Abstract: The purpose of the present study is to determine the level of reading habit of future classroom teachers, to discuss the obtained results according to their socio-demographic features and to define the factors which are influential on taking up reading in the context of future teachers experiences. The target population of the study consists of the fourth grade students at 62 faculties of education, department of classroom teaching from Turkish state universities. The sampling of the study consists of the fourth grade students from seven faculties of education, department of classroom teaching from each region. In the study, in the first and the second aspects, there will be a questionnaire to be developed concerning the measurement of future teachers level of reading habits and their socio-demographic features. The questionnaire was applied to all the students in the sample.
Abstract: This article discusses the concept of student ownership of knowledge and seeks to determine how to move students from knowledge acquisition to knowledge application and ultimately to knowledge generation in a virtual setting. Instructional strategies for fostering student engagement in a virtual environment are critical to the learner-s strategic ownership of the knowledge. A number of relevant theories that focus on learning, affect, needs and adult concerns are presented to provide a basis for exploring the transfer of knowledge from teacher to learner. A model under development is presented that combines the dimensions of knowledge approach, the teacher-student relationship with regards to knowledge authority and teaching approach to demonstrate the recursive and scaffolded design for creation of virtual learning environments.
Abstract: Mammals are known to use Interaural Intensity Difference (IID) to determine azimuthal position of high frequency sounds. In the Lateral Superior Olive (LSO) neurons have firing behaviours which vary systematicaly with IID. Those neurons receive excitatory inputs from the ipsilateral ear and inhibitory inputs from the contralateral one. The IID sensitivity of a LSO neuron is thought to be due to delay differences between both ears, delays due to different synaptic delays and to intensity-dependent delays. In this paper we model the auditory pathway until the LSO. Inputs to LSO neurons are at first numerous and differ in their relative delays. Spike Timing-Dependent Plasticity is then used to prune those connections. We compare the pruned neuron responses with physiological data and analyse the relationship between IID-s of teacher stimuli and IID sensitivities of trained LSO neurons.
Abstract: Teaching and learning about sustainability is a pedagogical endeavour with various innate difficulties and increased demands. Higher education has a dual role to play in addressing this challenge: to identify and explore innovative approaches and tools for addressing the complex and value-laden nature of sustainability in more meaningful ways, and to help teachers to integrate these approaches into their practice through appropriate professional development programs. The study reported here was designed and carried out within the context of a Masters course in Environmental Education. Eight teachers were collaboratively engaged in reconstructing a digital game microworld which was deliberately designed by the researchers to be questioned and evoke critical discussion on the idea of ‘sustainable city’. The study was based on the design-based research method. The findings indicate that the teachers’ involvement in processes of co-constructing the microworld initiated discussion and reflection upon the concepts of sustainability and sustainable lifestyles.
Abstract: The benefits of physical activity for children are promoted widely and well understood; however factors which impact on children-s beliefs and attitudes towards physical education need to be explored in more detail. The purpose of this study was to evaluate how primary school children value and perceive their involvement in physical education (PE) classes through the use of drawings. While this type of data collection has been used previously to determine a child-s response to specific health education classes, such as drug education, to the best of our knowledge it has not been used in the context of PE. Results from this study showed that kindergarten children found PE classes fun and engaging. Children in Year 4 and Year 6 were less satisfied with PE classes because of the activities offered, the lack of opportunity to play sport, and perception that teachers did not appear to value this area of the curriculum.
Abstract: This study is about an application of King Bhumibol
Adulyadej’s “Learn Wisely” (LW) concept in instructional design
and management process at the Faculty of Education, Suan Sunahdha
Rajabhat University. The concept suggests four strategies for true
learning. Related literature and significant LW methods in teaching
and learning are also reviewed and then applied in designing a
pedagogy learning module. The design has been implemented in
three classrooms with a total of 115 sophomore student teachers.
