Search results for: early childhood education teachers

Authors: Endalew Fufa Kufi

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The research investigated the role of stakeholders such as students, teachers and administrators in the practices of good governance in higher education by looking into the special contributions of top-officials, teachers and students in ensuring workable ties and productive interchanges in Adama Science and Technology University. Attention was given to participation, fairness and exemplariness as key indicators of good governance. The target university was chosen for its familiarity for the researcher to get dependable data, access to respondent and management of the processing of data. Descriptive survey design was used for the purpose of describing concerned roles the stakeholders in the university governance in order to reflect on the nature of participation of the practices. Centres of the research were administration where supportive groups such as central administrators and underlying service-givers had parts and academia where teachers and students were target. Generally, 60 teachers, 40 students and 15 administrative officers were referents. Data were collected in the form of self-report through open-ended questionnaires. The findings indicated that, while vertical interchanges in terms of academic and administrative routines were had normal flow on top-down basis, planned practices of stakeholders in decision-making and reasonably communicating roles and changes in decisions with top-officials were not efficiently practiced. Moreover, the practices of good modelling were not witnessed to have existed to the fullest extent. Rather, existence of a very wide gap between the academic and administrative staffs was witnessed as was reflected the case between teachers and students. The implication was such that for shortage in participative atmosphere and weaning of fairness in governance, routine practices have been there as the vicious circles of governance.

Keywords: governance, participative, stakeholders, transformative, role-assumption

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Authors: Afaf Manzoor, Abdul Hameed

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Children with hearing impairment face several challenges in accessing primary and secondary education in general and higher education in particular in Pakistan. A large number of these children are excluded from formal education system through segregated special institutions. The enrollment rate of these children at school level is very low and it continues decreasing as they move on the ladder of education. Negligible number of students with hearing impairment gets any chance to be enrolled at tertiary or higher education institutes. The segregated system of education at primary and secondary level makes it even more difficult to adjust in an inclusive classroom at a higher level not only for students with hearing impairment but for their teachers and peers as well. A false belief of teachers and parents about low academic profile of students with hearing impairment is one of the major challenges to overcome for their participation at higher education. This case study was conducted to document an innovative step taken by the Department of Special Education Needs, University of Management & Technology, Lahore Pakistan. The prime objective of this study was to assess the satisfaction level of students with hearing impairment in BS 4 Years and MA Special Education programs at Lahore campus. Structured interviews were of 40 students with hearing impairment to assess the satisfaction on service delivery (admission process, classroom pedagogy, content, assessment/results, access to other services centers i.e. library, cafeteria, hostel, co-curricular activities) and campus life. Their peers without disabilities were also interviewed to assess their acceptance level. The findings of the study revealed positive results about their educational as well as social inclusion in the university. The students also shared their fears at the time of admission and how fear eventually faded out with the passage of time due to the proper academic support system. The findings of the study will be shared in detail with the audience during the presentation.

Keywords: students with hearing impairment, higher education, inclusive education, marginalization

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Authors: Bekir Mugayitoglu

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This work shares pre-service teachers' experiences with the Book Creator application during the face-to-face class. Participants for this work were pre-service teachers in a semester-long instructional technology course who developed their own e-books. The work was conducted during the Fall of 2023. Eleven pre-service teachers completed the project, producing books appropriate to their area of concentration. Analysis of participant progress reports shows, that Exemplars showcase creative ways to prepare pre-service teachers to design their own books and have an opportunity to use mobile apps to create a variety of e-material options. The findings support future opportunities for pre-service teachers to design and implement technology-supported literacy applications to integrate into their own classroom pedagogy.

Keywords: scaffolding, e-book, classroom pedagogy, face-to-face class

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Authors: Boonrat Plangsorn

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Using ebooks can make not only a meaningful learning and achievement for students, but also can help teacher effectively enhance and improve their teaching. Nowadays, teachers try to develop ebooks for their class but it does not success in some cases because they do not have clear understanding on how to design, develop, and using ebooks that align with their teaching and learning objectives. Thus, the processes of using, designing, and producing ebooks have become one of important competency for teacher because it will enhance teacher’s knowledge for ebooks production. The purposes of this research were: (1) to develop the competency of producing and using ebooks of teachers in Chachengsao and (2) to promote the using ebooks of teachers in Chachengsao. The research procedures were divided into four phases. Phase I (study components and process of the designing and development of ebooks) was an interview in which the qualitative data were collected from five experts in instructional media. Phase II (develop teachers’ competency of producing ebooks) was a workshop for 28 teachers in Chachengsao. Phase III (study teachers’ using ebooks) was an interview in which the qualitative data were collected from seven teachers. Phase IV (study teachers’ using ebooks) was an interview in which the qualitative data were collected from six teachers. The research findings were as follows: 1. The components of ebooks comprised three components: ebooks structure, multimedia, and hyperlink. The eleven processes of design ebooks for education included (1) analyze the ebooks objective, (2) analyze learner characteristics, (3) set objective, (4) set learning content, (5) learner’s motivation, (6) design and construct activity, (7) design hyperlink, (8) produce script and storyboard, (9) confirm storyboard by expert, (10) develop ebooks, and (11) evaluate ebooks. 2. The evaluation of designing and development of ebooks for teacher workshop revealed the participants’ highest satisfaction (M = 4.65). 3. The teachers’ application of ebooks were found that obstacles of producing an ebooks: Time period of producing ebooks, a readiness of school resources, and small teacher network of producing and using ebooks. The result of using ebooks was students’ motivation. 4. The teachers’ ebooks utilization through educational research network of teacher in Chachengsao revealed that the characteristic of ebooks consist of picture, multimedia, voice, music, video, and hyperlink. The application of ebooks caused students interested in the contents; enjoy learning, and enthusiastic learning.

