Abstract: Through the exploration of the lived experiences, beliefs and values of instructional leaders, teachers and students in Finland, Germany and Canada, we investigated the factors which contribute to developmentally responsive, intellectually engaging middle-level learning environments for early adolescents. Student-centred leadership dimensions, effective instructional practices and student agency were examined through the lens of current policy and research on middle-level learning environments emerging from the Canadian province of Manitoba. Consideration of these three research perspectives in the context of early adolescent learning, placed against an international backdrop, provided a previously undocumented perspective on leading, teaching and learning in the middle years. Aligning with a social constructivist, qualitative research paradigm, the study incorporated collective case study methodology, along with constructivist grounded theory methods of data analysis. Data were collected through semi-structured individual and focus group interviews and document review, as well as direct and participant observation. Three case study narratives were developed to share the rich stories of study participants, who had been selected using maximum variation and intensity sampling techniques. Interview transcript data were coded using processes from constructivist grounded theory. A cross-case analysis yielded a conceptual framework highlighting key factors that were found to be significant in the establishment of developmentally responsive, intellectually engaging middle-level learning environments. Seven core categories emerged from the cross-case analysis as common to all three countries. Within the visual conceptual framework (which depicts the interconnected nature of leading, teaching and learning in middle-level learning environments), these seven core categories were grouped into Essential Factors (student agency, voice and choice), Contextual Factors (instructional practices; school culture; engaging families and the community), Synergistic Factors (instructional leadership) and Cornerstone Factors (education as a fundamental cultural value; preservice, in-service and ongoing teacher development). In addition, sub-factors emerged from recurring codes in the data and identified specific characteristics and actions found in developmentally responsive, intellectually engaging middle-level learning environments. Although this study focused on 12 schools in Finland, Germany and Canada, it informs the practice of educators working with early adolescent learners in middle-level learning environments internationally. The authentic voices of early adolescent learners are the most important resource educators have to gauge if they are creating effective learning environments for their students. Ongoing professional dialogue and learning is essential to ensure teachers are supported in their work and develop the pedagogical practices needed to meet the needs of early adolescent learners. It is critical to balance consistency, coherence and dependability in the school environment with the necessary flexibility in order to support the unique learning needs of early adolescents. Educators must intentionally create a school culture that unites teachers, students and their families in support of a common purpose, as well as nurture positive relationships between the school and its community. A large, urban school district in Canada has implemented a school cohort-based model to begin to bring developmentally responsive, intellectually engaging middle-level learning environments to scale.
Abstract: This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public.
Abstract: This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues.
Abstract: To know whether students’ achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the teaching presence and social presence to the types of knowledge built. The research aim is to analyze the social presence in relation to two types of knowledge, declarative and procedural. Qualitative methodology has been used. The analysis of the contents was based on an observation protocol that included community of enquiry indicators and procedural and declarative knowledge indicators. The research has been conducted in three phases that focused on an observational protocol and indicators, results and conclusions. Results show that the teaching-learning processes have been characterized by the patterns of presence and types of knowledge. Results also show the importance of social presence support provided by the teacher and the students, not only in regard to the nature of the instructional support but also concerning how it is presented to the student and the importance that is attributed to it in the teaching-learning process, that is, what it is that assistance is offered on. In this study, we find that the presence based on procedural guidelines and declarative reflection, the management of shared meaning on the basis of the skills and the evidence of these skills entail patterns of learning. Nevertheless, the importance that the teacher attributes to each support aspect has a bearing on the extent to which the students reflect more on the given task.
Abstract: This paper compares the findings of two studies conducted to determine the effectiveness of simulation-based, hands-on and feedback mechanism on students learning by answering the following questions: 1). Does the use of simulation improve students’ learning outcomes? 2). How do students perceive the instructional design features embedded in the simulation program such as exploration and scaffolding support in learning new concepts? 3.) What is the effect of feedback mechanisms on students’ learning in the use of simulation-based labs? The paper also discusses the other aspects of findings which reveal that simulation by itself is not very effective in promoting student learning. Simulation becomes effective when it is followed by hands-on activity and feedback mechanisms. Furthermore, the paper presents recommendations for improving student learning through the use of simulation-based, hands-on, and feedback-based teaching methodologies.
