Downloads & Free Reading Options - Results

It has been argued that humour is beneficial in the classroom because it increases social bonding between teachers and students, salience of information, and ultimately recall and retention. The current study attempts to test some assumptions about humour as a pedagogical tool. Results have indicated that using humour to teach material significantly increases students' overall performance. This study provides some valid evidence that humour may maximize the learning outcomes of the college classroom settings.

The following article comprises a case study that considers the potential for an Indigenous digital resource to be used within a dance undergraduate context. In this manner, suggestions for dance pedagogy and practice are offered in relation to the Indigenous Education Strategy at Charles Sturt University, together with a university digital learning resource, "Cassie's Story: Dyan Ngal," that seeks to develop cultural competence. Through exploration of one scene from this latter resource, the author expands on the ways in which it could become the stimulus and indeed provide a framework for dance composition teaching and learning at undergraduate level. Dance has long been viewed by dance anthropologists as a cultural manifestation and a vehicle through which culture might be understood (Kaeppler, 1981; Kealiinohomoku, 1983). The author has endeavored to underpin each element of her dance teaching and learning processes with an awareness of culture, whilst outlining creative, thematic and cross-curricular possibilities with "Cassie's Story."

Theory and practicals are two essential components of pharmacy course curriculum; but in addition to appearing and passing examination with good score grades, pharmacy post graduation (PG) pursuing students are essentially required to develop some professional skills which might not be attained solely by conventional class room programs. This article aims to propose a contemporary Class Room Seminar and Journal Club (CRSJC) model and explains potential benefits of implementing the use of various review and research articles published in reputed journals and periodicals through this model in order to study the syllabus topics in depth and upgrade the knowledge, quality and standards of postgraduate pharmacy students.

Theory and practicals are two essential components of pharmacy course curriculum; but in addition to appearing and passing examination with good score grades, pharmacy post graduation (PG) pursuing students are essentially required to develop some professional skills which might not be attained solely by conventional class room programs. This article aims to propose a contemporary Class Room Seminar and Journal Club (CRSJC) model and explains potential benefits of implementing the use of various review and research articles published in reputed journals and periodicals through this model in order to study the syllabus topics in depth and upgrade the knowledge, quality and standards of postgraduate pharmacy students.

"If I had an hour to solve a problem Id spend 55 minutes thinking about the problem and 5 minutes thinking about solutions," says the great Scientist Albert Einstein. Everybody has their own understanding and perspectives towards teaching and learning English Language. In this new techno savvy era, there are number of educational options available for the ESL learners.  The newer trends have shown a revolutionary change and brought an optimistic whirlpool in the traditional system of education. But whatever the teaching methodology is, learners and trainers are still facing problems in some or the other ways. This paper observes the obstacles hindering the process of English Language Teaching as well as English Language Learning and tries to explore effective solutions in order to reach to a positive and valuable conclusion.  by Dr. Pragya Mishra "Observing the Problems and Exploring the Solutions in the Process of English as a Second Language Teaching & Learning"  Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-6 , October 2018,  URL: http://www.ijtsrd.com/papers/ijtsrd18183.pdf Direct Link: http://www.ijtsrd.com/humanities-and-the-arts/english/18183/observing-the-problems-and-exploring-the-solutions-in-the-process-of-english-as-a-second-language-teaching-and-learning/dr-pragya-mishra

Background:  Computers  have  changed  the  method  and  process  of  education for  ever .  Historian Eric Ashby has called this  technology  the  fifth  major  revolution  in  education-  the  first  four  being,  education  by  professional  teacher ,  development  of  the  written  script,  invention  of  printing and recognition of pedagogy as specialized  science  [1].  In  the  field  of  medical  education  too,  the  use  of  computers  will  be  taken  as  granted  [2].  Computer aided  programmed  as  a  teaching-learning  tool,  has  several  advantages,  as  the  computer  never  gets  bored  or  irritated,  does  not  make  mistakes  on  its  own,  permits  the  learner  to  decide  his  or  her  own  pace  of  learning  and  does  not  develop  positive  or  negative  bias  towar ds  the  learner  and  more  importantly ,  stimulate  the  “cognitive”  process  of  the  students  [3.4]. 

