms. The authors suggest avenues in which teacher education for teachers can look like in order for students and teachers to engage meaningfully with religious diversity and be agents of social change. 

Keywords: Pedagogy, Professional Development, Quebec, Teaching

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Authors: Rose Veitch

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Learning outcomes-based qualifications have been heralded as the means to raise vocational education and training (VET) standards, meet the needs of the changing workforce, and establish equivalence with existing academic qualifications. Characterized by explicit, measurable performance statements and atomistically specified assessment criteria, the outcomes model has been adopted by many VET systems worldwide since its inception in the United Kingdom in the 1980s. Debate to date centers on how the outcomes model treats knowledge. Flaws have been identified in terms of the overemphasis of end-points, neglect of process and a failure to treat curricula coherently. However, much of this censure has evaluated the outcomes model from a theoretical perspective; to date, there has been scant empirical research to support these criticisms. Various issues therefore remain unaddressed. This study investigates how the outcomes model impacts the teaching of subject literacies. This is of particular concern for subjects on the academic-vocational boundary such as Business Studies, since many of these students progress to higher education in the United Kingdom. This study also explores the extent to which the outcomes model is compatible with borderline vocational subjects. To fully understand if this qualification model is fit for purpose in the 16-18 year-old phase, it is necessary to investigate how teachers interpret their qualification specifications in terms of curriculum, pedagogy and assessment. Of particular concern is the nature of the interaction between the outcomes model and teachers’ understandings of their subject-procedural knowledge, and how this affects their capacity to embed literacy into their teaching. This present study is part of a broader doctoral research project which seeks to understand if and how content-area, disciplinary literacy and genre approaches can be adapted to outcomes-based VET qualifications. This qualitative research investigates the ‘what’ and ‘how’ of literacy embedding from the perspective of in-service teacher development in the 16-18 phase of education. Using ethnographic approaches, it is based on fieldwork carried out in one Further Education college in the United Kingdom. Emergent findings suggest that the outcomes model is not fit for purpose in the context of borderline vocational subjects. It is argued that the outcomes model produces inferior qualifications due to compositional fallacy; the sum of a subject’s components do not add up to the whole. Findings indicate that procedural knowledge, largely unspecified by some outcomes-based qualifications, is where subject-literacies are situated, and that this often gets lost in ‘delivery’. It seems that the outcomes model provokes an atomistic treatment of knowledge amongst teachers, along with the privileging of propositional knowledge over procedural knowledge. In other words, outcomes-based VET is a hostile environment for subject-literacy embedding. It is hoped that this research will produce useful suggestions for how this problem can be ameliorated, and will provide an empirical basis for the potential reforms required to address these issues in vocational education.

Keywords: literacy, outcomes-based, qualification design, vocational education

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Authors: Vahid Bairami Rad, Shapoor Norazar, Moslem Talebi Asl

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The fast growing accessibility and capability of emerging technologies have fashioned enormous possibilities of designing, developing and implementing innovative teaching methods in the classroom. Using teaching methods and technology together have a fantastic results, because the global technological scenario has paved the way to new pedagogies in teaching-learning process. At the other side methods by focusing on students and the ways of learning in them, that can demonstrate logical ways of improving student achievement in English as a foreign language in Iran. The sample of study was 90 students of 10th grade of high school located in Ardebil. A pretest-posttest equivalent group designed to compare the achievement of groups. Students divided to 3 group, Control base, computer base, method and technology base. Pretest and post test contain 30 items each from English textbook were developed and administrated, then obtained data were analyzed. The results showed that there was an important difference. The 3rd group performance was better than other groups. On the basis of this result it was obviously counseled that teaching-learning capabilities.

Keywords: method, technology based environment, computer based environment, english as a foreign language, student achievement

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Authors: Yiwen Jin, Jing Xiao, Pinfang Su

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The idea of adapting authentic materials in language teaching is from the communicative method in the 1970s. Different from the language in language textbooks, authentic materials is not deliberately written, it is from the native speaker’s real life and contains real information, which can meet social needs. It could improve learners ' interest, create authentic context and improve learners ' communicative competence. Authentic materials play an important role in CFL（Chinese as a foreign language） classroom. Different types of authentic materials can be used in different ways during learning and teaching. Because of the COVID-19 pandemic，a lot of Chinese learners are learning Chinese without the real language environment. Although there are some well-written textbooks, there is a certain distance between textbook language materials and daily life. Learners cannot automatically fill this gap. That is why it is necessary to apply authentic materials as a supplement to the language textbook to create the real context. Chinese teachers around the world are working together, trying to integrate the resources and apply authentic materials through different approach. They apply authentic materials in the form of new textbooks, manuals, apps and short videos they collect and create to help Chinese learning and teaching. A review of previous research on authentic materials and the Chinese teachers’ attempt to adapt it in the classroom are offered in this manuscript.