After one consecutive semester of managing and adjusting the
process by instructors and experts using collected data from minutes,
assessment of learning management, satisfaction and learning
achievement of the students, it is found that the effective SSRU
model of LW instructional method comprises of five steps.
Abstract: Teachers form the backbone of any educational system, hence selecting qualified candidates is very crucial. In Malaysia, the decision making in the selection process involves a few stages: Initial filtering through academic achievement, taking entry examination and going through an interview session. The last stage is the most challenging since it highly depends on human judgment. Therefore, this study sought to identify the selection criteria for teacher candidates that form the basis for an efficient multi-criteria teacher-candidate selection model for that last stage. The relevant criteria were determined from the literature and also based on expert input that is those who were involved in interviewing teacher candidates from a public university offering the formal training program. There are three main competency criteria that were identified which are content of knowledge, communication skills and personality. Further, each main criterion was divided into a few subcriteria. The Analytical Hierarchy Process (AHP) technique was employed to allocate weights for the criteria and later, integrated a Simple Weighted Average (SWA) scoring approach to develop the selection model. Subsequently, a web-based Decision Support System was developed to assist in the process of selecting the qualified teacher candidates. The Teacher-Candidate Selection (TeCaS) system is able to assist the panel of interviewers during the selection process which involves a large amount of complex qualitative judgments.
Abstract: Young people have a high prevalence of mental health
problems, yet tend not to seek help. Trusted adults in young people-s
lives, such as teachers and sports coaches, can make a major positive
contribution to the mental health of young people. Teachers and
sports coaches may be in a position to be effective in supporting
young people-s mental health through promotion, prevention and
early intervention. This study reports findings from interviews with
21 teachers and 13 sports coaches of young people aged 12 to 18 in
Canberra, Australia, regarding their perceptions of the relevance and
effectiveness of their role in supporting young people-s mental
health. Both teachers and coaches perceived having influential but
slightly different roles to play in supporting mental health. There may
be potential to elevate the influence of teachers and coaches as
sources of support for young people and their mental health care.
Abstract: The purpose of this paper is to describe the process of
setting up a learning community within an elementary school in
Ontario, Canada. The description is provided through reflection and
examination of field notes taken during the yearlong training and
implementation process. Specifically the impact of teachers- capacity
on the creation of a learning community was of interest. This paper is
intended to inform and add to the debate around the tensions that
exist in implementing a bottom-up professional development model
like the learning community in a top-down organizational structure.
My reflections of the process illustrate that implementation of the
learning community professional development model may be
difficult and yet transformative in the professional lives of the
teachers, students, and administration involved in the change process.
I conclude by suggesting the need for a new model of professional
development that requires a transformative shift in power dynamics
and a shift in the view of what constitutes effective professional
learning.
Abstract: This paper aims to study at the use of local knowledge
to develop community self-protection in flood prone residential area,
Ayutthaya Island has been chosen as a case study. This study tries to
examine the strength of local knowledge which is able to develop
community self-protection and cope with flood disaster. In-depth, this
paper focuses on the influence of social network on knowledge
transfer. After conducted the research, authors reviewed the strength
of local knowledge and also mentioned the obstacles of community to
use and also transfer local knowledge. Moreover, the result of the
study revealed that local knowledge is not always transferred by the
strongest-tie social network (family or kinship) as we used to believe.
Surprisingly, local knowledge could be also transferred by the
weaker-tie social network (teacher/ monk) with the better
effectiveness in some knowledge.
Abstract: This study used positivist quantitative approach to examine the mathematical concepts acquisition of- KS4 (14-16) Special Education Needs (SENs) students within the school sector education in England. The research is based on a pilot study and the design is completely holistic in its approach with mixing methodologies. The study combines the qualitative and quantitative methods of approach in gathering formative data for the design process. Although, the approach could best be described as a mix method, fundamentally with a strong positivist paradigm, hence my earlier understanding of the differentiation of the students, student – teacher body and the various elements of indicators that is being measured which will require an attenuated description of individual research subjects. The design process involves four phases with five key stages which are; literature review and document analysis, the survey, interview, and observation; then finally the analysis of data set. The research identified the need for triangulation with Reid-s phases of data management providing scaffold for the study. The study clearly identified the ideological and philosophical aspects of educational research design for the study of mathematics by the special education needs (SENs) students in England using the virtual learning environment (VLE) platform.