Abstract: Feedback is a vital element for improving student
learning in a simulation-based training as it guides and refines
learning through scaffolding. A number of studies in literature have
shown that students’ learning is enhanced when feedback is provided
with personalized tutoring that offers specific guidance and adapts
feedback to the learner in a one-to-one environment. Thus, emulating
these adaptive aspects of human tutoring in simulation provides an
effective methodology to train individuals. This paper presents the results of a study that investigated the
effectiveness of automating different types of feedback techniques
such as Knowledge-of-Correct-Response (KCR) and Answer-Until-
Correct (AUC) in software simulation for learning basic information
technology concepts. For the purpose of comparison, techniques like
simulation with zero or no-feedback (NFB) and traditional hands-on
(HON) learning environments are also examined. The paper presents the summary of findings based on quantitative
analyses which reveal that the simulation based instructional
strategies are at least as effective as hands-on teaching methodologies
for the purpose of learning of IT concepts. The paper also compares
the results of the study with the earlier studies and recommends
strategies for using feedback mechanism to improve students’
learning in designing and simulation-based IT training.
Abstract: Electric field is an important fundamental concept in
electrostatics. In high-school, generally Thai students have already
learned about definition of electric field, electric field due to a point
charge, and superposition of electric fields due to multiple-point
charges. Those are the prerequisite basic knowledge students holding
before entrancing universities. In the first-year university level,
students will be quickly revised those basic knowledge and will be
then introduced to a more complicated topic—electric field due to
continuous charged distributions. We initially found that our
freshman students, who were from the Faculty of Science and
enrolled in the introductory physic course (SCPY 158), often
seriously struggled with the basic physics concepts—superposition of
electric fields and inverse square law and mathematics being relevant
to this topic. These also then resulted on students’ understanding of
advanced topics within the course such as Gauss's law, electric
potential difference, and capacitance. Therefore, it is very important
to determine students' understanding of electric field due to
continuous charged distributions. The open-ended question about
sketching net electric field vectors from a uniformly charged
insulating rod was administered to 260 freshman science students as
pre- and post-tests. All of their responses were analyzed and
classified into five levels of understandings. To get deep
understanding of each level, 30 students were interviewed toward
their individual responses. The pre-test result found was that about
90% of students had incorrect understanding. Even after completing
the lectures, there were only 26.5% of them could provide correct
responses. Up to 50% had confusions and irrelevant ideas. The result
implies that teaching methods in Thai high schools may be
problematic. In addition for our benefit, these students’ alternative
conceptions identified could be used as a guideline for developing the
instructional method currently used in the course especially for
teaching electrostatics.
Abstract: This article describes the implementation of an
experimental model for teaching ICT tools and digital environments
in teachers training college. In most educational systems in the
Western world, new programs were developed in order to bridge the
digital gap between teachers and students. In spite of their
achievements, these programs are limited due to several factors: The
teachers in the schools implement new methods incorporating
technological tools into the curriculum, but meanwhile the
technology changes and advances. The interface of tools changes
frequently, some tools disappear and new ones are invented. These
conditions require an experimental model of training the pre-service
teachers. The appropriate method for instruction within the domain of
ICT tools should be based on exposing the learners to innovations,
helping them to gain experience, teaching them how to deal with
challenges and difficulties on their own, and training them. This
study suggests some principles for this approach and describes step
by step the implementation of this model.
Abstract: The research explored the effect of morphemic analysis
awareness on ESL secondary school students’ vocabulary acquisition.