Keywords: ebooks, producing ebooks competency, using ebooks competency, educational research network

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Authors: Racheal Ayanga, Nancy Katumba Muwangala, Jane Babirye, Harriet Kivumbi

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Background: Deaf adolescents are vulnerable. Deafness limits their access to resources that are accessed by their hearing peers. There is minimal attention placed on the SRH needs of persons with disabilities, especially in developing countries. We sought to assess barriers to access of SRH education and services for deaf adolescents in Uganda. Methods: We performed a cross sectional study using a questionnaire on knowledge of and access to SRH education and services from a selected sample of deaf adolescents aged 13-19 years at Wakiso Secondary school for the deaf. A consecutive sample of eligible participants was asked to join the study after obtaining informed consent until the target sample size was reached. Results: From 01 Jul 2022 to 30 Jan 2023, 70 quantitative interviews were conducted. Participants’ mean age was 17 years, and 66% were female. 89% had heard about several components of SRH. 99% reported a need for education and services but had challenges with access 85% of the time. 54% reported receipt of education and services from government or private facilities, and the rest from friends, parents, siblings, teachers and the internet. Conclusion: Government needs to look into availing tailored, sustainable SRH education/services to deaf adolescents at health facilities and teach health workers sign language. SRH education to parents, teachers and communities of deaf adolescents improves access in hard-to-reach areas. Integration of services into routine health care is key in creating and improving models of access to wider communities of persons with disabilities to improve their mental health.

Keywords: sexual and reproductive health, deaf, adolescents, education, services, disabilities, mental health, hard-to-reach areas

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Authors: Sumaya Saqr

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Although many teachers regard academic research as the inclusive domain of academic researchers, teachers should contribute to the body of research guiding their own practice. Drawing on the qualitative analysis of 20 teachers’ reflection journals and interviews, this case study sheds light on the personal and professional benefits of teachers’ applications of collaborative action research in English language teaching context. The findings reveal that several aspects of teacher identity and classroom practice were changed. The present paper aspires to reveal the way in which collaborative action research process, as a learner-centered approach to staff development, would help teachers to become more independent and professionally autonomous and hence effecting change that is far greater than its initial purpose.

Keywords: change, collaborative action research, personal and professional benefits, professional development

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Authors: Hoda Hashemi

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This study aimed to explore K-12 educators’ perceptions of using sensory-based strategies (SBS) with students on the autism spectrum in classroom settings. One hundred and ninety-three educators, including 107 special education teachers, 48 general education teachers, and 38 paraprofessionals, participated in this study. They answered 44 questions about using SBS in classroom settings, the degree to which they use the strategies on a 5-point Likert scale, the outcomes they targeted, and their perception of the strategies' effectiveness. The survey results indicated that most educators rated only one sensory-based strategy, which was alternated seating options, as highly effective in addressing the targeted behaviors of students on the autism spectrum. However, in some instances, educators' perceptions of the effectiveness of some strategies did not align with other research findings, highlighting the need for further evidence to confidently implement them.

Keywords: sensory-based strategies, K-12, educators, autism, survey

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Authors: Dominic Winston Kaku