This research aims to address the benefits of Bite-sized infographics in English narrative. In connection to this, narrative literature is a type of long-form content; therefore, bite-sized infographics are needed. It is effective in summarizing or outlining the plots using a variety of offered graphs. Learners who are having a hard time focusing can now easily get the important details in a narrative work with the use of this teaching tool. Elaborative interrogation is an innovative teaching strategy just like the bite-sized content. Considering, the most visible difference between the two would be its purpose and medium of delivering its purpose. "Bite sized" aims to make the information schematic using "graphics" as its medium while the "Elaborative Interrogation" objective is to go deeper in the discussion and learning through the "expansion of questions". This technique expands the "how" and "why" questions more frequently than the other type of questions (McPheat, S., 2017). The study was conducted at Kaypian National High School in the Division of San Jose del Monte City, Bulacan. In particular, thirty (30) enrolled Grade 8 -- Onyx's learners are intentionally selected in the conduct of the study in English 8 on the 1st quarter of the school year 2021-2022 and became the respondents of the study. This study evaluated the effectiveness of Contextualized Infographic Bite-Size Elaborative Interrogation as an Innovative Strategy in Teaching English Narratives and as an instructional tool in improving the learners' understanding as revealed by their pretest and posttest mean scores, and to answer if there's a significant difference between the pretest and posttest mean scores. Lastly, the researchers selected the respondents by the means of purposive sampling. The climax of the research was guided by the justified five-point Likert scale questionnaire and self-customized multiple-choice questionnaires, validated by the master teacher and the researchers' adviser, as pre-test and post- taken by the learners and curated to assess the stated problems of the study. This research revealed that as the world ages, hence the revolution of students' needs and education system. In today's digital motion, an infographic bite-sized elaborative interrogation is just a piece of an abundance of newly developed innovations to help students understand the lessons specifically the narrative texts as the center of this research. All of the data considered, the innovation tackled in this study is effective in igniting comprehension but still needs several considerations. Just like the other teaching materials, IBSEI (Infographic Bite-Sized Elaborative Interrogation) has its strengths and limitation. This study not only provides an idea for a new medium of instruction but also serves as an advocate to seek better ways towards the bright future of the learners.

Aimed at fostering student engagement using remote communication tools to restructure language teaching, the "Newcastle Calls" project was piloted in early 2020, providing Newcastle University's Italian language students at intermediate level with a chance to be involved in the production of authentic material. Thanks to technology, they crossed space barriers, interviewed Italian researchers in the Antarctic and an Italian theatre actor virtually, discussing the researchers' life, climate change, acting, and the effects of Italy's COVID-19 lockdown. One of these interviews was made into a pilot documentary with Italian and English subtitles with the collaboration of Master of Arts (MA) translation and film students. This chapter explores how students benefitted from the experience, evaluates the project's potential to facilitate students' transition to professional life after university, and the facilitators' experience using remote communication tools before and during COVID-19, reflecting on the advantages and challenges of implementing the use of up-to-date technology in language learning. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.]

Our study explores teaching practices that aim to promote students' learning to define an analytical object. A Calculus II instructor conducted a teaching experiment (TE) in which 11 students reinvented a formal definition of a limit over five class periods with the instructor's guidance. During the TE, the instructor's teaching practices were based on what principles of definitions from the literature inform about defining discourse. Our analysis of the instructor's teaching practices and students' follow-up work revealed several teaching practices that seem to promote development of students' narratives towards a formal definition of an analytical object: Providing testing methods to check if students' narratives can be considered as a completion of the defining task, asking students to place components of their definitions on graphs with related quantities, and asking them to reflect their illustration of the definition in their written definition. [For the complete proceedings, see ED658295.]

This article targets at developing students’ communicative competence with a range of interactive teaching technologies in EFL classroom. Many EFL teachers claim that interactive technologies are the best sources to develop language skills, which will be an effective platform to build communicative competence of students. The interactive form of teaching implies different methods such as the method of problematic exposition, presentations, discussions, case studies, pair or group work, brainstorming, the method of critical thinking, quizzes, mini-researches, educational games, role-plays, the method of questioning and others.

The purpose of this mixed methods study is to determine the effectiveness of case-based pedagogy in teaching basic principles of information ethics and ethical decision making. Study reports results of pre- and post-assessment completed by 49 library and information science (LIS) graduate students at a Midwestern university. Using Creswell's (2014) convergent mixed methods strategy, the assessment instrument collected both quantitative and qualitative data in the pre- and post-assessment instrument, analyzed data separately, and compared it to better understand the problem. Pedagogy providing the context for this study is an example of a deliberate shift away from static lecture and memorization methods of instruction, to instruction involving a dynamic, interactive learning process. Curriculum and instruction is influenced by Dervin's (1983) seminal sense-making theory, in particular Dervin and Clark's (2003) dynamic, two-dimensional communication-as-procedure model used to overcome communication gaps and inequities. Students focused on cases, authentic situational dilemmas related to privacy; intellectual freedom; intellectual property; intercultural ethics; and professional ethics. Findings suggest that case-based pedagogy resulted in students' improved (1) abilities to describe basic principles of information ethics; (2) abilities to apply a model for ethical decision-making; (3) opportunities to practice flexible communication behavior; (4) awareness of behaviors relevant to tolerance of others, privacy rights, authors' and artists' rights, and treatment of co-workers; and (5) self-reported interest in the study of information ethics and satisfaction with case-based learning. It is suggested that case-based instruction using the sense-making methodology holds much promise as an effective way to operationalize information ethics education in LIS as well as in traditional social science disciplines. It offers a framework for development of students' abilities to inform themselves efficiently and effectively about choices information professionals must make in today's pluralistic world.