The quasi-experimental study was conducted with 100 ESL
secondary school students in two experimental groups (inflectional
and derivational) and one control group. The students’ vocabulary
acquisition was assessed through two measures: Morph-Analysis Test
and Morph-Vocabulary Test in the pretest and posttest before and
after an intervention programme. Results of ANCOVA revealed that
both the experimental groups achieved a significant score in Morph-
Analysis Test and Vocabulary-Morphemic Test. However, the
inflectional group obtained a fairly higher score than the derivational
group. Thus, the findings of the research are discussed in two main
areas. First, individual instructions of two types of morphemic
awareness have contributed significant results on inflectional and
derivational awareness among the ESL secondary school students.
Nevertheless, derivational morphology achieved a significant but
relatively smaller amount of effect on secondary school students’
morphological awareness compared to inflectional morphology in
this research. Second finding showed that the awareness of
inflectional and derivational morphology was found significantly
related to vocabulary achievement of ESL secondary school students.
Nevertheless, inflectional morphemic awareness had higher
significant effect on ESL secondary school students’ vocabulary
acquisition. Despite these findings, the study implies that morphemic
analysis awareness can serve as an alternative strategy for ESL
secondary school students in acquiring English vocabulary.
Abstract: Experience is what makes a man perfect. Though we
tend to learn many a different things in life through practice still we
need to go an extra mile to gain experience which would be profitable
only when it is integrated with regular practice. A clear phenomenal
idea is that every teacher is a learner. The centralized idea of this paper would focus on the integrated
practices carried out among the students of Jizan University which
enhances learning through experiences. Integrated practices like
student-directed activities, balanced curriculum, phonological based
activities and use of consistent language would enlarge the vision and
mission of students to earn experience through learning. Students
who receive explicit instruction and guidance could practice the skills
and strategies through student-directed activities such as peer tutoring
and cooperative learning. The second effective practice is to use
consistent language. Consistent language provides students a model
for talking about the new concepts which also enables them to
communicate without hindrances. Phonological awareness is an
important early reading skill for all students. Students generally have
phonemic awareness in their home language can often transfer that
knowledge to a second language. And also a balanced curriculum
requires instruction in all the elements of reading. Reading is the
most effective skill when both basic and higher-order skills are
included on a daily basis. Computer based reading and listening skills
will empower students to understand language in a better way.
English language learners can benefit from sound reading instruction
even before they are fully proficient in English as long as the
instruction is comprehensible. Thus, if students have to be well
equipped in learning they should foreground themselves in various
integrated practices through multifarious experience for which
teachers are moderators and trainers. This type of learning prepares
the students for a constantly changing society which helps them to
meet the competitive world around them for better employability
fulfilling the vision and mission of the institution.
Abstract: The use of information technology in education have
changed not only the learners learning style but also the way they
taught, where nowadays learners are connected with diversity of
information sources with means of knowledge available everywhere.
The advantage of network wireless technologies and mobility
technologies used in the education and learning processes lead to
mobile learning as a new model of learning technology. Currently,
most of mobile learning applications are developed for the formal
education and learning environment. Despite the long history and
large amount of research on mobile learning and instruction design
model still there is a need of well-defined process in designing
mobile learning applications. Based on this situation, this paper
emphasizes on identifying instruction design phase’s considerations
and influencing factors in developing mobile learning application.
This set of instruction design steps includes analysis, design,
development, implementation, evaluation and continuous has been
built from a literature study, with focus on standards for learning,
mobile application software quality and guidelines. The effort is part
of an Omani-funded research project investigating the development,
adoption and dissemination of mobile learning in Oman.
Abstract: New and more powerful communications technologies
continue to emerge at a rapid pace and their uses in education are
widespread and the impact remarkable in the developing societies.