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The academic performance of students is an area of great concern in education to the various stakeholders of education. This is because the academic performance of students is widely used as a measure of the success of the educational process. There are several factors, such as school-related factors, teachers related factors, pupils or students’ factors, and many others determining their academic performance. It appears that the management role of head teachers as a determining factor of pupils’ academic achievement is not much investigated. The management role of head teachers is an essential element in the educational process that has a huge influence on students’ academic performance. The aim of the research was to examine the management role of head teachers in improving the academic performance of students. The study employed a descriptive survey and was conducted among Junior High Schools in the Ellembelle District of the Western Region of Ghana. The respondents for the study were mainly all the head teachers, teachers, and some selected basic school pupils (JHS) in four-selected public basic schools in the Ellembelle district in the Western part of Ghana. A questionnaire was used to collect primary data from a sampling size of 252 persons, including 226 JHS pupils, all JHS teachers, and head teachers of all four selected schools. Descriptive statistics, specifically frequencies, percentages, pie charts, bar charts, means, and standard deviation, were used to analyse the data, and that formed the basis of the presentation of findings. The study discovered that planning academic activities, fostering relationships between the school and the community, supervising lessons, staff motivation, and punishing students who go wrong are some of the activities the head teachers participate in to help improve students’ academic performance. The academic performance of students is an area of great concern in education to the various stakeholders of education. This is because the academic performance of students is widely used as a measure of the success of the educational process. There are several factors, such as school-related factors, teachers related factors, pupils or students’ factors, and many others determining their academic performance. It appears that the management role of head teachers as a determining factor of pupils’ academic achievement is not much investigated. The management role of head teachers is an essential element in the educational process that has a huge influence on students’ academic performance. The aim of the research was to examine the management role of head teachers in improving the academic performance of students. The study employed a descriptive survey and was conducted among Junior High Schools in the Ellembelle District of the Western Region of Ghana. The respondents for the study were mainly all the head teachers, teachers, and some selected basic school pupils (JHS) in four-selected public basic schools in the Ellembelle district in the Western part of Ghana. A questionnaire was used to collect primary data from a sampling size of 252 persons, including 226 JHS pupils, all JHS teachers, and head teachers of all four selected schools. Descriptive statistics, specifically frequencies, percentages, pie charts, bar charts, means, and standard deviation, were used to analyse the data, and that formed the basis of the presentation of findings. The study discovered that planning academic activities, fostering relationships between the school and the community, supervising lessons, staff motivation, and punishing students who go wrong are some of the activities the head teachers participate in to help improve students’ academic performance.

Keywords: supervision, head teacher, academic performance, planning, motivation, relationships

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Authors: Md. Shakhawat Ullah Chowdhury

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Mobile school is an innovative methodology in non-formal education to increase access to education for children during conflict through theatre for education for appropriate basic education to children during conflict. The continuous exposure to harsh environments and the nature of the lifestyles of children in conflict make them vulnerable. However, the mobile school initiative takes into consideration the mobile lifestyle of children in conflict. Schools are provided considering the pocket area of the street children with portable chalkboards, tin of books and materials as communities move. Teaching is multi-grade to ensure all children in the community benefit. The established mobile schools, while focused on basic literacy and numeracy skills according to traditions of the communities. The school teachers are selected by the community and trained by a theatre activist. These teachers continue to live and move with the community and provide continuous education for children in conflict. The model proposed a holistic team work to deliver education focused services to the street children’s pocket area where the team is mobile. The team consists of three members –an educator (theatre worker), a psychological counsellor and paramedics. The mobile team is responsible to educate street children and also play dramas which specially produce on the basis of national curriculum and awareness issues for street children. Children enjoy play and learn about life skills and basic literacy and numeracy skills which may be a pillar of humanitarian aid during conflict.

Keywords: vulnerable, children in conflict, mobile schooling, child-friendly

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Authors: Ioanna Koumi

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The aim of the intervention presented is to show the positive effects a mindfulness programme can have on the behaviour of preschoolers (years 4-6). The programme was implemented as part of the psychologist's work in 5 preschool units on the Greek island of Chios. Classroom-based activities of mindfulness were shown and practiced in 5 sessions, in collaboration with teachers, in order to make preschoolers aware of how their brain affects their behaviour, as well as of how they can have more positive behaviours, especially in instances of negative feelings. The outcomes of the intervention were assessed via questionnaire completion before and after the sessions by the teachers, as well as focus groups procedures with students, teachers, and parents. Implications of how mindfulness programmes can also be implemented at home are further discussed. School year in which the programme is being implemented: 2022-23 Intervention method: based on basic mindfulness theory and practice, the 220 students (age 4-6) in 11 classes of the 5 preschools that participated were given lessons of how to become aware of their states of focusing, regulation, attention, emotional situation, as well as body and social situations. Furthermore, the preschoolers were encouraged to make more mindful choices when it came to negative situations and emotions. Assessment method: The school as a caring community Profile II – Questionnaire completed by 20 preschool teachers prior to and after the intervention, Focus group sessions with teachers, students, parents at the end of the intervention Results: the assessment will be completed in May 2023.

Keywords: preschool, mindfulness training, self-awareness, social-emotional development

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Authors: Joanne Robertson, Awneet Sivia

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Preparing aspiring teachers to become advocates for social justice reflects a fundamental commitment for teacher education programs in Canada to create systemic educational change. The goal is ultimately to address inequities in K-12 education for students from multiple identity groups that have historically been marginalized and oppressed in schools. Social justice is described as an often undertheorized and vague concept in the literature, which increases the risk that teaching for social justice remains a lofty goal. Another concern is that the social justice agenda in teacher education in North America ignores pedagogies related to subject-matter knowledge and discipline-based teaching methods. The question surrounding how teacher education programs can address these issues forms the basis for the research undertaken in this study. The paper focuses on a qualitative research project that examines how an Equity Literature Circles (ELC) framework within a language arts methods course in a Bachelor of Education program may help pre-service teachers better understand the inherent relationship between literacy instructional practices and teaching about and for social justice. Grounded in the Freireian (2018) principle of praxis, this study specifically seeks to understand the impact of Equity Literature Circles on pre-service teachers’ understanding of current social justice issues (reflection), their development of professional competencies in literacy instruction (practice), and their identity as advocates of social justice (action) who address issues related to student diversity, equity, and human rights within the English Language Arts program. In this paper presentation, participants will be provided with an overview of the Equity Literature Circle framework, a summary of key findings and recommendations from the qualitative study, an annotated bibliography of suggested Young Adult novels, and opportunities for questions and dialogue.