Keywords: authentic materials, Chinese as a second language, developmental use of digital resources, materials development for language teaching

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Authors: Nathaniel Oladimeji Dixon, Adekemi Dorcas Fadun

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Educational managers have observed a downward trend in the administrative effectiveness of non-teaching staff in federal universities in South-west Nigeria. This is evident in the low-quality service delivery of administrators and unaccomplished institutional goals and missions of higher education. Scholars have thus indicated the need for the deployment and adoption of a practice that encourages information collection and sharing among stakeholders with a view to improving service delivery and outcomes. This study examined the extent to which knowledge management correlated with the administrative effectiveness of non-teaching staff in federal universities in South-west Nigeria. The study adopted the survey design. Three federal universities (the University of Ibadan, Federal University of Agriculture, Abeokuta, and Obafemi Awolowo University) were purposively selected because administrative ineffectiveness was more pronounced among non-teaching staff in government-owned universities, and these federal universities were long established. The proportional and stratified random sampling was adopted to select 1156 non-teaching staff across the three universities along the three existing layers of the non-teaching staff: secretarial (senior=311; junior=224), non-secretarial (senior=147; junior=241) and technicians (senior=130; junior=103). Knowledge Management Practices Questionnaire with four sub-scales: knowledge creation (α=0.72), knowledge utilization (α=0.76), knowledge sharing (α=0.79) and knowledge transfer (α=0.83); and Administrative Effectiveness Questionnaire with four sub-scales: communication (α=0.84), decision implementation (α=0.75), service delivery (α=0.81) and interpersonal relationship (α=0.78) were used for data collection. Data were analyzed using descriptive statistics, Pearson product-moment correlation and multiple regression at 0.05 level of significance, while qualitative data were content analyzed. About 59.8% of the non-teaching staff exhibited a low level of knowledge management. The indices of administrative effectiveness of non-teaching staff were rated as follows: service delivery (82.0%), communication (78.0%), decision implementation (71.0%) and interpersonal relationship (68.0%). Knowledge management had significant relationships with the indices of administrative effectiveness: service delivery (r=0.82), communication (r=0.81), decision implementation (r=0.80) and interpersonal relationship (r=0.47). Knowledge management had a significant joint prediction on administrative effectiveness (F (4;1151)= 0.79, R=0.86), accounting for 73.0% of its variance. Knowledge sharing (β=0.38), knowledge transfer (β=0.26), knowledge utilization (β=0.22), and knowledge creation (β=0.06) had relatively significant contributions to administrative effectiveness. Lack of team spirit and withdrawal syndrome is the major perceived constraints to knowledge management practices among the non-teaching staff. Knowledge management positively influenced the administrative effectiveness of the non-teaching staff in federal universities in South-west Nigeria. There is a need to ensure that the non-teaching staff imbibe team spirit and embrace teamwork with a view to eliminating their withdrawal syndromes. Besides, knowledge management practices should be deployed into the administrative procedures of the university system.

Keywords: knowledge management, administrative effectiveness of non-teaching staff, federal universities in the south-west of nigeria., knowledge creation, knowledge utilization, effective communication, decision implementation

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Authors: Dammar Bahadur Adhikari

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Mathematics teaching begins with human civilization. The rular used to choose mathematician as prime adviser in many tribes and country. Mathematics was powerful tool for understanding economial situation and strength of rular. In ancient Nepal teaching of mathematics starts with informal education provided by religious leaders there after in modern education system seems to follow the world’s educational system. The aim of this paper is to present a brief historical background of the Nepalese mathematicians up to nineteenth century and highlight the transformation in mathematical science in the line with modern world. Secondary data and formal papers and informal publications were studied to explore the present situation of education. The study concluded that there is remarcable change in quality of education and there are sufficient human powers in the mathematical sciences in Nepal.

Keywords: human development, mathematics, Nepal, science, traditional

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Authors: M. Rodionov, Z. Dedovets

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The article describes the theoretical concept of teaching secondary school students proof demonstration skills in mathematics. It describes in detail different levels of mastery of the concept of proof-which correspond to Piaget’s idea of there being three distinct and progressively more complex stages in the development of human reflection. Lessons for each level contain a specific combination of the visual-figurative components and deductive reasoning. It is vital at the transition point between levels to carefully and rigorously recalibrate teaching to reflect the development of more complex reflective understanding. This can apply even within the same age range, since students will develop at different speeds and to different potential. The authors argue that this requires an aware and adaptive approach to lessons to reflect this complexity and variation. The authors also contend that effective teaching which enables students to properly understand the implementation of proof arguments must develop specific competences. These are: understanding of the importance of completeness and generality in making a valid argument; being task focused; having an internalised locus of control and being flexible in approach and evaluation. These criteria must be correlated with the systematic application of corresponding methodologies which are best likely to achieve success. The particular pedagogical decisions which are made to deliver this objective are illustrated by concrete examples from the existing secondary school mathematics courses. The proposed theoretical concept formed the basis of the development of methodological materials which have been tested in 47 secondary schools.