This study investigates Mobile Collaboration Learning Technique
(MCLT) on learners’ outcome among students in tertiary institutions
of developing nations (a case of Nigeria students). It examines the
significance of retention achievement scores of students taught using
mobile collaboration and conventional method. The sample consisted
of 120 students using Stratified random sampling method. Five
research questions and hypotheses were formulated, and tested at
0.05 level of significance. A student achievement test (SAT) was
made of 40 items of multiple-choice objective type, developed and
validated for data collection by professionals. The SAT was
administered to students as pre-test and post-test. The data were
analyzed using t-test statistic to test the hypotheses. The result
indicated that students taught using MCLT performed significantly
better than their counterparts using the conventional method of
instruction. Also, there was no significant difference in the post-test
performance scores of male and female students taught using MCLT.
Based on the findings, the following submissions was made that:
Mobile collaboration system be encouraged in the institutions to
boost knowledge sharing among learners, workshop and training
should be organized to train teachers on the use of this technique,
schools and government should consistently align curriculum
standard to trends of technological dictates and formulate policies
and procedures towards responsible use of MCLT.
Abstract: A repairable mechanical system (as agricultural
tractor) is subject to deterioration or repeated failure and needs a
repair shops and also operator’s capability for the repair and
maintenance operations. Data are based on field visits and interviews
with 48MF 285 tractor operators from 14 villages collected in north
of Khouzestan province. The results showed that most operators were
lack the technical skill to service and repair tractors due to
insufficient training, specific education and work experience.
Inadequate repair and maintenance facilities, such as workshops,
mechanics and spare parts depots cause delays in repair work in the
survey areas. Farmers do not keep accurate service records and most
of them disregard proper maintenance and service of their tractors,
such as changing engine oil without following the manufacturer’s
recommendations. Since, Repair and maintenance facilities should be
established in village areas to guarantee timely repair in case of
breakdowns and to make spare parts available at low price. The
operators should keep service records accurately and adhere to
maintenance and service schedules according to the manufacturer’s
instructions. They should also be encouraged to do the service and
maintain their tractors properly.
Abstract: In this study, failure analysis of pipe system at a micro
hydroelectric power plant is investigated. Failure occurred at the pipe
system in the powerhouse during shut down operation of the water
flow by a valve. This locking had caused a sudden shock wave, also
called “Water-hammer effect”, resulting in noise and inside pressure
increase. After visual investigation of the effect of the shock wave on
the system, a circumference crack was observed at the pipe flange
weld region. To establish the reason for crack formation, calculations
of pressure and stress values at pipe, flange and welding seams were
carried out and concluded that safety factor was high (2.2), indicating
that no faulty design existed. By further analysis, pipe system and
hydroelectric power plant was examined. After observations it is
determined that the plant did not include a ventilation nozzle (air
trap), that prevents the system of sudden pressure increase inside the
pipes which is caused by water-hammer effect. Analyses were carried
out to identify the influence of water-hammer effect on inside
pressure increase and it was concluded that, according Jowkowsky’s
equation, shut down time is effective on inside pressure increase. The
valve closing time was uncertain but by a shut down time of even one
minute, inside pressure would increase by 7.6 bar (working pressure
was 34.6 bar). Detailed investigations were also carried out on the
assembly of the pipe-flange system by considering technical
drawings. It was concluded that the pipe-flange system was not
installed according to the instructions. Two of five weld seams were
not applied and one weld was carried out faulty. This incorrect and
inadequate weld seams resulted in; insufficient connection of the pipe
to the flange constituting a strong notch effect at weld seam regions,
increase in stress values and the decrease of strength and safety
factor.
Abstract: This study investigated the impact of inflectional and derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi-experimental study was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and Vocabulary- Morphemic Test in the pretest and posttest before and after an intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the vocabulary acquisition. Importantly, learning inflectional morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary.