The relationship between technology and English as a foreign language (EFL) learning and teaching is one of the significant research areas, and the "Turkish Online Journal of Educational Technology" ("TOJET") publishes research papers on educational technologies addressing various topics related to education. This article aims to review 17 studies appearing in TOJET on the interrelation between technology and English as a foreign language (EFL) learning and teaching. It focuses on the research that investigates the relationship between technology and EFL learning and teaching in terms of the topics, participants, research design, and conclusions of the articles. Finally, implications for pedagogy and research are discussed. Studies related to technology use in EFL learning and teaching are listed in an appendix. (Contains 3 tables and 2 figures.) [This paper was published in the proceedings of the annual International Educational Technology Conference (IETC) (Istanbul, Turkey, April 26-28, 2010). p20-24.]

In this article we present a knowledge management platform called Kim un (which means knowledge in Mapuzugun) as a technological web resource for teaching and learning Mapuzugun language. We discuss how we can generate a richness in multicultural education and diminish the otherness between different cultural groups in a society of XXI century towards a change of knowing and understanding, towards a cultural development for an e-society world. Today Mapuche language is going through difficult times, it's struggling for not ceasing to exist. As we know, the language is one of the patrimonies that defines a people identity, if the language dies, then the people and all their worldview disappears. Currently, Mapuche children are not learning Mapuzugun as their mother tongue for a variety of reasons. This situation further aggravates the problem of maintaining the Mapuche language and, with it, all the cultural richness of this ethnic group. Due to this complex scenario is that the government has implemented laws that allow a revitalization of this language, including teaching in those schools that have a high density of Mapuche students. The objective of this work is to bring together actors such as teachers, non-Mapuche and Mapuche students, researchers, Mapuche and native speakers to put the pedagogical resource for the teaching and learning of the Mapuche language as a multicultural tool as technological linguistic tools which are transversal to the disciplines of nowdays. The advances of this work are the base to create a platform focused on orienting a framework in the creation of learning virtual objects (OVAs in spanish). [For the complete proceedings, see ED601080.]

This study aims to examine and demonstrate practices, elements and techniques employed by the action research method. It examines the use of films in sociology instruction in college, and the influence of films on the development of students' understanding of human nature. Based on the professional experience of the authors films utilize and enhance the teaching-learning process, the study describes two courses that incorporate film viewing. The class discussions following the screenings were guided by the teacher, and involved student response and interaction. The study addresses the use of films as a teaching method employed to facilitate the comprehension of sociological concepts by specific instruction, to ensure a better outcome in the classroom.

This study aims to examine and demonstrate practices, elements and techniques employed by the action research method. It examines the use of films in sociology instruction in college, and the influence of films on the development of students' understanding of human nature. Based on the professional experience of the authors films utilize and enhance the teaching-learning process, the study describes two courses that incorporate film viewing. The class discussions following the screenings were guided by the teacher, and involved student response and interaction. The study addresses the use of films as a teaching method employed to facilitate the comprehension of sociological concepts by specific instruction, to ensure a better outcome in the classroom.

resumo do áudio em inglês do artigo:Os estilos cognitivos na educação escolar e sua dimensão conceitual como aporte teórico para a orientação do ensino e da aprendizagem. Autor:- Sebastião de Souza Lemes, publicado na Revista Camine, v.04, n.01.

The purpose of this study is to investigate the effect of project-based learning and thinking ability in biology classes. The research analyzed a sample of students from two distinct grades using pre-test and post-test. Following that, the findings revealed that members of the experimental group I, which included students who engaged in project-based, learning, had the best learning outcomes. In a project-based learning environment, students gained knowledge and skills by working collaboratively for an extended period on a real-world question or problem. Students trained using this model had better indicators of thinking ability than students trained using the traditional learning model. Thus, teachers must use the project-based learning model to guarantee better results while also improving students' thinking abilities to increase the model's efficacy. Schools can promote collaboration, agency, and effective communication skills by teaching social studies using project-based learning. PBL also allows students to address real-world issues in their community and around the globe.

41

41

"The Purpose of this book is to develop the Linguistic and communicative skills of learners of Kinyarwanda. This will help them to have balanced functional knowledge of linguistic structures and a sound vocabulary, as well as the ability to use their skills appropriately in real-life situations."