Keywords: literacy, language, equity, social justice, diversity, human rights

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Authors: M. Assaad, J. Mäkiö, T. Mäkelä, M. Kankaanranta, N. Fachantidis, V. Dagdilelis, A. Reid, C. R. del Rio, E. V. Pavlysh, S. V. Piashkun

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To bring science and society together in Europe, thus increasing the continent’s international competitiveness, STEM (science, technology, engineering and mathematics) education must be more relatable to European youths in their everyday life. STIMEY (Science, Technology, Innovation, Mathematics, Engineering for the Young) project researches and develops a hybrid educational environment with multi-level components that is being designed and developed based on a well-researched pedagogical framework, aiming to make STEM education more attractive to young people aged 10 to 18 years in this digital era. This environment combines social media components, robotic artefacts, and radio to educate, engage and increase students’ interest in STEM education and careers from a young age. Additionally, it offers educators the necessary modern tools to deliver STEM education in an attractive and engaging manner in or out of class. Moreover, it enables parents to keep track of their children’s education, and collaborate with their teachers on their development. Finally, the open platform allows businesses to invest in the growth of the youths’ talents and skills in line with the economic and labour market needs through entrepreneurial tools. Thus, universities, schools, teachers, students, parents, and businesses come together to complete a circle in which STEM becomes part of the daily life of youths through a hybrid educational environment that also prepares them for future careers.

Keywords: e-learning, entrepreneurship, pedagogy, robotics, serious gaming, social media, STEM education

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Authors: Ahmed Amin Mousa, M. Abd El Salam

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The current study presents a proposed program for acquisition the skills and techniques needed to produce concept cartoon. The proposed program has been prepared for non-specialist students who have never used neither graphics nor animating software. It was presented to postgraduates in Faculty of Education for Early Childhood, Cairo University, during the spring term of the 2014-2015 academic year. The program works in three different aspects: Drawing and images editing, sound manipulation, and creating animation. In addition, the researchers have prepared a questionnaire for measuring the quality of the concept cartoons produced by the students. The questionnaire was used as a pre-test and post-test, and at the end of the study, a significant difference was determined in favour of post-test results.

Keywords: cartoon, concept cartoon, kindergarten, animation

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Authors: Zhidong Zhang, Amanda Resendez

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This study is to examine how teachers’ perspective on education technology use in their class influence their students’ achievement. The authors hypothesized that teachers’ perspective can directly or indirectly influence students’ learning, performance, and achievements. In this study, a questionnaire entitled, Teacher’s Perspective on Educational Technology, was delivered to 63 teachers and 1268 students’ mathematics and reading achievement records were collected. The questionnaire consists of four parts: a) demographic variables, b) attitudes on technology integration, c) outside factor affecting technology integration, and d) technology use in the classroom. Kruskal-Wallis and hierarchical regression analysis techniques were used to examine: 1) the relationship between the demographic variables and teachers’ perspectives on educational technology, and 2) how the demographic variables were causally related to students’ mathematics and reading achievements. The study found that teacher demographics were significantly related to the teachers’ perspective on educational technology with p < 0.05 and p < 0.01 separately. These teacher demographical variables included the school district, age, gender, the grade currently teach, teaching experience, and proficiency using new technology. Further, these variables significantly predicted students’ mathematics and reading achievements with p < 0.05 and p < 0.01 separately. The variations of R² are between 0.176 and 0.467. That means 46.7% of the variance of a given analysis can be explained by the model.

Keywords: teacher's perception of technology use, mathematics achievement, reading achievement, Kruskal-Wallis test, hierarchical regression analysis

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Authors: Sze Yee Lee

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The death of a sibling in childhood leads to significant impacts on both the personal and family development of the surviving siblings. Yet, the effects of sibling loss in Chinese societies such as Hong Kong have been inadequately documented in the literature. In particular, there is a gap in the literature about the long term impacts on surviving siblings. This paper explores the experience of adult siblings encountering siblings’ death during childhood with the use of in-depth interviews. Through thematic analysis and in-depth interviews, the author explores the impacts on surviving siblings’ emotions, coping styles, struggles and challenges, and personal development. Furthermore, the influences on family dynamics are explored thoroughly, including the changes in a family atmosphere, family roles, family relationships, family communication, and parenting styles. More importantly, the author identifies (i) existing continuing bonds, (ii) crying, (iii) adequate social support, (iv) hiding own emotions as a gesture of protecting parents as the crucial elements pertinent to surviving siblings’ successful adaptation in the face of sibling loss. In addition, 'child-centered' and 'family-centered' interventions for families with siblings' death in a Chinese context are discussed. With the use of age-appropriate language and children’s participation in the preparation of death and after-death arrangements, surviving siblings could be assisted in transforming bereavement into opportunities for growth. In addition, the bereaved family could better cope with grief with open communication platforms, adequate social support, and family education resources. Meanwhile, life-and-death education at both school and community levels could enhance the public’s awareness and understanding of the bereaved individuals to prevent creating further harm to them.