Abstract: This paper focuses on the use of project work as a
pretext for applying the conventions of writing, or the correctness of
mechanics, usage, and sentence formation, in a content-based class in
a Rajabhat University. Its aim was to explore to what extent the
student teachers’ academic achievement of the basic writing features
against the 70% attainment target after the use of project is. The
organization of work around an agreed theme in which the students
reproduce language provided by texts and instructors is expected to
enhance students’ correct writing conventions. The sample of the
study comprised of 38 fourth-year English major students. The data
was collected by means of achievement test and student writing
works. The scores in the summative achievement test were analyzed
by mean score, standard deviation, and percentage. It was found that
the student teachers do more achieve of practicing mechanics and
usage, and less in sentence formation. The students benefited from
the exposure to texts during conducting the project; however, their
automaticity of how and when to form phrases and clauses into
simple/complex sentences had room for improvement.
Abstract: This paper explores the use of project work in a
content-based instruction in a Rajabhat University, a teacher college,
where student teachers are instructed to perform teaching roles
mainly in basic education level. Its aim is to link theory to practice,
and to help language teachers maximize the full potential of project
work for genuine communication and give real meaning to writing
activity. Two research questions are formulated to guide this study:
a) What is the academic achievement of the students- writing skill
against the 70% attainment target after the use of project to enhance
the skill? and b) To what degree is the development of the students-
writing skills during the course of project to enhance the skill? The
sample of the study comprised of 38 fourth-year English major
students. The data was collected by means of achievement test,
student writing works, and project diary. The scores in the summative
achievement test were analyzed by mean score, standard deviation,
and t-test. Project diary serves as students- record of the language
acquired during the project. List of structures and vocabulary noted in
the diary has shown students- ability to attend to, recognize, and
focus on meaningful patterns of language forms.
Abstract: In this paper, Tobephobia (TBP) alludes to the fear of
failure experienced by teachers to manage curriculum change. TBP is
an emerging concept and it extends the boundaries of research in
terms of how we view achievement and failure in education.
Outcomes-based education (OBE) was introduced fifteen years ago
in South African schools without simultaneously upgrading teachers-
professional competencies. This exploratory research, therefore
examines a simple question: What is the impact of TBP and OBE on
teachers? Teacher ineptitude to cope with the OBE curriculum in the
classroom is a serious problem affecting large numbers of South
African teachers. This exploratory study sought to determine the
perceived negative impact of OBE and TBP on teachers. A survey
was conducted amongst 311 teachers in Port Elizabeth and Durban,
South Africa. The results confirm the very negative impact of TBP
and OBE on teachers. This exploratory study authenticates the
existence of TBP.
Abstract: Current research has explored the impact of
instructional immediacy, defined as those behaviors that help build
close relationships or feelings of closeness, both on cognition and
motivation in the traditional classroom and online classroom;
however, online courses continue to suffer from higher dropout rates.
Based on Albert Bandura-s Social Cognitive Theory, four primary
relationships or interactions in an online course will be explored in
light of how they can provide immediacy thereby reducing student
attrition and improving cognitive learning. The four relationships are
teacher-student, student-student, and student-content, and studentcomputer.
Results of a study conducted with inservice teachers
completing a 14-week online professional development technology
course will be examined to demonstrate immediacy strategies that
improve cognitive learning and reduce student attrition. Results of
the study reveal that students can be motivated through various
interactions and instructional immediacy behaviors which lead to
higher completion rates, improved self-efficacy, and cognitive
learning.
