Abstract: Discursive practices enacted by educators in
kindergarten create a blueprint for how the educational trajectories of
students with disabilities are constructed. This two-year ethnographic
case study critically examines educators’ relationships with students
considered to present challenging behaviors in one kindergarten
classroom located in a predominantly White middle class school
district in the Northeast of the United States. Focusing on the
language and practices used by one special education teacher and
three teaching assistants, this paper analyzes how teacher responses
to students’ behaviors constructs and positions students over one year
of kindergarten education. Using a critical discourse analysis it shows
that educators understand students’ behaviors as deficit and needing
consequences. This study highlights how educators’ responses reflect
students' individual characteristics including family background,
socioeconomics and ability status. This paper offers in depth analysis
of two students’ stories, which evidenced that the language used by
educators amplifies the social positioning of students within the
classroom and creates a foundation for who they are constructed to
be. Through exploring routine language and practices, this paper
demonstrates that educators outlined a blueprint of kindergartners,
which positioned students as learners in ways that became the ground
for either a limited or a promising educational pathway for them.
Abstract: High Order Thinking Skills (HOTS) are suggested
today as essential for the cognitive development of students and as
preparing them for real life skills. Teachers are encouraged to use
HOTS activities in the classroom to help their students develop
higher order skills and deep thinking. So it is essential to prepare preservice
teachers to write and use HOTS activities for their students.
This paper describes a model for integrating HOTS activities with
GeoGebra in pre-service teachers’ preparation. This model describes
four aspects of HOTS activities and working with them: activity
components, preparation procedure, strategies and processes used in
writing a HOTS activity and types of the HOTS activities. In
addition, the paper describes the pre-service teachers' difficulties in
preparing and working with HOTS activities, as well as their
perceptions regarding the use of these activities and GeoGebra in the
mathematics classroom. The paper also describes the contribution of
a HOTS activity to pupils' learning of mathematics, where this HOTS
activity was prepared and taught by one pre-service teacher.
Abstract: This paper directs attention to the limitations of the
teacher-centered strategy in teaching. The aim of this study is to draw
more educational attention to learner-centered strategy in order to
shift the emphasis from the traditional concept of teaching to a new
concept in teaching. To begin bridging the traditional concept of
teaching and the new concept, the study will explore the new concept
of teaching to support teaching in Arab World generally and in Iraq
specifically. A qualitative case study orientation was used to collect
data in the form of classroom observations, interviews and field
notes. The teaching practices used by three university instructors are
investigated and according to the findings, some explanations and
recommendations are made.
Abstract: In this study, the signal of brain electrical activities of
the sixteen students selected from the Department of Electrical and
Energy at Usak University have been recorded during a lecturer
performed happiness emotions for the first group and anger emotions
for the second group in different time while the groups were in the
classroom separately. The attention and meditation data extracted
from the recorded signals have been analyzed and evaluated toward
the teacher’s specific emotion states simultaneously. Attention levels
of students who are under influence of happiness emotions of the
lecturer have a positive trend and attention levels of students who are
under influence of anger emotions of the lecturer have a negative
trend. The meditation or mental relaxation levels of students who are
under influence of happiness emotions of the lecturer are 34.3%
higher comparing with the mental relaxation levels of students who
are under influence of anger emotions of the lecturer.
Abstract: The literature on language teaching and second
language acquisition has been largely driven by monolingual
ideology with a common assumption that a second language (L2) is
best taught and learned in the L2 only. The current study challenges
this assumption by reporting learners' positive perceptions of tertiary
level teachers' code switching practices in Vietnam. The findings of
this study contribute to our understanding of code switching practices
in language classrooms from a learners' perspective.
Data were collected from student participants who were working
towards a Bachelor degree in English within the English for Business
Communication stream through the use of focus group interviews.