Connor Haupt is a home grown PWCS teacher. He attended Tyler Elementary School, Alvey Elementary School, Bull Run Middle School, and graduated from Battlefield High School. Now, Haupt is the band teacher at Bull Run Middle School where his personal music journey began as a student.

Connor Haupt is a home grown PWCS teacher. He attended Tyler Elementary School, Alvey Elementary School, Bull Run Middle School, and graduated from Battlefield High School. Now, Haupt is the band teacher at Bull Run Middle School where his personal music journey began as a student.

This registration has been withdrawn

Mostly learners and even teachers of English as a Foreign Language (EFL) are still not able to speak grammatically and fluently just because they lack of the Indonesian language proficiency and comprehension. This research was done to investigate how the Indonesian (Bahasa Indonesia) can assist the teachers and learners of EFL in improving their English proficiency and comprehension. The data were analyzed by applying Miles' and Huberman's framework; data reduction, data display, and drawing then verifying conclusion. The findings showed some positive and negative representative perceptions of the teachers dealing with the roles of the Indonesian in the teaching and learning EFL. The second findings showed and explored the roles of the Indonesian in the teaching and learning EFL. There were five roles by which the Indonesian contribute to such as Functional Equation, Competence Indicator, Linguistic Mediator, Communicative Language Paradigm, and Situational Language Use. The third findings explored the aspects in which the Indonesian had the roles to play in assisting the teaching and learning the EFL such as aspect of the Linguistic Item, aspect of Semantics, and aspect of Pragmatics. There were three other findings in this research that were explored and labeled as Linguistic Competence vs Linguistic Cognition, Cultural Behavior-Based Language, and First Language Interest.

The idea of this book arose out of an awareness that students with language learning disabilities are completely ignored in the Egyptian school system and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This book, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. More specifically, this book will help pre-and in-service teachers to: (1) identify effective strategies for learning and using language skills, (2) use multiple-strategies models for teaching language skills, (3) interweave strategies for language learning and language use into regular language activities, and (4) improve both the processes and products of language learning of students with learning disabilities. Thus, the target audience of this book includes pre-and in-service regular teachers, special education teachers, school psychologists, counselors, and administrators.

Thai mural paintings have played a significant role in Thai society since The Sukhothai Kingdom period (1238-1438 AD) until the present. Wattana Boonjub (2009) points out that Mural painting was used for teaching the Thai people in the past. Throughout history, temples have become a crucial part of Thai' lives; for example, Wat Phumin in Nan Province. Wat Phumin has exceptional architecture, beautiful visual presentations of Buddhist storytelling on the walls which depict scenes from the Buddhist Jataka tales, and scenes of everyday life in Nan. These unique characteristics have attracted many visitors to this temple over the years. Also, when those interested visit Wat Phumin, they experience this temple as a Museum. Loïc Tallon et al. (2008) suggests that the museum experience provides an appropriate situation for learning history in an unconventional setting. As a result, previous research titled "Visual Research Practices on Thai Lanna Mural Painting: A Case Study of Wat Phumin, Nan Province" was presented at The 4th International Conference for Asia Pacific Arts Studies (ICAPAS 2016). The results indicated that the information concerning the Lanna mural paintings inside the temples was overwhelming. However, no directions are facilitating Thai and foreign visitors in viewing and understanding at the first episode of storytelling on Lanna mural paintings inside Wat Phumin. Therefore, this research is the result of finding a solution to facilitating visitors in viewing Buddhist Jataka tales through digital arts and digital technology (such as responsive web design, QR codes, etc.) with practice-based design research.

Thai mural paintings have played a significant role in Thai society since The Sukhothai Kingdom period (1238-1438 AD) until the present. Wattana Boonjub (2009) points out that Mural painting was used for teaching the Thai people in the past. Throughout history, temples have become a crucial part of Thai' lives; for example, Wat Phumin in Nan Province. Wat Phumin has exceptional architecture, beautiful visual presentations of Buddhist storytelling on the walls which depict scenes from the Buddhist Jataka tales, and scenes of everyday life in Nan. These unique characteristics have attracted many visitors to this temple over the years. Also, when those interested visit Wat Phumin, they experience this temple as a Museum. Loïc Tallon et al. (2008) suggests that the museum experience provides an appropriate situation for learning history in an unconventional setting. As a result, previous research titled "Visual Research Practices on Thai Lanna Mural Painting: A Case Study of Wat Phumin, Nan Province" was presented at The 4th International Conference for Asia Pacific Arts Studies (ICAPAS 2016). The results indicated that the information concerning the Lanna mural paintings inside the temples was overwhelming. However, no directions are facilitating Thai and foreign visitors in viewing and understanding at the first episode of storytelling on Lanna mural paintings inside Wat Phumin. Therefore, this research is the result of finding a solution to facilitating visitors in viewing Buddhist Jataka tales through digital arts and digital technology (such as responsive web design, QR codes, etc.) with practice-based design research.