Keywords: education, teaching of mathematics, proof, deductive reasoning, secondary school

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Authors: Fatin Khairani Khairul 'Azam

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Reading comprehension requires the formation of an articulate mental representation of the information in a text. It involves three interdepended elements—the reader, the text, and the activity, all situated into an extensive sociocultural context. Incorporating metacognitive think-aloud strategy into teaching reading comprehension would improve learners’ reading comprehension skills as it helps to monitor their thinking as they read. Furthermore, by integrating Digital Educational Learning Initiative Malaysia (DELIMa) platform in teaching reading comprehension, it can make the process interactive and fun. A quasi-experimental one-group pre-test post-test design was used to identify the effectiveness of using metacognitive think-aloud strategy via DELIMa platform in improving pupils’ reading comprehension performance and their perceptions towards reading comprehension. The participants of the study comprised 82 of form 1 pupils from a secondary school in Pasir Gudang, Johor, Malaysia. All participants were required to sit for pre-and post-tests to track their reading comprehension performance and perceptions. The findings revealed that incorporating metacognitive think-aloud strategy is an effective strategy in teaching reading comprehension as the performance of pupils in reading comprehension and their perceptions towards reading comprehension were improved during the post tests. It is hoped that the findings of the study would be useful to the teachers incorporating the same strategy in teaching to improve pupils' reading skills. It is suggested that future study should involve the motivation factor of the participants on incorporating think-aloud strategy into teaching reading comprehension as well.

Keywords: DELIMa Platform, ESL Learners, Metacognitive Strategy, Pupils' Perceptions, Reading Comprehension, Think-Aloud Strategy

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Authors: Mohammed Shaath

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Aims Technological advancements in teaching and learning have made significant improvements over the past decade and have been incorporated in institutions to aid the learner’s experience. This review aims to assess whether Technology Enhanced Learning (TEL) pedagogy is more effective at improving students’ attitude and knowledge retention in orthodontic training than traditional methods. Methodology The searches comprised Systematic Reviews (SRs) related to the comparison of TEL and traditional teaching methods from the following databases: PubMed, SCOPUS, Medline, and Embase. One researcher performed the screening, data extraction, and analysis and assessed the risk of bias and quality using A Measurement Tool to Assess Systematic Reviews 2 (AMSTAR-2). Kirkpatrick’s 4-level evaluation model was used to evaluate the educational values. Results A sum of 34 SRs was identified after the removal of duplications and irrelevant SRs; 4 fit the inclusion criteria. On Level 1, students showed positivity to TEL methods, although acknowledging that the harder the platforms to use, the less favourable. Nonetheless, the students still showed high levels of acceptability. Level 2 showed there is no significant overall advantage of increased knowledge when it comes to TEL methods. One SR showed that certain aspects of study within orthodontics deliver a statistical improvement with TEL. Level 3 was the least reported on. Results showed that if left without time restrictions, TEL methods may be advantageous. Level 4 shows that both methods are equally as effective, but TEL has the potential to overtake traditional methods in the future as a form of active, student-centered approach. Conclusion TEL has a high level of acceptability and potential to improve learning in orthodontics. Current reviews have potential to be improved, but the biggest aspect that needs to be addressed is the primary study, which shows a lower level of evidence and heterogeneity in their results. As it stands, the replacement of traditional methods with TEL cannot be fully supported in an evidence-based manner. The potential of TEL methods has been recognized and is already starting to show some evidence of the ability to be more effective in some aspects of learning to cater for a more technology savvy generation.

Keywords: TEL, orthodontic, teaching, traditional

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Authors: Ugahara Bin Mahyuddin Yunus

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In English Language Teaching, it cannot be denied that the backgrounds of English teachers do affect the way they teach English to their students, which in turn will affect their students’ English learning itself. Thus, it is very important to understand who the English teachers are so that how they teach English to their students can be understood. One of their backgrounds that is essential to be highlighted is their culture. Certainly, they wittingly or not will bring the perspectives and values of their culture into their daily teaching practices. In other words, their cultural identities do shape how they teach their students. Cultural identities themselves actually consist of some elements, one of which is regional identity. Indeed, the culture of the region in which English teachers identify with has impact on their beliefs and actions during teaching. For this reason, this study aims to understand how the regional identity of English teachers influence the way they teach English to their students. This study is a qualitative study conducted in a multilingual and multicultural setting, namely Aceh, Indonesia. Here, four Acehnese English teachers were involved as the research participants. In addition, this study adopted poststructuralist perspective to identity as the theoretical framework. Three research instruments were used in this study, namely semi-structured interviews, classroom observation, and teacher journal. The data gained from these instruments were then analyzed by using thematic analysis. Obviously, the research about the regional identity of English teachers in English Language Teaching has been studied worldwide. However, little is still known about it in Indonesian context, let alone Indonesia itself is a super diverse country with 34 regions. As a result, this study presents a good opportunity to advance the knowledge of how the regional identity construction of English teachers in this setting is. The findings of the study revealed that their regional identity construction in teaching was highly influenced by their indigenous language and religious faith. Even, how they teach English in classroom, in fact, is related to these two things. The conclusion that can be drawn from this study is for these English teachers, in fact, their regional identity itself constitutes their use of local language and religious identity, which are considered by them as their core identity.