The literature has documented that this method of interviewing has a
number of distinct advantages over individual student interviews. For
instance, group interactions generated by focus groups create a more
natural environment than that of an individual interview because they
include a range of communicative processes in which each individual
may influence or be influenced by others - as they are in their real
life. The process of interaction provides the opportunity to obtain the
meanings and answers to a problem that are "socially constructed
rather than individually created" leading to the capture of real-life
data. The distinct feature of group interaction offered by this
technique makes it a powerful means of obtaining deeper and richer
data than those from individual interviews. The data generated
through this study were analysed using a constant comparative
approach. Overall, the students expressed positive views of this
practice indicating that it is a useful teaching strategy. Teacher code
switching was seen as a learning resource and a source supporting
language output. This practice was perceived to promote student
comprehension and to aid the learning of content and target language
knowledge. This practice was also believed to scaffold the students'
language production in different contexts. However, the students
indicated their preference for teacher code switching to be
constrained, as extensive use was believed to negatively impact on
their L2 learning and trigger cognitive reliance on the L1 for L2
learning. The students also perceived that when the L1 was used to a
great extent, their ability to develop as autonomous learners was
negatively impacted.
This study found that teacher code switching was supported in
certain contexts by learners, thus suggesting that there is a need for
the widespread assumption about the monolingual teaching approach
to be re-considered.
Abstract: Reticence is a prominent and complex phenomenon
which occurs in foreign language classrooms and influences students’
oral passivity. The present study investigated the extent in which
students experience reticence in the EFL classrooms and explored the
underlying factors triggering reticence. The participants were 104
Iranian freshmen undergraduate male and female EFL students, who
enrolled in listening and speaking courses, all majoring in English
studying at Islamic Azad University Isfahan (Khorasgan) Branch and
University of Isfahan, Isfahan, Iran. To collect the data, the Reticence
Scale-12 (RS-12) questionnaire which measures the level of reticence
consisting of six dimensions (anxiety, knowledge, timing,
organization, skills, and memory) was administered to the
participants. The statistical analyses showed that the reticent level
was high among the Iranian EFL undergraduate students, and their
major problems were feelings of anxiety and delivery skills.
Moreover, the results revealed that factors such as low English
proficiency, the teaching method, and lack of confidence contributed
to the students’ reticence in Iranian EFL classrooms. It can be
implied that language teachers’ awareness of learners’ reticence can
help them choose more appropriate activities and provide a friendly
environment enhancing hopefully more effective participation of EFL
learners. The findings can have implications for EFL teachers,
learners and policy makers.
Abstract: To ensure student success in a non-majors biology course, a flipped classroom pedagogical approach was developed and implemented. All students were assigned online lectures to listen to before they come to class. A three hour lecture was split into one hour of online component, one hour of in class lecture and one hour of worksheets done by students in the classroom. This deviation from a traditional 3 hour in class lecture has resulted in increased student interest in science as well as better understanding of difficult scientific concepts. A pre and post survey was given to measure the interest in the subject and grades were used to measure the success rates. While the overall grade average did not change dramatically, students reported a much better appreciation of biology. Also, students overwhelmingly like the use of worksheets in class to help them understand the concepts. They liked the fact that they could listen to lectures at their own pace on line and even repeat if needed. The flipped classroom approach turned out to work really well our non-science majors and the author is ready to implement this in other classrooms.
Abstract: After the internet explosion in the 90’s, technology
was immediately integrated into the school system. Technology
which symbolizes advancement in human knowledge was seen as a
setback by many educators. Efforts have been made to help stem this
erroneous believes and help educators realize the benefits of
technology and ways of implementing it in the classrooms especially
in the sciences. This advancement created a constantly expanding gap
between the pupil’s perception on the use of technology within the
learning atmosphere and the teacher’s perception and limitations
hence, the focus of this paper is on the need to refocus on the use of
Science and Technology in enhancing children’s potentials in
learning at school especially in Science for sustainable development
in Nigeria. The paper recommended measures for facilitating the
sustenance of science and technology in Nigerian schools so as to
enhance the potentials of our children in Science and Technology for
a better tomorrow.
Abstract: The adaptation of social networking sites within
higher education has garnered significant interest in the recent years
with numerous researches considering it as a possible shift from the
traditional classroom based learning paradigm. Notwithstanding this
increase in research and conducted studies however, the adaption of
SNS based modules have failed to proliferate within Universities.