The following report gives account of a case study conducted at a school in Santiago, Chile in 2007. The purpose of this study was to explore the impact of teaching English as a Foreign Language (EFL) with an emphasis on developing metacognitive skills and critical thinking in high-school students. The vehicle used to trigger and develop such skills was drama. An elective English class formed by 16 students from different classes was chosen to carry out the study. Their initial level of proficiency was assessed through an oral interview in English, proving that their ability to speak in the target language was significantly lower than their theoretical knowledge of the language. During the next two months, students were exposed to a variety of activities aimed at developing awareness of the use of strategies for learning, communicative and socio-affective skills, starting by simple cognitive exercises and moving on to more complex tasks requiring the students to generate content, and thus, creating a bridge between their declarative knowledge and their procedural knowledge. The results of the study indicate that by the end of the teaching unit, students had developed more self-confidence in the use of the language, ability to work in teams and, most importantly, they valued the importance of moving their static theoretical knowledge to more active communicative activity. In conclusion, drama applied in the classroom significantly enhances the students' cognitive, metacognitive and socio-affective skills, providing them with new tools to understand their own inner processes and those of others, and to develop strategies for learning and communicating more effectively. For this reason, it would be advisable for teachers of any subject to consider the metacognitive and social dimension of their students to help them make sense of the content studied and to develop their autonomy as learners and persons. Drama has proven to be an effective vehicle to achieve this goal. An appendix includes: Specific information given by the school's psychologist; information regarding first contact; Some observations and entries from the Project's Journal; Field Trip Presentation--Evaluation Check List; and Final Presentation Assessment Rubric. Bibliography is included. (Contains 23 footnotes.

Project 5 of the GUME study on foreign language teaching methods continues the work of the previous projects concerning the relative effectiveness of a habit-formation (implicit) method and a cognitive-code learning method, with explanations in either the source or target language. The educational problem of Project 5 is teaching the English passive voice to Swedish students in Class 8. The teaching procedures and design differ slightly from the first three projects. The time for explanations varies between the source-language and target-language methods. The source-language method uses comparisons with corresponding structures in the source language where applicable. No significant differences in the learning effects of the three methods are evidenced; interesting trends, however, are noted and discussed. This report presents details on project design, lessons, and evaluation instruments. A statistical description of the experimental population is provided along with a statistical analysis of the results and a correlation study of the variable factors. A discussion of the results and their implications follows. A bibliography is included and appendixes provide details on the English grammatical explanations and on some of the evaluation instruments used. Related documents can be found through the following reference numbers: Project 1, ED 034 172; Project 2, FL 002 818; Project 3, FL 002 819; Project 4, ED 045 969; Adult Project, FL 002 868; statistical synopsis of Projects 1-3, FL 002 816. (VM)

Mostly learners and even teachers of English as a Foreign Language (EFL) are still not able to speak grammatically and fluently just because they lack of the Indonesian language proficiency and comprehension. This research was done to investigate how the Indonesian (Bahasa Indonesia) can assist the teachers and learners of EFL in improving their English proficiency and comprehension. The data were analyzed by applying Miles' and Huberman's framework; data reduction, data display, and drawing then verifying conclusion. The findings showed some positive and negative representative perceptions of the teachers dealing with the roles of the Indonesian in the teaching and learning EFL. The second findings showed and explored the roles of the Indonesian in the teaching and learning EFL. There were five roles by which the Indonesian contribute to such as Functional Equation, Competence Indicator, Linguistic Mediator, Communicative Language Paradigm, and Situational Language Use. The third findings explored the aspects in which the Indonesian had the roles to play in assisting the teaching and learning the EFL such as aspect of the Linguistic Item, aspect of Semantics, and aspect of Pragmatics. There were three other findings in this research that were explored and labeled as Linguistic Competence vs Linguistic Cognition, Cultural Behavior-Based Language, and First Language Interest.

This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and lessons learnt in practising the scholarship of teaching and learning in a formal degree program are discussed.

Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressured by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD) and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These participants expressed a need for knowledge and support.

Three studies investigated goal expectancy as a variable in teaching-learning situations. The first study looked at the effect of the student's expectancy of the type of test to be given on their ability to recall word lists. There was a strong type-of-test expectancy effect in that those persons expecting to recall words in any sequence actually recalled more words, but fewer words in the presented sequence, than those who expected to recall words in serial order. A second study investigated the effects of different recall intervals under notetaking and no-notetaking conditions on the immediate and delayed recall of instructional material. The results of the study imply that notetaking has little value in situations in which written instructional materials are presented and the notes taken cannot be used in later review. A third study hypothesized that positive and negative experimenter attitudes would demand characteristic functions affecting subject performance on an experimental task, and that experimenter attitude would have a greater effect when subjects were given more time to study. It was found that the attitude of the experimenter had no overall effect on recall. Those subjects who were allowed extra time for study retained more of the information than those subjects who were allowed less time. (JY)

Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students' learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher's conceptual focus shifting from an emphasis on their teaching to their students' learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice). Our research data provide a conceptual framework for further study.

Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students' learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher's conceptual focus shifting from an emphasis on their teaching to their students' learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice). Our research data provide a conceptual framework for further study.

Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students' learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher's conceptual focus shifting from an emphasis on their teaching to their students' learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice). Our research data provide a conceptual framework for further study.

This paper presents a Problem-Based Learning (PBL) approach to support and promote deeper student learning in a computer architecture course. A PBL approach using a simulator building activity was used to teach part of the course. The remainder of the course was taught using a traditional lecture-tutorial approach. Qualitative data was collected using a questionnaire survey to evaluate the effectiveness of the approach. The student responses showed that the PBL approach was successful in developing deeper learning experiences and general skills such as time management and teamwork while at the same time contributing to a more enjoyable learning experience. As part of the investigation, the authors also looked at student fears and concerns as they were asked to make a transition from a more structured to a less structured learning environment.

This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to establish a student-engaged model of teaching observation in a United Kingdom context, but also to critically examine the ways in which student, faculty, and developer participants conceptualise student expertise in relation to learning and teaching. Concept-map mediated interviews with students and faculty in humanities and healthcare subjects elicited conceptions and comparative knowledge structures of pedagogical intelligence for the purposes of enhancing teaching practice. The outcomes of the study are considered in relation to the theorisation of student engagement with particular focus on perspectives of expertise and power relations. [This article contains a student response by Aaron Long.]

Teachers of English in Cameroon are proficient speakers of Cameroon English and their non-native status militates against their usage of Standard British English in the English language classrooms. This makes the attainment of British English thorny and perhaps impossible in Cameroon. Standing on that premise, we were motivated to find out Cameroonians' attitudes towards Cameroon English as a model of English language teaching and learning in the country. Eighty (80) post graduate Cameroonian users of English (40 Anglophones and 40 Francophones) were randomly in the Departments of English both in the University of Yaounde I and the Higher Teacher Training College Yaounde. A four-Likert scale questionnaire comprising 27 questions was designed for the informants to indicate their agreement or disagreement with them. The findings revealed that attitudes towards CamE as a variety that must serve as a model in the English Language Teaching (ELT) industry are varied. While the majority of Anglophone informants had a positive attitude towards Cameroon English as a model of English language teaching and a relative negative attitude towards Standard British English, the majority of Francophone informants rather had a negative attitude towards CamE and a very favourable attitude towards Standard British English.

The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were found to not use cognitive learning skills and self-regulation practices consistently, which suggests a low level of self-regulation. Subsequently, students exhibit maladaptive and counterproductive behaviors like procrastination and disengagement. From this exploratory study a number of future studies were identified that have the potential for increasing the level of self-regulation in higher education.

This report describes a program implemented to improve the social skills of students with moderate to severe cognitive delays. The targeted population consisted of five elementary-aged students at site A and five high school-aged students at site B, both Chicago Public Schools. Analysis of probable cause data revealed that social skills issues could be broken down into four categories that included the nature of the students' disabilities themselves, which led to delays and difficulties in communicating their wants, needs, and intentions because of poor speech production. A review of the solution strategies suggested by the professional literature and analysis of the problem resulted in the development of a five-step intervention process. This intervention included gathering baseline data to help identify targeted social skills and determine level of functioning. Targeted skills included the ability to follow directions, the ability to communicate needs and opinions, and the ability to ask for help appropriately. A series of learning activities were then developed and implemented over a period of 5 weeks. Following the direct teaching of social skills, the four students showed significant improvement in the three target social skills in the school environment and at home. Appendices include evaluation tools. (Contains 27 references.) (CR)

Conferences are a great way to exchange ideas, communicate research findings, network, and more. However, as a teaching and learning community, we are becoming increasingly aware of the importance of environmental sustainability. The 2008 Society for Teaching and Learning in Higher Education conference organizers chose "A World of Learning" as its central theme, evoking the challenges and possibilities of internationalization and globalization in post-secondary settings and encouraging presenters to explore the impact of these trends in colleges and universities. As the conference program began to evolve, it became clear that the theme also represented an important opportunity to consider the ecological impact of this annual event. This paper examines the intent, outcomes, and implications of the initiative, illuminating the ways in which initiatives that, at first glance, appear logistical and material-based, are in fact better understood as changes in individual, community, departmental, and institutional values and practices. The potential of projects, such as this one, to function as cocurricular teaching and learning opportunities in promoting institutional change is also explored.