Abstract: Nowadays, organizing a repository of documents and
resources for learning on a special field as Information Technology
(IT), together with search techniques based on domain knowledge or
document-s content is an urgent need in practice of teaching, learning
and researching. There have been several works related to methods of
organization and search by content. However, the results are still
limited and insufficient to meet user-s demand for semantic
document retrieval. This paper presents a solution for the
organization of a repository that supports semantic representation and
processing in search. The proposed solution is a model which
integrates components such as an ontology describing domain
knowledge, a database of document repository, semantic
representation for documents and a file system; with problems,
semantic processing techniques and advanced search techniques
based on measuring semantic similarity. The solution is applied to
build a IT learning materials management system of a university with
semantic search function serving students, teachers, and manager as
well. The application has been implemented, tested at the University
of Information Technology, Ho Chi Minh City, Vietnam and has
achieved good results.
Abstract: With the exponential progress of technological
development comes a strong sense that events are moving too quickly
for our schools and that teachers may be losing control of them in the
process. This paper examines the impact of e-learning and e-teaching
in universities, from both the student and teacher perspective. In
particular, it is shown that e-teachers should focus not only on the
technical capacities and functions of IT materials and activities, but
must attempt to more fully understand how their e-learners perceive
the learning environment. From the e-learner perspective, this paper
indicates that simply having IT tools available does not automatically
translate into all students becoming effective learners. More
evidence-based evaluative research is needed to allow e-learning and
e-teaching to reach full potential.
Abstract: The purpose of this study was to develop and examine a
Teaching Commitment Scale of Health and Physical Education
(TCS-HPE) for Taiwanese elementary school teachers. First of all,
based on teaching commitment related theory and literatures to
develop a original scale with 40 items, later both stratified random
sampling and cluster sampling were used to sample participants.
During the first stage, 300 teachers were sampled and 251 valid scales
(83.7%) returned. Later, the data was analyzed by exploratory factor
analysis to obtain 74.30% of total variance for the construct validity.
The Cronbach-s alpha coefficient of sum scale reliability was 0.94, and
subscale coefficients were between 0.80 and 0.96. In the second stage,
400 teachers were sampled and 318 valid scales (79.5%) returned.
Finally, this study used confirmatory factor analysis to test validity and
reliability of TCS-HPE. The result showed that the fit indexes reached
acceptable criteria(¤ç2
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Abstract: The development of competences and practical
capacities of students is getting an important incidence into the
guidelines of the European Higher Education Area (EHEA). The
methodology applied in this work is based on the education through
directed resolution of practical cases. All cases are related to
professional tasks that the students will have to develop in their
future career. The method is intended to form the necessary
competences of students of the Marine Engineering and Maritime
Transport Degree in the matter of “Physics".
The experience was applied in the course of 2011/2012. Students
were grouped, and a practical task was assigned to them, that should
be developed and solved within the team. The aim was to realize
students learning by three ways: their own knowledge, the
contribution of their teammates and the teacher's direction. The
results of the evaluation were compared with those obtained
previously by the traditional teaching method.
Abstract: The complexity of teaching English in higher
institutions by non-native speakers within a second/foreign language
setting has created continuous discussions and research about
teaching approaches and teaching practises, professional identities
and challenges. In addition, there is a growing awareness that
teaching English within discipline-specific contexts adds up to the
existing complexity. This awareness leads to reassessments,
discussions and suggestions on course design and content and
teaching approaches and techniques. In meeting expectations
teaching at a university specified in a particular discipline such as
engineering, English language educators are not only required to
teach students to be able to communicate in English effectively but
also to teach soft skills such as problem solving skills. This paper is
part of a research conducted to investigate how English language
educators negotiate with the complexities of teaching problem
solving skills through English language teaching at a technical
university. This paper reports the way an English language educator
identified himself and the way he approached his teaching in this
institutional context.