Keywords: children and adolescent bereavement, children-centered, family-centered, sibling’s death

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Authors: Linda Ghout

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The main aim of the present case study was to explore EFL teachers’ understanding of learner autonomy. Thus, it sought to uncover how teachers at the de Department of English, University of Béjaia, Algeria view the process of language learning, their learners’ roles, their own roles and their practices to promote learner autonomy. For data collection, firstly, a questionnaire was designed and administered to all the teachers in the department. Secondly, interviews were conducted with some volunteers for the sake of clarifying emerging issues and digging deeper into some of the teachers’ answers to the questionnaire. The analysis revealed interesting data pertaining to the teachers’ cognition and its effects on their teaching practices. With regard to their views of language learning, it seems that the participants hold discrete views which are in opposition with the principles of learner autonomy. The teachers seemed to have a limited knowledge of the characteristics of autonomous learners and autonomy- based methodology. When it comes to teachers’ practices to promote autonomy in their classes, the majority reported that the most effective way is to ask students to search for information on their own. However, in defining their roles in the EFL learning process, most of the respondents claimed that teachers should play the role of facilitators.

Keywords: English, learner autonomy, learning process, teacher cognition

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Authors: Jyoti Sharma

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India and Pakistan are two strategically important neighboring countries in Asia-Pacific region. Since independence of more than six decades, both, India and Pakistan have transverse different paths, India as a Sovereign, Democratic, Republic Country and Pakistan as Islamic Republic of Pakistan. The advent of democracy in India and Islamic republic in Pakistan resulted in new hopes, aspirations and demands on education. During the six decades after Independence, teacher education in both countries has come a long way from its initial bleak stature to gain an identity as a complex network of institutions and programs. The present paper takes a close look into the paradigm shift in teacher education programs in India and Pakistan and how much the shift is influenced by constitutional frameworks of each country.

Keywords: pre-service teachers, teacher education reforms, India, Pakistan

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Authors: Huijing Wen, Daibao Guo

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Writing is thought to be the most complex facet of language arts. Assessing writing is difficult and subjective, and there are few scientifically validated assessments exist. Research has proposed evaluating writing using a multidimensional approach, including both qualitative and quantitative measures of handwriting, spelling and prose. Given that narrative writing has historically been a staple of literacy instruction in primary grades and is one of the three major genres Common Core State Standards required students to acquire starting in kindergarten, it is essential for teachers to understand how to measure beginning writers writing development and sources of writing difficulties through narrative writing. Guided by the theoretical models of early written expression and using empirical data, this study examines ways teachers can enact a comprehensive approach to understanding beginning writer’s narrative writing through three writing rubrics developed for a Curriculum-based Measurement (CBM). The goal is to help classroom teachers structure a framework for assessing early writing in primary classrooms. Participants in this study included 380 first-grade students from 50 classrooms in 13 schools in three school districts in a Mid-Atlantic state. Three writing tests were used to assess first graders’ writing skills in relation to both transcription (i.e., handwriting fluency and spelling tests) and translational skills (i.e., a narrative prompt). First graders were asked to respond to a narrative prompt in 20 minutes. Grounded in theoretical models of earlier expression and empirical evidence of key contributors to early writing, all written samples to the narrative prompt were coded three ways for different dimensions of writing: length, quality, and genre elements. To measure the quality of the narrative writing, a traditional holistic rating rubric was developed by the researchers based on the CCSS and the general traits of good writing. Students' genre knowledge was measured by using a separate analytic rubric for narrative writing. Findings showed that first-graders had emerging and limited transcriptional and translational skills with a nascent knowledge of genre conventions. The findings of the study provided support for the Not-So-Simple View of Writing in that fluent written expression, measured by length and other important linguistic resources measured by the overall quality and genre knowledge rubrics, are fundamental in early writing development. Our study echoed previous research findings on children's narrative development. The study has practical classroom application as it informs writing instruction and assessment. It offered practical guidelines for classroom instruction by providing teachers with a better understanding of first graders' narrative writing skills and knowledge of genre conventions. Understanding students’ narrative writing provides teachers with more insights into specific strategies students might use during writing and their understanding of good narrative writing. Additionally, it is important for teachers to differentiate writing instruction given the individual differences shown by our multiple writing measures. Overall, the study shed light on beginning writers’ narrative writing, indicating the complexity of early writing development.