This paper commences its contribution by analyzing the various
models and theories proposed in literature and amalgamate together
various effective aspects for the inclusion of social technology within
e-Learning. A three phased framework is further proposed which
details the necessary considerations for the successful adaptation of
SNS in enhancing the students learning experience. This proposal
outlines the theoretical foundations which will be analyzed in
practical implementation across international university campuses.
Abstract: In a multi-cultural learning context, where ties are
weak and dynamic, combining qualitative with quantitative research
methods may be more effective. Such a combination may also allow
us to answer different types of question, such as about people’s
perception of the network. In this study the use of observation,
interviews and photos were explored as ways of enhancing data from
social network questionnaires. Integrating all of these methods was
found to enhance the quality of data collected and its accuracy, also
providing a richer story of the network dynamics and the factors that
shaped these changes over time.
Abstract: Teaching art by digital means is a big challenge for
the majority of teachers of art and design in primary schools, yet it
allows relationships between art, technology and creativity to be
clearly identified. The aim of this article is to present a modern way
of teaching art, using digital tools in the art classroom to improve
creative ability in pupils aged between nine and eleven years. It also
presents a conceptual model for creativity based on digital art. The
model could be useful for pupils interested in learning to draw by
using an e-drawing package, and for teachers who are interested in
teaching modern digital art in order to improve children’s creativity.
By illustrating the strategy of teaching art through technology, this
model may also help education providers to make suitable choices
about which technological approaches are most effective in
enhancing students’ creative ability, and which digital art tools can
benefit children by developing their technical skills. It is also
expected that use of this model will help to develop skills of social
interaction, which may in turn improve intellectual ability.
Abstract: The English competence of Thai people was examined
in the context of knowledge of English in everyday life for Small and
Medium Entrepreneurs (SMEs), and also integrated with Second
language acquisition (SLA) students’ classroom. Second language
acquisition was applied to the results of the questionnaires and
interview forms. Levels of the need on English used for SME
entrepreneurs in Thailand, satisfaction on joining the street classroom
project were shown to be significantly high for some certain language
functions and satisfaction. Finding suggests that the language
functions on etiquette for professional use is essential and useful
because lesson learned can be used in the real situation for their
career. Implications for the climate of the street classroom are
discussed.
Abstract: Teachers can play a huge role in encouraging students
to use computers and can affect students’ attitudes towards
computers. So understanding teachers’ beliefs and their use of
computers is an important way to create effective motivational
systems for teachers to use computers in the classroom in an effective
way. A qualitative study (6 focus group) was carried out among
Saudi High school teachers, both male and female, to examine their
attitudes towards computers and to find out their computer skills and
usage. The study showed a gender differences in that females were
less likely to attend computer workshops, females also had less
computer skills, and they have more negative attitudes towards
computers than males. Also the study found that low computer skills
in the classroom made students unlikely to have the lessons presented
using computers. Furthermore, the study found some factors that
effected teachers’ attitudes towards computers. These factors were
computer experience and confidence as much having skills and good
experience in computer use, the role and importance of computers
had become in their life and in teaching as well.
Abstract: The use of technology in the classroom is an issue that
is constantly evolving. Digital age students learn differently than their
teachers did, so now the teacher should be constantly evolving their
methods and teaching techniques to be more in touch with the
student. In this paper a case study presents how were used some of
these technologies by accompanying a classroom course, this in order
to provide students with a different and innovative experience as their
teacher usually presented the activities to develop. As students
worked in the various activities, they increased their digital skills by
employing unknown tools that helped them in their professional
training. The twenty-first century teacher should consider the use of
Information and Communication Technologies in the classroom
thinking in skills that students of the digital age should possess. It
also takes a brief look at the history of distance education and it is
also highlighted the importance of integrating technology as part of
the student's training.
