Article History: Purpose: The present study aims to investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors (CWBs) based on public primary school administrators’ and teachers' perceptions and the relationship between these two variables. Research Methods: This study was conducted in a correlational survey model. The sample of this study was formed in the 2018-2019 academic year, consisted of public primary school administrators and teachers who worked in nine different districts Received: 18 Jun., 2019 Received in revised form: 22 Sept. 2019 Accepted: 14 Oct. 2019 DOI: 10.14689/ejer.2019.84.1

Eurasian Journal of Educational Research

Thank you very much for reading curriculum development theory and practice. As you may know, people have look hundreds times for their favorite readings like this curriculum development theory and practice, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some infectious bugs inside their computer. curriculum development theory and practice is available in our book collection an online access to it is set as public so you can get it instantly. Our book servers saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the curriculum development theory and practice is universally compatible with any devices to read.

Curriculum Development Theory And Practice

Направление подготовки Информатика и вычислительная техника Код направления и уровня подготовки 09.06.01 Уровень образования Подготовка кадров высшей квалификации Квалификация, присваиваемая выпускнику Исследователь. Преподаватель исследователь Реквизиты приказа Минобрнауки РФ об утверждении ФГОС ВО: от 30.07.2014 г. No 875 с изменениями и дополнениями от 30 апреля 2015 г. ФГОС ВО 09.06.01 Информатика и вычислительная техника

Предотвращение коррупции – совместные инициативы редакции журнала «Право и современные государства» и Министерства образования и науки Российской Федерации

Authentic materials are among the most important tools a teacher can and must use in class in order to make his/her teaching go smoothly and be effective in transmitting the necessary knowledge to all students. In this paper, the writers will discuss the Effect of Using Authentic Materials in teaching, because a number of studies point out that the use of authentic materials is regarded a useful means to motivate learners, arouse their interest and expose them to the real language they will face in the real world.

/pdf/the-effect-of-using-authentic-materials-in-teaching-4mkybw7vky.pdf

The Effect Of Using Authentic Materials In Teaching

It has been generally well-known that most people faced some problems in learning English as a second or foreign language in non-English speaking countries; for example, in Lao People Democratic Republic (Lao PDR). This paper has a main purpose to explore students-teachers’ weakness towards English language learning as a foreign language of a Continuing Summer Program for Bachelor’s degree of Teacher Education in English at the Faculty of Education (FOE), the National University of Laos (NUOL) in Lao. A study focuses on the reasons that impact on their poor English performance. Data were drawn from the question “Why Lao students weak in English?”. This question was administered to 30 English students-teachers in order to respond with their own views. Each respondent listed ten reasons that mentioned why students are poor in English language performance. Based on the findings of this research, main causes have been included namely: first, the majority of students stated that the English teachers are not well-trained; for instance, they use Lao language when teaching, so they cannot perform well to attract the interest of the student. Secondly, students lack of English foundation background. Third, students lack of confidence to use English because they are afraid of mistakes and shy feeling. Fourth, the curriculum is inappropriate for helping students to improve their English proficiency. Last but not least, English language is difficult to learn due to students are not well-motivated, encouraged and gained learning strategy. Furthermore, students do not practice speaking English with English native speakers, and class environment is crowded and noisy that is not fulfilled with teaching pedagogy.

/pdf/factors-causes-students-low-english-language-learning-a-case-4zlv0vhdju.pdf

Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos

Розвиток та імплементацію навчальних мовних програм можливо здійснювати декількома шляхами, кожен з яких має різні імплікації дизайну курикулуму. У статті робиться спроба описати та порівняти три курикулумних підходи. Поняття форвардного, центрального та зворотного дизайну забезпечує ефективне модельне уявлення про різноманітні підходи дизайну курикулуму та їх практичне застосування. Ключові слова: навчальний план; форвардний, центральний та зворотний дизайн; методи, методика, оцінювання.

Світлана Іванівна Шандрук

Papers

Curriculum development in language teaching