Keywords: writing assessment, early writing, beginning writers, transcriptional skills, translational skills, primary grades, simple view of writing, writing rubrics, curriculum-based measurement

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Authors: Mardianto

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Education and learning are now grown rapidly. Synergy of techonology especially instructional technology in the learning activities are very big influence on the effectiveness of learning and creativity to achieve optimal results. But on the other hand there is a education value that is difficult to be articulated through character-forming technology such as honesty, discipline, hard work, heroism, and so forth. Learning strategy and storytelling from the past until today is still an option for teachers to convey the message of character values. With the material was loaded from the local culture (stories folklore), the combination of learning objectives (build character child) strategy, and traditional methods (storytelling and story), and the preservation of local culture (dig tale folklore) is critical to maintaining the nation's culture. In the context of maintaining the nation's culture, then since the age of the child at the level of government elementary school a necessity. Globalization, the internet and technology sometimes feel can displace the role of the teacher in the learning activities. To the oral tradition is a mainstay of storytelling should be maintained and preserved. This research was conducted at the elementary school in the city of Medan, North Sumatra Indonesia, with a random sampling technique, the 27 class teachers were respondents who were randomly assigned to the Madrasah Ibtdaiyah (Islamic Elementary School) both public and private. Research conducted at the beginning of 2014 refers to a curriculum that is being transformed in the environment ministry Republic Religion Indonesia. The results of this study indicate that; the declining skills of teachers to develop storytelling this can be seen from; 74.07% of teachers have never attended a special training storytelling, 85.19% no longer nasakah new stories, only 22.22% are teachers who incorporate methods of stories in the learning plan. Most teachers are no longer concerned with storytelling, among those experiencing difficulty in developing methods because the story; 66.67% of children are more interested in children's cartoons like Bobo boy, Angrybirds and others, 59.26 children prefer other activities than listening to a story. The teachers hope, folklore books should be preserved, storytelling training should be provided by the government through the ministry of religion, race or competition of storytelling should be scheduled, writing a new script-based populist storytelling should be provided immediately. The teachers’ hope certainly not excessive, by realizing the story method becomes articulation as the efforts of child character development based populist, therefore the local knowledge can be a strong fortress facing society in the era of progress as at present, and future.

Keywords: story telling, local wisdom, education, technology development

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Authors: Ahlam Alnatour

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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: C. Salis, D. Zedda, M. F. Wilson

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The IDEA project was conceived for teachers who are interested in enhancing their capacity to effectively implement the use of specific technologies in their teaching practice. Participating teachers are coached and supported as they explore technologies applied to the educational context. They access tools such as the technological platform developed by our team. Among the platform functionalities, teachers access an instructional systems design (ISD) tool (learning designer) that was adapted to the needs of our project. The tool is accessible from computers or mobile devices and used in association with other technologies to create new, meaningful learning environments. The objective of an instructional systems design is to guarantee the quality and effectiveness of education and to enhance learning. This goal involves both teachers who want to become more efficient in transferring knowledge or skills and students as the final recipient of their teaching. The use of Blooms’s taxonomy enables teachers to classify the learning objectives into levels of complexity and specificity, thus making it possible to highlight the kind of knowledge teachers would like their students to reach. The fact that the instructional design features can be visualized through the IDEA platform is a guarantee for those who are looking for specific educational materials to be used in their lessons. Despite the benefits offered, a number of teachers are reluctant to use ISD because the preparatory work of having to thoroughly analyze the teaching/learning objectives, the planning of learning material, assessment activities, etc., is long and felt to be time-consuming. This drawback is minimized using a learning designer, as the tool facilitates to reuse of the didactic contents having a clear view of the processes of analysis, planning, and production of educational or testing materials uploaded on our platform. In this paper, we shall present the feedback of the teachers who used our tool in their didactic.

Keywords: educational benefits, educational quality, educational technology, ISD tool

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Authors: Usha Barahmand, Ali Khazaee, Goudarz Sadeghi Hashjin

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Coping motives are considered to be indicators of problematic substance use. The present investigation examined a model with emotional abuse as an antecedent and emotional dysregulation as a mediator leading to substance use. The intent of this study was to examine the associations between various types of childhood maltreatment and motives for substance use. The sample consisted of 72 male opiate users recruited from those enrolled for Methadone Maintenance treatment. Participants responded to measures of childhood maltreatment, emotion dysregulation, and motives for opiate use. All data were analyzed using Pearson's correlation coefficients and bootstrap analysis of mediation. Results supported the hypothesis that the experience of emotional abuse in childhood is associated with problems in regulating emotions which in turn correlates with opiate use as a way to cope with negative affect, to enhance positive effect or to obtain social rewards. Bootstrap analysis confirmed the mediating role of emotion dysregulation. Findings support the potential utility of further research into emotion dysregulation and motives as antecedents of problematic opiate use.