In order to determine the differential ability of mildly retarded school children to profit from coaching on non-verbal, non-academic reasoning problems and to study their problem solving and conceptual behavior, the Raven Coloured Progressive Matrices Test was given to 72 educable students (IQ 55 to 80) in socioeconomically homogeneous suburban slow learner classes (age 6 to 19). Control groups included 36 noncoached subjects and 21 coached and 19 noncoached normals (IQ 95 to 105). Encouragement was given during three test sessions after a coaching session on similar problems; controls were exposed to practice materials without coaching. Interaction of coaching with mental age helped to produce gains in the experimental group, who gained more and faster than the noncoached, with the first gain being the greatest. Significant gains (p=.05) were recorded for age groups 8 to 9, 12 to 13, and 14 to 15, and were on coaching for the designs where the strong lines were oblique. The conclusion was that mild retardates think like normals but are unable to keep pace after age 12 to 13, particularly in analogical reasoning (corresponding with Piagetian distinctions between concrete and formal thought operations, appearing at age 12). Nongainers had significantly greater physical, emotional, and cultural pathology (p=.05) than gainers. (Author/SN)

In order to determine the differential ability of mildly retarded school children to profit from coaching on non-verbal, non-academic reasoning problems and to study their problem solving and conceptual behavior, the Raven Coloured Progressive Matrices Test was given to 72 educable students (IQ 55 to 80) in socioeconomically homogeneous suburban slow learner classes (age 6 to 19). Control groups included 36 noncoached subjects and 21 coached and 19 noncoached normals (IQ 95 to 105). Encouragement was given during three test sessions after a coaching session on similar problems; controls were exposed to practice materials without coaching. Interaction of coaching with mental age helped to produce gains in the experimental group, who gained more and faster than the noncoached, with the first gain being the greatest. Significant gains (p=.05) were recorded for age groups 8 to 9, 12 to 13, and 14 to 15, and were on coaching for the designs where the strong lines were oblique. The conclusion was that mild retardates think like normals but are unable to keep pace after age 12 to 13, particularly in analogical reasoning (corresponding with Piagetian distinctions between concrete and formal thought operations, appearing at age 12). Nongainers had significantly greater physical, emotional, and cultural pathology (p=.05) than gainers. (Author/SN)

The purpose of this two cycles design-based research study is to explore the approaches with response to and perceptions of teachers towards a professional development programme (PDP) for enabling them to design, develop, and implement technology enhanced learning (TEL) activities for teaching Arabic as a foreign language (AFL). The PDP was designed with reference to Laurillard's (2002) conversational framework and Passey's (2011) learning elements framework. Semi-structured interviews, online open-ended questionnaires, and observations are used for data collection. The results are analysed and presented visually and in text to show different levels of detail. The findings identified teachers' positive and negative perceptions towards the support elements provided throughout the PDP in addition to: 1) their pedagogical outcomes in relation to the different types of support provided; 2) the positive influencers and barriers that affected them throughout the PDP; 3) their produced outcomes (artefacts); and 4) their students' responses from their perspectives. The design principles of a successful implementation of a PDP were also included based on findings. Finally, this study attempts to assist PDP designers by referring to the theoretical and practical implications that can help them in designing similar programmes. In addition, originality in terms of the design, development, and implementation of the PDP are highlighted, so adding to the learning design body of knowledge with respect to foreign language learning.

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative learning can be used in teaching of Turkish as a foreign language. The article uses the framework of the research made on learning strategies and is based on qualitative research methods. It evaluates the strategies which are connected to the social language learning and the principles of cooperative learning and puts a particular emphasis on the issues which are connected to the process of teaching Turkish as a foreign language by bringing into a discussion such questions as which principles should the learning activities be prepared and what are the roles of students and a teacher. In addition, the article gives some suggestions on how to detect learning strategies of every student and to accomplish their internalization by the students - achieving thus success in teaching Turkish as a foreign language.

Acknowledging that clear standards and strong incentives alone are not sufficient to dramatically change teaching and learning, policymakers and policy analysts have started to talk about and implement "capacity-building" strategies. "Capacity" in this policy context refers to the wherewithal needed to translate high standards and incentives into effective instruction and strong student performance. This study examines capacity-building strategies used in eight states and analyzes their promise and continuing challenges. The eight states represent various approaches to systemic improvement. They include California, Colorado, Florida, Kentucky, Maryland, Michigan, Minnesota, and Texas. The study asks the following questions: (1) What are common patterns in the ways states currently build capacity for education reform, and why? (2) What are promising directions, as well as challenges, that emerge from these policy strategies? and (3) What related matters should policymakers consider when they use these strategies? [This document is a reissue of the 1998 CPRE Research Report RR-41 under the same title (ED426490).]