Keywords: English language teaching, English teachers, identity construction, regional identity

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Authors: Tamara Zappaterra

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The Learning Difficulties have an evolutionary nature. The international research has focused its analysis on the characteristics of Learning Difficulties in childhood, but we are still far from a thorough understanding of the nature of such disorders in adolescence and adulthood. Such issues become even more urgent in the university context. Spelling, meaning, and appropriate use of the specific vocabulary of the various disciplines represent an additional challenge for the dyslexic student. This paper explores the characteristics of Learning Difficulties in adulthood and the impact with the university teaching. It presents the results of an interdisciplinary project (educational, medical and engineering area) at University of Florence. The purpose of project is to design of a protocol for usability of teaching and individual study at university level. The project, after a first reconnaissance of user needs that have been reached with the participation of the very same protagonists, is at the stage of guidelines drafting for inclusion and education, to be used by teachers, students and administrative staff. The methodologies used are a questionnaire built on purpose and a series of focus groups with users. For collecting data during the focus groups it was decided to use a method typical of the Quality Function Deployment, a tool originally used for quality management, whose versatility makes it easy to use in a number of different context. The paper presents furthermore the findings of the project, the most significant elements of the guidelines for teaching, i.e. the section for teachers, whose aim is to implement a Learning Difficulties-friendly teaching, even at the university level, in compliance with italian Law 170/2010. The Guidelines for the didactic and inclusion of Learning Difficulties students of the University of Florence are articulated around a global and systemic plan of action, meant to accompany and protect the students during their study career, even before enrolling at the University, with different declination: the logistical, relational, educational, and didactic levels have been considered. These guidelines in Italy received the endorsement of the CNUDD. It is a systemic intervention plan for Learning Difficulties students, which roused and keeps rousing the interest of all the university system, with a radical consideration on academic teaching. Since while we try to provide the best Learning Difficulties-friendly didactic in compliance with the rules, no one can be exempted from a wider consideration on the nature and the quality of university teaching offered to all students.

Keywords: didactic tools, learning difficulties, special and inclusive education, university teaching

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Authors: Ana Mercedes Vernia Carrasco

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The objective of this work is to reflect through the theoretical framework on the access to the university for the formation of a degree in a teacher of primary education. The University Access Tests in Spain evaluate a series of skills and competencies in writing, which leave aside the sample of another set of skills and tools that this type of test cannot evaluate. In the last years, a very much diversified student body has arrived in the classrooms of the Universities. Nowadays, talking about special education means attending to the changes that are being experienced in this area. At present, the educational model focuses on the reinforcement by the educational institutions so that they form the students according to their personal characteristics and that it is not the students that must adapt to the system. A bibliographic review plus some years of experience in training for the future teacher allows us to make an initial assessment about the lack of rigor in the tests of access to the university. In conclusion, we can say that, although we are not a specialist in the type of Special Educational Needs that can manifest the students, therefore, we understand that teacher today needs training and support to develop their teaching with the best quality possible. These teacher and student needs also imply more institutional support.

Keywords: training, special needs, didactics, music

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Authors: Ekaterina Lukianchenko

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The present article addresses the nuances of teaching English vocabulary to Russian-speaking students. The experiment involving 39 participants aged 17 to 21 proves that the key to understanding spoken coinages is not only the knowledge of their constituents, but rather the understanding of the context and co-text. The volunteers who took part knew the constituents, but did not know the meaning of the words. The assumption of the authors consists in the fact that the structure of the concept has a direct relation with the form of the particular vocabulary unit, but its form is secondary to its meaning, if the word is a spoken coinage, which is partly proved by the fact that in modern slang words have multiple meanings, as well as one notion can have various embodiments that have virtually nothing in common. The choice of vocabulary items that youngsters use is not exactly arbitrary, but, even if complex nominals are taken into consideration, whose meaning seems clear, as it looks like a sum of their constituents’ meanings, they are still impossible to understand without any context or co-text, as a lot of them are idiomatic, non-transparent. It is further explained what methods might be effective in teaching students how to deal with new words they encounter in real-life situations and how student’s knowledge of vocabulary might be enhanced.

Keywords: spoken language, cognitive linguistics, complex nominals, nominals with the incorporated object, concept, EFL, communicative language teaching

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Authors: Simon Ibor Akpama

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The study investigated the extent to which innovative teaching-learning techniques can influence and attenuate learning difficulties among adult learners participating in different literacy education programmes in Calabar Metropolis, Cross River State, Nigeria. A quasi-experimental design was adopted to collect data from a sample size of 150 participants of the programme. The sample was drawn using the simple random sampling method. As an experimental study, the 150 participants were divided into two equal groups –the first was the experimental group while the second was the control. A pre-test was administered to the two groups which were later exposed to a post-test after treatment. Two instruments were used for data collection. The first was the guide for the Literacy Learning Difficulties Inventory (LLDI). Three hypotheses were postulated and tested as .05 level of significance using Analysis of Covariance (ANOVA) test statistics. Results of the analysis firstly showed that the two groups (treatment and control) did not differ in the pre-test regarding their literacy learning difficulties. Secondly, the result showed that for each hypothesis, innovative teaching-learning techniques significantly influenced adult learners’ (participants) literacy learning difficulties. Based on these findings, the study recommends the use of innovative teaching-learning techniques in adult literacy education centres to mitigate the learning difficulties of adult learners in literacy education programmes in Calabar Metropolis.