Keywords: childhood abuse, emotion dysregulation, motives, substance use

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Authors: Wid Daghustani, Alison Mackenzie

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This research aims to understand how teachers of autistic children responded to teaching remotely during the Covid-19 pandemic. Six teachers who work in an autism centre were interviewed in face-to-face, semi-structured interviews in the Kingdom of Bahrain. The interviews focused on three themes, the effectiveness of remote teaching strategies, the types of remote teachings employed, and the impact on student’s educational outcomes. WhatsApp video calls were used to conduct the remote teaching since it was easy for mothers to us. According to all teachers, the unprecedented change was quite challenging for autos and their families, especially the mothers being the primary caretakers. Additionally, the effectiveness of remote teaching mainly depended on the cooperation and the willingness of the mothers and on the behaviour of the autistic child. Overall, teachers have agreed that in comparison to face-to-face teaching, remote teaching was not a very successful experience.

Keywords: remote teaching, autistic, COVID-19, teachers

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Authors: Matshidiso Joyce Taole, Linley Cornish

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Teacher’s professional knowledge has become the focus of interest over decades and the interest has intensified in the 21st century. Teachers are expected to develop their professional academic expertise continually, on an ongoing basis. Such professional development may relate to acquiring enhanced expertise in terms of leadership, curriculum development, teaching and learning, assessment of/for learning and feedback for enhanced learning. The paper focuses on professional knowledge base required for teachers in multi-grade contexts. This paper argues that although teacher knowledge is strongly related to individual experiences and contexts, there are elements of teacher knowledge that are particular to multi-grade context. The study employed qualitative design using interviews and observations. The participants were multi-grade teachers and teaching principals. The study revealed that teachers need to develop skills such as learner grouping, differentiating the curriculum, planning, time management and be life-long learners so that they stay relevant and up to date with developments not only in the education sector but globally. This will help teachers to learn increasingly sophisticated methods for engaging the diverse needs of students in their classrooms.

Keywords: curriculum differentiation, multi-grade, planning, teacher knowledge

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Authors: Ijaz Ahamad Tatlah

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The justification of this study was to identify about physical facilities as encouragement to Quality Assurance Practices (QAP) in the Universities of Pakistan concerning the views of students, teachers and Directors of Quality Enhancement Cells’ (QEC’s) and to differentiate the views of students, teachers and Directors of QECs in relation to physical facilities about quality assurance practices in the universities of Pakistan. It was a quantitative and qualitative research study. This study was conducted on a sample of 28 universities (public and private sector) of Pakistan by using random and purposive sampling technique. Questionnaires and semi-structured interviews were planned to gather information from students, teachers and Directors of QECs in relation to physical facilities about quality assurance practices in the universities of Pakistan. The data was analyzed by using Descriptive, inferential statistics, and thematic coding. The study revealed that students, teachers and Directors of QEC’s faced a lot of problems and issues without physical facilities. Quality assurance Agency (QAA), Quality Assurance Department (QAD) and Higher Education commission (HEC) all are relevant Pakistani Agencies, which are working consistently of both sectors i.e. public and private to supervise, guide and facilitate the universities of Pakistan for developing quality assurance practices. Majority of the students teachers and Directors’ of QECs opined that books, research journals, manuals for use of science laboratories, equipment for experiments and update computers were available for teachers and students’ in the universities. It was suggested by the students teachers and Directors of QECs of universities that Quality Assurance Practices (QAP) can be accelerated by thinking the following steps: provision of sufficient resources, add the latest software for computers laboratories and new edition of books.

Keywords: physical facilities, quality assurance practices, library, laboratory

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Authors: Roberta Gentry

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The presentation will begin with a brief literature review of the use of computer simulation in teacher education programs. This information will be summarized. Additionally, based on the literature review, advantages and disadvantages of using computer simulation in higher education will be shared. Finally, a study in which computer simulations software was used with 50 initial licensure teacher candidates in both an introductory course and a behavior management course will be shared. Candidates reflected on their experiences with using computer simulation. The instructor of the course will also share lessons learned.

Keywords: simulations, teacher education, teacher preparation, educational research

Procedia PDF Downloads 650

Authors: Wei Hing Rosenkvist

Abstract:

In the past few decades, concerns and demands of promoting student intercultural communicative competence in foreign language education have been increasing along with the rapid growth of information technologies and globalization in the 21st century. In Sweden, related concepts such as internationalization, global citizenship, multiculturalism, and intercultural communication, are also keywords that would be found in the written learning objectives of foreign language education at all levels. Being one of the leading higher institutes in distance education in Europe, Dalarna University clearly states that after completion of the teacher education program, students shall understand the needs for integrating internationalization, intercultural and global perspective in teaching and learning in Swedish schools and implement their studies to promote education in an international and global context. Even though many teachers and educators agree with the institutes’ mission and vision about the importance of internationalization and the need to increase student understanding of intercultural and global perspectives, they might find this objective unattainable and restricted due to the nature of the subject and their knowledge of intercultural competence. When conducting a comprehensive Chinese language course for the students who are going to become Chinese foreign language teachers, the researcher found that all the learning objectives are linguistic oriented while grammatical components dominate the entire course. Apparently, there is a gap between the learning objectives of the course and the DU’s mission of fostering an international learner with intercultural and globalized perspectives. How to include this macro-learning objective in a foreign language course is a great challenge to the educator. Although scholars from different academic domains have provided different theoretical frameworks and approaches for developing student intercultural competence, research that focuses on the didactic perspectives of developing student intercultural competence in teaching Chinese as a foreign language education (CFL) is limited, and practical examples are rare. This challenge has motivated the researcher to conduct an action research study that aims at integrating DU’s macro-learning objective in a current CFL course through different didactic practices to develop the student's intercultural competence. This research study aims to, firstly, illustrate the cross-cultural knowledge integrated into the present Chinese language course for developing intercultural competence. Secondly, it investigates different didactic means that can be utilized to deliver cross-cultural knowledge to student teachers in the present course without generating dramatic disturbance of the syllabus. Thirdly, it examines the effectiveness of these didactic means in enhancing student-teacher intercultural competence regarding the need for integrating and implementing internationalization, intercultural and global perspectives in teaching and learning in Swedish schools. Last but not least, it intends to serve as a practical example for developing the student teachers’ intercultural competence in foreign language education in DU and fill in the research gap of this academic domain worldwide.

Keywords: action research, intercultural competence, Chinese as a foreign language education, teacher education

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Authors: Guofang Zeng, Anisa Cheung

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Teacher emotions are vitally important for the classroom environment and students’ language attainment; however, studies concerning foreign language teaching anxiety (FLTA) remain scarce. This study examined FLTA by administering questionnaires to 235 in-service teachers to investigate the impacts of educational stages and teaching experience on FLTA. The statistical results show that secondary school teachers exhibit significantly higher levels of FLTA than their primary counterparts, especially in “lack of student interest” and “fear of negative evaluation”. Novice teachers are significantly more anxious than experienced teachers in the dimension of ‘teaching inexperience’, while no other differences are shown in other aspects. No interaction effects are found between the two variables. Pedagogical implications for understanding FLTA in different educational and experiential stages and corresponding anxiety-reducing strategies are discussed.

Keywords: foreign language teaching anxiety, in-service teachers, novice and experienced teachers, primary and secondary school

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Authors: David Barney, Francis Pleban, Muna Muday

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The purpose of this study was to explore gender differences of former physical education students related to reflective experiences of competition in physical education learning environment. In the school environment, students are positioned in competitive situations, including in the physical education context. Therefore it is important to prepare future physical educators to address the role of competition in physical education. Participants for this study were 304 college-aged students and young adults (M = 1.53, SD = .500), from a private university and local community located in the western United States. When comparing gender, significant differences (p < .05) were reported for four (questions 5, 7, 12, and 14) of the nine scaling questions. Follow-up quantitative findings reported that males (41%) more than females (27%) witnessed fights in physical education environment during competitive games. Qualitative findings reported fighting were along the lines of verbal confrontation. Female participants tended to experience being excluded from games, when compared to male participants. Both male and female participants (total population; 95%, males; 98%; and females 92%) were in favor of including competition in physical education for students. Findings suggest that physical education teachers and physical education teacher education programs have a responsibility to develop gender neutral learning experiences that help students better appreciate the role competition plays, both in and out of the physical education classroom.

Keywords: competition, physical education, physical education teacher education, gender

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Authors: Shanaj Parvin Jonaki

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After the first wave of the feminist movement, gender has become one of the most important issues to be researched in social science. Many gender theories have been invented and opened a new window to look at. These works showed how gender is a social construct, how gender has been used to oppress, how to rule. While it's the education system’s duty to guide students to understand the concept of gender, it sometimes shows gender-based discrimination. Transgenders exclusion from educational institutes of Bangladesh justifies this very statement. This study aims to figure out how people perceive transgenders’ identity, their inclusion in secondary schools, as well as the underlying barriers in the pathway of inclusion in the context of Bangladesh. A qualitative approach was taken to explore different perspectives towards transgender inclusion from several stakeholders such as students, parents, and teachers of secondary schools and transgenders as well. Data were collected through focus group discussion and interview by convenient sampling. 15 students, 10 parents, and 5 teachers were selected from Bangla Medium school as well as from Madrasha. Collected data were analyzed thematically and were run by experts of gender, education, and psychology to identify the core barriers of inclusion. The study revealed that most of the students, teachers, and parents lacked the knowledge of non-binary gender identities, and they showed unwillingness towards the inclusion of transgender in schools because of the cultural context of Bangladesh. Moreover, this study suggests future initiatives to be taken to ensure the inclusion of transgenders in a secondary school in our country and analyzes it through the lens of feminist theories.

Keywords: education, gender, inclusion, transgender

Procedia PDF Downloads 191