Abstract: This study integrates a larger research empirical
project that examines second language (SL) learners’ profiles and
valid procedures to perform complete and diagnostic assessment in
schools. 102 learners of Portuguese as a SL aged 7 and 17 years
speakers of distinct home languages were assessed in several
linguistic tasks. In this article, we focused on writing performance in
the specific task of narrative essay composition. The written outputs
were measured using the score in six components adapted from an
English SL assessment context (Alberta Education): linguistic
vocabulary, grammar, syntax, strategy, socio-linguistic, and
discourse. The writing processes and strategies in Portuguese
language used by different immigrant students were analysed to
determine features and diversity of deficits on authentic texts
performed by SL writers. Differentiated performance was based on
the diversity of the following variables: grades, previous schooling,
home language, instruction in first language, and exposure to
Portuguese as Second Language. Indo-Aryan languages speakers
showed low writing scores compared to their peers and the type of
language and respective cognitive mapping (such as Mandarin and
Arabic) was the predictor, not linguistic distance. Home language
instruction should also be prominently considered in further research
to understand specificities of cognitive academic profile in a
Romance languages learning context. Additionally, this study also
examined the teachers’ representations that will be here addressed to
understand educational implications of second language teaching in
psychological distress of different minorities in schools of specific
host countries.
Abstract: This research paper presents guiding on how to design
social media into higher education courses. The research
methodology used a survey approach. The research instrument was a
questionnaire about guiding on how to design social media into
higher education courses. Thirty-one lecturers completed the
questionnaire. The data were scored by frequency and percentage.
The research results were the lecturers’ opinions concerning the
designing social media into higher education courses as follows: 1)
Lecturers deem that the most suitable learning theory is Collaborative
Learning. 2) Lecturers consider that the most important learning and
innovation Skill in the 21st century is communication and
collaboration skills. 3) Lecturers think that the most suitable
evaluation technique is authentic assessment. 4) Lecturers consider
that the most appropriate portion used as blended learning should be
70% in the classroom setting and 30% online.
Abstract: Cerebellar ataxia is a steadily progressive
neurodegenerative disease associated with loss of motor control,
leaving patients unable to walk, talk, or perform activities of daily
living. Direct motor instruction in cerebella ataxia patients has limited
effectiveness, presumably because an inappropriate closed-loop
cerebellar response to the inevitable observed error confounds motor
learning mechanisms. Could the use of EEG based BCI provide
advanced biofeedback to improve motor imagery and provide a
“backdoor” to improving motor performance in ataxia patients? In
order to determine the feasibility of using EEG-based BCI control in
this population, we compare the ability to modulate mu-band power
(8-12 Hz) by performing a cued motor imagery task in an ataxia
patient and healthy control.
Abstract: Technology, multimedia in Open Educational
Resources, can contribute positively to student performance in an
online instructional environment. Student performance data of past
four years were obtained from an online course entitled Applied
Calculus (MA139). This paper examined the data to determine
whether multimedia (independent variable) had any impact on
student performance (dependent variable) in online math learning,
and how students felt about the value of the technology. Two groups
of student data were analyzed, group 1 (control) from the online
applied calculus course that did not use multimedia instructional
materials, and group 2 (treatment) of the same online applied calculus
course that used multimedia instructional materials. For the MA139
class, results indicate a statistically significant difference (p = .001)
between the two groups, where group 1 had a final score mean of
56.36 (out of 100), group 2 of 70.68. Additionally, student
testimonials were discussed in which students shared their experience
in learning applied calculus online with multimedia instructional
materials.
Abstract: In the past few decades, the field of chemistry
education has grown tremendously and researches indicated that after
traditional chemistry instruction students often lacked deep
conceptual understanding and failed to integrate their ideas into
coherent conceptual framework. For several concepts in chemistry,
students at all levels have demonstrated difficulty in changing their
initial perceptions. Their perceptions are most often wrong and don't
agree with correct scientific concepts. This study explored the
effectiveness of intervention discussion sections for a college general
chemistry course designed to apply research on students
preconceptions, knowledge integration and student explanation.
Three interventions discussions lasting three hours on bond energy
and spontaneity were done tested and intervention (treatment)
students’ performances were compared with that of control group
which did not use the experimental pedagogy. Results indicated that
this instruction which was capable of identifying students'
misconceptions, initial conceptions and integrating those ideas into
class discussion led to enhanced conceptual understanding and better
achievement for the experimental group.