Keywords: teaching, learning, techniques, innovative, difficulties, programme

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Authors: Chien Chin-Wen

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Collaborative teaching has different teaching models and station teaching is one type of collaborative teaching. Station teaching is not commonly practiced in elementary school English education and introduced in language teacher education programs in Taiwan. In station teaching, each teacher takes a small part of instructional content, working with a small number of students. Students rotate between stations where they receive the assignments and instruction from different teachers. The teachers provide the same content to each group, but the instructional method can vary based upon the needs of each group of students. This study explores thirty-four Taiwanese pre-service elementary school English teachers’ knowledge about station teaching and their competence demonstrated in designing activities for and delivering of station teaching in an English remedial education to six sixth graders in a local elementary school in northern Taiwan. The participants simultaneously enrolled in this Elementary School English Teaching Materials and Methods class, a part of an elementary school teacher education program in a northern Taiwan city. The instructor (Jennifer, pseudonym) in this Elementary School English Teaching Materials and Methods class collaborated with an English teacher (Olivia, pseudonym) in Maureen Elementary School (pseudonym), an urban elementary school in a northwestern Taiwan city. Of Olivia’s students, four male and two female sixth graders needed to have remedial English education. Olivia chose these six elementary school students because they were in the lowest 5 % of their class in terms of their English proficiency. The thirty-four pre-service English teachers signed up for and took turns in teaching these six sixth graders every Thursday afternoon from four to five o’clock for twelve weeks. While three participants signed up as a team and taught these six sixth graders, the last team consisted of only two pre-service teachers. Each team designed a 40-minute lesson plan on the given language focus (words, sentence patterns, dialogue, phonics) of the assigned unit. Data in this study included the KWLA chart, activity designs, and semi-structured interviews. Data collection lasted for four months, from September to December 2014. Data were analyzed as follows. First, all the notes were read and marked with appropriate codes (e.g., I don’t know, co-teaching etc.). Second, tentative categories were labeled (e.g., before, after, process, future implication, etc.). Finally, the data were sorted into topics that reflected the research questions on the basis of their relevance. This study has the following major findings. First of all, the majority of participants knew nothing about station teaching at the beginning of the study. After taking the course Elementary School English Teaching Materials and Methods and after designing and delivering the station teaching in an English remedial education program to six sixth graders, they learned that station teaching is co-teaching, and that it includes activity designs for different stations and students’ rotating from station to station. They demonstrated knowledge and skills in activity designs for vocabulary, sentence patterns, dialogue, and phonics. Moreover, they learned to interact with individual learners and guided them step by step in learning vocabulary, sentence patterns, dialogue, and phonics. However, they were still incompetent in classroom management, time management, English, and designing diverse and meaningful activities for elementary school students at different English proficiency levels. Hence, language teacher education programs are recommended to integrate station teaching to help pre-service teachers be equipped with eight knowledge and competences, including linguistic knowledge, content knowledge, general pedagogical knowledge, curriculum knowledge, knowledge of learners and their characteristics, pedagogical content knowledge, knowledge of education content, and knowledge of education’s ends and purposes.

Keywords: co-teaching, competence, knowledge, pre-service teachers, station teaching

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Authors: Neuma Chaveiro, Juliana Guimarães Faria

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Introduction: The thematic that guides this study is teacher training for the teaching of sign language in a perspective of bilingual education – specifically aimed at Brazilian public schools that offer inclusive education, and that have, among its students, deaf children who use Brazilian Sign Language as a means of communication and expression. In the Teacher Training Course for Letters/Libras at the Universidade Federal de Goiás/UFG, we developed a bilingual education project for the deaf, linked to PIBID (Institutional Scholarship for Teaching Initiation Program), funded by the Brazilian Federal Government through CAPES (Coordination for the Improvement of Higher Education Personnel). Goals: to provide the education of higher education teachers to work in public schools in basic education and to insert students from the UFG’s Letters/Libras course in the school’s daily life, giving them the opportunity for the creation and participation in methodological experiences and of teaching practices in order to overcome the problems identified in the teaching-learning process of deaf students, in a bilingual perspective, associating Libras (Brazilian Sign Language) and Portuguese. Methodology: qualitative approach and research-action, prioritizing action – reflection – action of the people involved. The Letters-Libras PIBID of the College of Letters/UFG, in this qualitative context, is guided by the assumptions of investigation-action to contribute to the education of the Libras teacher. Results: production of studies and researches in the area of education, professionalization and teaching practice for the degree holder in Letters: Libras; b) studies, research and training in bilingual education; c) clarification and discussion of the myths that permeate the reality of users of sign languages; d) involving students in the development of didactic materials for bilingual education. Conclusion: the PIBID Project Letters/Libras allows, both to the basic education school and to the teachers in training for the teaching of Libras, an integrated and collective work partnership, with discussions and changes in relation to bilingual education for the deaf and the teaching of Libras.

Keywords: deaf, sign language, teacher training, educacion

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Authors: Muhammad Nawaz, Sandeep N. Kundu, Farha Sattar

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Augmented reality sandbox adds new dimensions to education and learning process. It can be a core component of geoscience teaching and learning to understand the geographic contexts and landform processes. Augmented reality sandbox is a useful tool not only to create an interactive learning environment through spatial visualization but also it can provide an active learning experience to students and enhances the cognition process of learning. Augmented reality sandbox can be used as an interactive learning tool to teach geomorphic and landform processes. This article explains the augmented reality sandbox and the constructivism approach for geoscience teaching and learning, and endeavours to explore the ways to teach the geographic processes using the three-dimensional digital environment for the deep learning of the geoscience concepts interactively.