Abstract: The paper deals with the usage of speech acts and
politeness strategies in an EFL classroom in Georgia (Rep of). It
explores the students’ and the teachers’ practice of the politeness
strategies and the speech acts of apology, thanking, request,
compliment / encouragement, command, agreeing / disagreeing,
addressing and code switching. The research method includes
observation as well as a questionnaire. The target group involves the
students from Georgian public schools and two certified, experienced
local English teachers. The analysis is based on Searle’s Speech Act
Theory and Brown and Levinson’s politeness strategies. The findings
show that the students have certain knowledge regarding politeness
yet they fail to apply them in English communication. In addition,
most of the speech acts from the classroom interaction are used by
the teachers and not the students. Thereby, it is suggested that
teachers should cultivate the students’ communicative competence
and attempt to give them opportunities to practise more English
speech acts than they do today.
Abstract: Conventional educational practices, do not offer all
the required skills for teachers to successfully survive in today’s
workplace. Due to poor professional training, a big gap exists across
the curriculum plan and the teacher practices in the classroom. As
such, raising the quality of teaching through ICT-enabled training and
professional development of teachers should be an urgent priority.
‘Mobile Learning’, in that vein, is an increasingly growing field of
educational research and practice across schools and work places. In
this paper, we propose a novel Mobile learning system that allows the
users to learn through an intelligent mobile learning in cooperatively
every-time and every-where. The system will reduce the training cost
and increase consistency, efficiency, and data reliability. To establish
that our system will display neither functional nor performance
failure, the evaluation strategy is based on formal observation of
users interacting with system followed by questionnaires and
structured interviews.
Abstract: Auckland has a temperate climate with comfortable warm, dry summers and mild, wet winters. An Auckland school normally does not need air conditioning for cooling during the summer and only needs heating during the winter. The Auckland school building thermal design should more focus on winter thermal performance and indoor thermal comfort for energy efficiency. This field study of testing indoor and outdoor air temperatures, relative humidity and indoor surface temperatures of three classrooms with different envelopes were carried out in the Avondale College during the winter months in 2013. According to the field study data, this study is to compare and evaluate winter thermal performance and indoor thermal conditions of school buildings with different envelopes.
Abstract: The classroom of the 21st century is an ever changing
forum for new and innovative thoughts and ideas. With increasing
technology and opportunity, students have rapid access to
information that only decades ago would have taken weeks to obtain.
Unfortunately, new techniques and technology are not the cure for
the fundamental problems that have plagued the classroom ever since
education was established. Class size has been an issue long debated
in academia. While it is difficult to pin point an exact number, it is
clear that in this case more does not mean better. By looking into the
success and pitfalls of classroom size the true advantages of smaller
classes will become clear. Previously, one class was comprised of 50
students. Being seventeen and eighteen- year- old students,
sometimes it was quite difficult for them to stay focused. To help
them understand and gain much knowledge, a researcher introduced
“The Theory of Multiple Intelligence” and this, in fact, enabled
students to learn according to their own learning preferences no
matter how they were being taught. In this lesson, the researcher
designed a cycle of learning activities involving all intelligences so
that everyone had equal opportunities to learn.
Abstract: The importance of using mother tongue and
translation in foreign language classrooms cannot be ignored and
translation can be utilized as a method in English Language Teaching
courses. There exist researches advocating or objecting to the use of
translation in foreign language learning but they all have a point in
common: Translation should be used as an aid to teaching, not an end
in itself. In this research, prospective English language teachers’
opinions about translation use and use of mother tongue in foreign
language teaching are investigated and according to the findings,
some explanations and recommendations are made.
Abstract: Applied industrial engineering is concerned with
imparting employable skills to improve the productivity for current
situation of products and services. The purpose of this case study is to
present the results of an initial research study conducted to identify
the desired professional characteristics of an industrial engineer with
an undergraduate degree and the emerging topic areas that should be
incorporated into the curriculum to prepare industrial engineering
(IE) graduates for the future workforce. Conclusions and
recommendations for applied industrial engineering syllabus have
been gathered and reported below. A two-pronged approach was
taken which included a method of benchmarking by comparing the
applied industrial engineering curricula of various universities and an
industry survey to identify job market requirements. This
methodology produced an analysis of the changing nature of
industrial engineering from learning to practical education. A
curriculum study for engineering is a relatively unexplored area of
research in the Middle East, much less for applied industrial
engineering. This work is an effort to bridge the gap between
theoretical study in the classroom and the real world work
applications in the industrial and service sectors.