Acknowledging that clear standards and strong incentives alone are not sufficient to dramatically change teaching and learning, policymakers and policy analysts have started to talk about and implement "capacity-building" strategies. "Capacity" in this policy context refers to the wherewithal needed to translate high standards and incentives into effective instruction and strong student performance. This study examines capacity-building strategies used in eight states and analyzes their promise and continuing challenges. The eight states represent various approaches to systemic improvement. They include California, Colorado, Florida, Kentucky, Maryland, Michigan, Minnesota, and Texas. The study asks the following questions: (1) What are common patterns in the ways states currently build capacity for education reform, and why? (2) What are promising directions, as well as challenges, that emerge from these policy strategies? and (3) What related matters should policymakers consider when they use these strategies? [This document is a reissue of the 1998 CPRE Research Report RR-41 under the same title (ED426490).]

THE PURPOSE OF THIS STUDY WAS TO INVESTIGATE THE EFFECTIVENESS OF SMALL STUDENT-LED DISCUSSION GROUPS AS A METHOD OF INSTRUCTION. PERFORMED WERE TWO TYPES OF STUDIES INVOLVING OVER 1,400 STUDENTS IN 42 COURSES--(1) COMPARATIVE STUDIES WHICH EMPLOYED CONTROL GROUPS AGAINST MORE TRADITIONAL INSTRUCTIONAL PROCEDURES, AND (2) INNOVATIVE STUDIES WHICH EXPLORED THE MANY POSSIBLE VARIATIONS OF THE NEW APPROACH AND ITS COMBINATIONS WITH OTHER TEACHING METHODS. WHEN ACHIEVEMENT WAS THE CRITERIA OF EFFICACY, THE RESULTS OF THE COMPARATIVE FINDINGS WERE MORE OBVIOUSLY FAVORABLE. BOTH STUDENTS AND TEACHERS REPORTED GAINS IN STUDENT RESPONSIBILITY, FROM MEMORIZATION TO COMPREHENSION AND UNDERSTANDING. THE INNOVATIVE STUDIES FREED THE INSTRUCTORS FROM THE CONSTRAINT OF CONTROL PROCEDURES AND RESULTED IN SEVERAL CREATIVE VARIATIONS IN THE USE OF THE TECHNIQUE. AT THE COMPLETION OF THE PROJECT A SIGNIFICANT NUMBER OF TEACHERS AND STUDENTS HAD CHANGED THE CONCEPTION OF THEIR ROLES AND THEIR IDEAS ON HOW STUDENTS LEARN. THESE ROLE CHANGES AND THE IMPACT OF THE PROJECT ON THE CAMPUS ARE ALSO DISCUSSED. (AUTHOR)

THE PURPOSE OF THIS STUDY WAS TO INVESTIGATE THE EFFECTIVENESS OF SMALL STUDENT-LED DISCUSSION GROUPS AS A METHOD OF INSTRUCTION. PERFORMED WERE TWO TYPES OF STUDIES INVOLVING OVER 1,400 STUDENTS IN 42 COURSES--(1) COMPARATIVE STUDIES WHICH EMPLOYED CONTROL GROUPS AGAINST MORE TRADITIONAL INSTRUCTIONAL PROCEDURES, AND (2) INNOVATIVE STUDIES WHICH EXPLORED THE MANY POSSIBLE VARIATIONS OF THE NEW APPROACH AND ITS COMBINATIONS WITH OTHER TEACHING METHODS. WHEN ACHIEVEMENT WAS THE CRITERIA OF EFFICACY, THE RESULTS OF THE COMPARATIVE FINDINGS WERE MORE OBVIOUSLY FAVORABLE. BOTH STUDENTS AND TEACHERS REPORTED GAINS IN STUDENT RESPONSIBILITY, FROM MEMORIZATION TO COMPREHENSION AND UNDERSTANDING. THE INNOVATIVE STUDIES FREED THE INSTRUCTORS FROM THE CONSTRAINT OF CONTROL PROCEDURES AND RESULTED IN SEVERAL CREATIVE VARIATIONS IN THE USE OF THE TECHNIQUE. AT THE COMPLETION OF THE PROJECT A SIGNIFICANT NUMBER OF TEACHERS AND STUDENTS HAD CHANGED THE CONCEPTION OF THEIR ROLES AND THEIR IDEAS ON HOW STUDENTS LEARN. THESE ROLE CHANGES AND THE IMPACT OF THE PROJECT ON THE CAMPUS ARE ALSO DISCUSSED. (AUTHOR)