Keywords: augmented reality sandbox, constructivism, deep learning, geoscience

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Authors: Said Ahmed Zohairy

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Significant shifts in the theory and practice of teaching vocabulary affect teachers’ decisions about learning materials’ design. Relevant literature supports teaching specialised, authentic, and multi-word lexical items rather than focusing on single-word vocabulary lists. Corpora, collections of texts stored in a database, presents a reliable source of teaching and learning materials. Although corpus-informed studies provided guidance for teachers to identify useful language chunks and phraseological units, there is a scarcity in the literature discussing the use of corpora in teaching English for academic and specific purposes (EASP). The aim of this study is to improve teaching practices and provide a description of the pedagogical choices and procedures of an EASP tutor in an attempt to offer guidance for novice corpus users. It draws on the researcher’s experience of utilising corpus linguistic tools to design vocabulary learning activities without focusing on students’ learning outcomes. Hence, it adopts a self-study research methodology which is based on five methodological components suggested by other self-study researchers. The findings of the study noted that designing specialised and corpus-informed vocabulary learning activities could be challenging for teachers, as they require technical knowledge of how to navigate corpora and utilise corpus analysis tools. Findings also include a description of the researcher’s approach to building and analysing a specialised corpus for the benefit of novice corpus users; they should be able to start their own journey of designing corpus-based activities.

Keywords: corpora, corpus linguistics, corpus-informed, English for academic and specific purposes, agribusiness, vocabulary, phraseological units, materials design

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Authors: Farha Sattar, Laurence Tamatea, Muhammad Nawaz

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Drones, the Unmanned Aerial Vehicles are playing an important role in real-world problem-solving. With the new advancements in technology, drones are becoming available, affordable and user- friendly. Use of drones in education is opening new trends in teaching and learning practices in an innovative and engaging way. Drones vary in types and sizes and possess various characteristics and capabilities which enhance their potential to be used in education from basic to advanced and challenging learning activities which are suitable for primary, middle and high school level. This research aims to provide an insight to explore different types of drones and their compatibility to be used in teaching different subjects at various levels. Research focuses on integrating the drone technology along with Australian curriculum content knowledge to reinforce the understanding of the fundamental concepts and helps to develop the critical thinking and reasoning in the learning process.

Keywords: critical thinking, drone technology, drone types, innovative learning

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Authors: Emilee M. Cruz

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Teachers take part in short-term teaching fellowships abroad, and their preparation before, during, and after the experience is critical to affecting teachers’ feelings of success in the international classroom. A program evaluation of the teacher preparation within TALMA: The Israel Program for Excellence in English (TALMA) full-year teaching fellowship was conducted. A questionnaire was developed that examined professional development, deliberate reflection, and cultural and language immersion offered before, during, and after the short-term experience. The evaluation also surveyed teachers’ feelings of preparedness for the Israeli classroom and any recommendations they had for future teacher preparation within the fellowship program. The review suggests the TALMA program includes integrated professional learning communities between fellows and Israeli co-teachers, more opportunities for immersive Hebrew language learning, a broader professional network with Israelis, and opportunities for guided discussion with the TALMA community continued participation in TALMA events and learning following the full-year fellowship. Similar short-term international programs should consider the findings in the design of their participation preparation programs. The review also offers direction for future program evaluation of short-term participant preparation, including the need for frequent response item updates to match current offerings and evaluation of participant feelings of preparedness before, during, and after the full-year fellowship.

Keywords: educational program evaluation, international teaching, short-term teaching, teacher beliefs, teaching fellowship, teacher preparation

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Authors: Robert Ogbanje Okwori

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The research studied expository and simulation method of teaching woodwork at Federal University of Technology, Minna, Niger State, Nigeria. The purpose of the study was to compare expository and simulation method of teaching woodwork and determine the method that is more effective in improving performance of students in woodwork. Two research questions and two hypotheses were formulated to guide the study. Fifteen objective questions and two theory questions were used for data collection. The questions set were on structure of timber. The study used the quasi experimental design. The population of the study consisted of 25 woodwork students of Federal University of Technology, Minna, Niger State, Nigeria and three hundred (300) level students were used for the study. The lesson plans for expository method and questions were validated by three lecturers in the Department of Industrial and Technology Education, Federal University of Technology, Minna, Nigeria. The validators checked the appropriates of test items and all the corrections and inputs were effected before administration of the instrument. Data obtained were analyzed using mean, standard deviation and t-test statistical tool. The null hypotheses were formulated and tested using t-test statistics at 0.05 level of significance. The findings of the study showed that simulation method of teaching has improved students’ performance in woodwork and the performance of the students was not influenced by gender. Based on the findings of the study, it was concluded that there was a significant difference in the mean achievement scores of students taught woodwork using simulation method. This implies that simulation method is more effective than expository method of teaching woodwork. Therefore, woodwork teachers should adopt simulation method of teaching woodwork towards better performance. It was recommended that simulation method should be used by woodwork lecturers to teach woodwork since students perform better using the method and also the teachers needs to be trained and re-trained in using simulation method for teaching woodwork. Teachers should be encouraged to use simulation method for their instructional delivery because it will allow them to identify their areas of strength and weakness when imparting knowledge to woodwork students. Government and different agencies should assist in procuring materials and equipment for wood workshops to enable students effectively practice what they have been taught using simulation method.

Keywords: comparative, expository, simulation, woodwork

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Authors: Nazym Alykpashova

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This article is based on the results of the action research at Nazarbayev Intellectual School in Pavlodar, Kazakhstan. The participants of this research were high school students who study Global Perspectives and Project Work course. Intellectual schools are designed to become an experimental site that develops, monitors, studies, analyzes, approves, implements modern models of educational programs. Subjects in NIS aimed to develop skills that will be useful for students in their life. Students learn how to do projects, research credible information, solve different issues. Many subjects cover complex topics, and most teachers feel that they often have to deliver a lot of information within one hour. Many educators recognize Conceptual Teaching, as well as Conceptual Learning, has a lot of benefits for students in terms of developing their perception of the subject topics. This qualitative paper presents findings of two research questions which explored high school students’ perception of conceptual teaching and its impact on their academic performance. Individual semi-structured interviews and observations were conducted with Global Perspectives teachers and students. The results of this action research assist teachers reflect on their professional practice.

Keywords: concept-based teaching, students’ research skills, teacher’s professional development, kazakhstan

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Authors: Eti Gilad, Shosh Millet

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In light of the technological development and its introduction into the field of education, an online course was designed in parallel to the 'conventional' course for teaching the ''Qualitative Research Methods''. This course aimed to characterize learning-teaching processes in a 'Qualitative Research Methods' course studied in two different frameworks. Moreover its objective was to explore the difference between the culture of a physical learning environment and that of online learning. The research monitored four learner groups, a total of 72 students, for two years, two groups from the two course frameworks each year. The courses were obligatory for M.Ed. students at an academic college of education and were given by one female-lecturer. The research was conducted in the qualitative method as a case study in order to attain insights about occurrences in the actual contexts and sites in which they transpire. The research tools were open-ended questionnaire and reflections in the form of vignettes (meaningful short pictures) to all students as well as an interview with the lecturer. The tools facilitated not only triangulation but also collecting data consisting of voices and pictures of teaching and learning. The most prominent findings are: differences between the two courses in the change features of the learning environment culture for the acquisition of contents and qualitative research tools. They were manifested by teaching methods, illustration aids, lecturer's profile and students' profile.

Keywords: face to face course, online course, qualitative research, vignettes

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Authors: Asia Majeed

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The learning of mathematics in science, engineering and social science programs can be enhanced through practical problem-solving techniques. The instructors can design their lessons with some strategies to improve students’ educational needs and accomplishments in mathematics classrooms. The use of technology in class problem solving and application sessions can enhance deep understanding of mathematics among students. As mathematician, we believe in subject specific and content-driven teaching methods. Through technology the relationship between the physical problems and the mathematical models can be analyzed. This paper is about selective use of technology in mathematics classrooms and helpful to others mathematics instructors who wishes to improve their traditional teaching techniques to improve students’ attitude in learning mathematics. These techniques corpus can be used in teaching large mathematics classes in science, technology, engineering, and social science.

Keywords: attitude in learning mathematics, mathematics, non-mathematics undergraduate students, technology

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Authors: Hyoshin Kim

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Most post-secondary educational institutions have offered a wide variety of professional development programs and resources in order to advance the quality of education. Such programs are designed to support faculty members by focusing on topics such as course design, behavioral learning objectives, class discussion, and evaluation methods. These are based on good intentions and might help both new and experienced educators. However, the fundamental flaw is that these ‘effective methods’ are assumed to work regardless of what we teach and whom we teach. This paper is focused on intercultural intelligence and its application to education. It presents a comprehensive literature review on context and cultural diversity in terms of beliefs, values and worldviews. What has worked well with a group of homogeneous local students may not work well with more diverse and international students. It is because students hold different notions of what is means to learn or know something. It is necessary for educators to move away from certain sets of generic teaching skills, which are based on a limited, particular view of teaching and learning. The main objective of the research is to expand our teaching strategies by incorporating what students bring to the course. There have been a growing number of resources and texts on teaching international students. Unfortunately, they tend to be based on the deficiency model, which treats diversity not as strengths, but as problems to be solved. This view is evidenced by the heavy emphasis on assimilationist approaches. For example, cultural difference is negatively evaluated, either implicitly or explicitly. Therefore the pressure is on culturally diverse students. The following questions reflect the underlying assumption of deficiencies: - How can we make them learn better? - How can we bring them into the mainstream academic culture?; and - How can they adapt to Western educational systems? Even though these questions may be well-intended, there seems to be something fundamentally wrong as the assumption of cultural superiority is embedded in this kind of thinking. This paper examines how educators can incorporate intercultural intelligence into the course design by utilizing a variety of tools such as pre-course activities, peer learning and reflective learning journals. The main goal is to explore ways to engage diverse learners in all aspects of learning. This can be achieved by activities designed to understand their prior knowledge, life experiences, and relevant cultural identities. It is crucial to link course material to students’ diverse interests thereby enhancing the relevance of course content and making learning more inclusive. Internationalization of higher education can be successful only when cultural differences are respected and celebrated as essential and positive aspects of teaching and learning.

Keywords: intercultural competence, intercultural intelligence, teaching and learning, post-secondary education

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Authors: Agah Tugrul Korucu, Mustafa Mucahit Gundogdu, Tarık Gencturk, Ahmet Yucel

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Countries are developing big projects and supplying financial resource for developing technological substructure and integrating technology into the education. In Turkey, the Ministry of Education, with the aim of integrating ICT into learning and teaching processes, created a project named increasing occasions and normalizing the technology movement. FATIH Project with this project, the aim is to create teaching environments which are enriched with technology. In orientating people with the technology and integrating technology into the education, teacher and teacher candidates have a big responsibility. While teachers are using technology in lesson, the devices in class and the methods developed are important factors. The aim of this research is to examine awareness, and foresight about FATIH Project in different aspects. This study was conducted during the practice period of the second semester in the 2014-2015 academic years. The working group of the research was created from 209 teacher candidates which are from different teaching departments in the Ahmet Kelesoglu Education Faculty of Necmettin Erbakan University. Scanning model was used in this research. In research, as a getting data tool evaluation of “opinion about FATIH Project: awareness, foresight and expectation scale” which was developed by Karal et. al.; personal information form which was developed by researchers were used. Cronbach coefficient which is the reliability of the scale is 0.91. In analyzing the data, statistical package program average, standard deviation, percentage, correlation, t-test and variance analysis test were used.

Keywords: Fatih Project, information and communication technologies, information technology integration, views on the Fatih Project, technology integration in education

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Authors: Bok Check Meng, Goh Ying Soon

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Giving additional learning materials such as Chinese fantasy novel to non-native learners can be strenuous. Instructors have to understand the underpinning theories about cognitive theory for new word instruction. This paper discusses the underpinning theories. Relevant literature reviews are given. There are basically five major areas of cognitive related theories mentioned in this article. These include motivational learning theory, Affective theory of learning, Cognitive psychology theory, Vocabulary acquisition theory and Bloom’s cognitive levels theory. A theoretical framework has been constructed. Thus, this will give a hand in ensuring non-native learners might gain positive outcomes in the instruction process. Instructors who are interested in teaching new word from Chinese fantasy novel in specific to support additional learning might be able to get insights from this article.

Keywords: Chinese fantasy novel, new word teaching, non-native learners, cognitive theory, bloom

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Authors: Aabha Chaubey, Bani Bhattacharya

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Evaluation of the quality of teaching in engineering education in India needs to be conducted on a continuous basis to achieve the best teaching quality in technical education. Quality teaching is an influential factor in technical education which impacts largely on learning outcomes of the students. Present study is not exclusively theory-driven, but it draws on various specific concepts and constructs in the domain of technical education. These include teaching and learning in higher education, teacher effectiveness, and teacher evaluation and performance management in higher education. Student Evaluation of Education Quality (SEEQ) was proposed as one of the evaluation instruments of the quality teaching in engineering education. SEEQ is one of the popular and standard instrument widely utilized all over the world and bears the validity and reliability in educational world. The present study was designed to evaluate the teaching quality through SEEQ in the context of technical education in India, including its validity and reliability based on the collected data. The multiple dimensionality of SEEQ that is present in every teaching and learning process made it quite suitable to collect the feedback of students regarding the quality of instructions and instructor. The SEEQ comprises of 9 original constructs i.e.; learning value, teacher enthusiasm, organization, group interaction, and individual rapport, breadth of coverage, assessment, assignments and overall rating of particular course and instructor with total of 33 items. In the present study, a total of 350 samples comprising first year undergraduate students from Indian Institute of Technology, Kharagpur (IIT, Kharagpur, India) were included for the evaluation of the importance of SEEQ. They belonged to four different courses of different streams of engineering studies. The above studies depicted the validity and reliability of SEEQ was based upon the collected data. This further needs Confirmatory Factor Analysis (CFA) and Analysis of Moment structure (AMOS) for various scaled instrument like SEEQ Cronbach’s alpha which are associated with SPSS for the examination of the internal consistency. The evaluation of the effectiveness of SEEQ in CFA is implemented on the basis of fit indices such as CMIN/df, CFI, GFI, AGFI and RMSEA readings. The major findings of this study showed the fitness indices such as ChiSq = 993.664,df = 390,ChiSq/df = 2.548,GFI = 0.782,AGFI = 0.736,CFI = 0.848,RMSEA = 0.062,TLI = 0.945,RMR = 0.029,PCLOSE = 0.006. The final analysis of the fit indices presented positive construct validity and stability, on the other hand a higher reliability was also depicted which indicated towards internal consistency. Thus, the study suggests the effectivity of SEEQ as the indicator of the quality evaluation instrument in teaching-learning process in engineering education in India. Therefore, it is expected that with the continuation of this research in engineering education there remains a possibility towards the betterment of the quality of the technical education in India. It is also expected that this study will provide an empirical and theoretical logic towards locating a construct or factor related to teaching, which has the greatest impact on teaching and learning process in a particular course or stream in engineering education.

Keywords: confirmatory factor analysis, engineering education, SEEQ, teaching and learning process

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