Showing papers in "Creative Education in 2013"

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Abstract: New ICT tools allow children to take advantage of new learning platforms as well aiding them effectively in attaining new knowledge through activities related to their immediate interests and real life scenarios. Nowadays, computers and digital applications are a part of the daily life of children. In kindergarten education, properly designed digital educational activities can become a very powerful educational tool for efficient and effective learning. The utilization of interactive activities may contribute towards the growth of learning incentives as well as proper mental development in particular areas; such as mathematics and science. Mobile devices have new attractive features and provide considerable advantages in the teaching of mathematics in kindergarten education. Our study proposes the integration of mobile devices, running our own specially designed learning activity applications, in kindergarten classrooms. These applications are based on the three levels of Realistic Mathematics Education (RME) targeting fundamental mathematical concepts for the kindergarten level. We intend to gather information on effectiveness of the incorporation of these devices and applications as leaning tools for kindergarteners.

Effect of Cooperative Learning on Secondary School Students’ Mathematics Achievement

Abstract: The purpose of this study was to determine the effects of cooperative learning on students’ mathematics achievement in secondary school students inPekanbaru,Indonesia. In addition, this study also determined students’ perception concerning cooperative learning. The samples of this study consisted of 61 Form Three students. In order to control the differences of dependent variables, a pre-test was given before treatment. After treatment, a post-test was administered to both groups. Two types of instruments were used to collect the data: the mathematics achievement test and open-ended questions on cooperative learning. The pre-test and the post-test data were analyzed using t-test. Content analysis was used for the open-ended questions on cooperative learning. The results showed that there was a significant difference of mean in students’ mathematics achievement between the cooperative group and the traditional group. Content analysis data revealed that students in the cooperative group were able to increase their understanding and to develop their self-confidence.

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Abstract: Task-Based Learning (TBL) is a student-centered, teacher-guided and task-performed teaching approach. This study was aimed to investigate the effects of task-based learning (TBL) in chemistry experiment teaching on promoting high school students’ critical thinking skills in Xi’an, China. To achieve the aims, a pre-test and post-test experimental design with an experimental group and a control group was employed. Students in the experimental group were taught with TBL, while students in the control group were taught with lecturing teaching methods. Five chemical experiments were selected, and 119 students aged at 17 - 19 voluntarily participated in the research which lasted one semester. The California Critical Thinking Skills Test (CCTST) was used as a data collection tool. Results showed there was an obvious significant difference (p < 0.05) in the dimension of analyticity in the experimental group after TBL, while there were no significant differences in the total score, the evaluation and inference of CCTST. The findings provide an effective way for chemistry teachers to improve students’ critical thinking analyticity skills.

Science Process Skills in the Kenya Certificate of Secondary Education Biology Practical Examinations

Abstract: The purpose of the study was to determine the science process skills included in the Kenya Certificate of Secondary Education (KCSE) biology practical examinations in Kenya for a period of 10 years (2002- 2012). Ex-post facto design was adopted for the study. The content of KCSE Biology Practical Questions (KCSE-BPQ) for the period was analyzed based on 12 categories of science process skills and their descriptions. The data were analyzed descriptively using percentages. The five most common science process skills identified out of the 12 examined in the study are observation (32.24%), communicating (14.63%), inferring (13.13%), experimenting (12.21%) and interpreting data (11.94%). The results also revealed a high percentage of basic science process skills at 73.73% compared to the integrated science process skills at 26.27%. It is recommended that the Kenya National Examination Council should include more integrated science process skills into the KCSE biology practical examinations to enable the students to develop problem solving abilities and creativity which are important tools for biotechnology.

Review of the Book Children, Language, and Literacy:Diverse Learners in Diverse Times

Abstract: This article is to review the book Children, Language, and Literacy: Diverse Learners in Diverse Times, published in 2009, by Celia Genishi and Anne Haas Dyson. This book aims to explore the central premise that “diversity is the norm” through examining classroom activities that unfold young children’s interaction and learning as well as teachers’ instructional design and strategies. It provides insights into diverse child-centered curricula where children’s flexibility and adaptability in literacy development are stressed. Key focuses throughout this book rest on various dialects of English, sociolinguistic flexibility, pedagogies, assessments, flexible and play-based curricula. As expected, this book would contribute to studies of early childhood literacy, language diversity, and bilingual education. Specifically, it would benefit intended audiences: teachers and educators of young children, particularly teachers working with English language learners, emergent bilinguals, and special needs learners.

Reading in Arabic: New Evidence for the Role of Vowel Signs

Abstract: The aim of this study was to examine the effect of vowelization on reading Arabic orthography. Native children speakers of Arabic were asked to read aloud words (vowelized and unvowelized) and pseudowords. The results showed that unvowelized words were read aloud more quickly and more accurately than the shallow fully vowelized Arabic words. The disadvantage of vowelized words in both speed and accuracy was therefore unexpected, and, furthermore, inconsistent with findings from several other relevant studies. The results suggested that Arab children used a different perceptual and coding strategy when the stimuli differ in their lexical feature (word vs pseudoword) and visual/orthographic feature (vowelized vs unvowelized).

A Global Classroom for International Sustainability Education

Abstract: Sustainability studies put emphasis on social-environmental-technical problems with local manifestations and global impacts. This makes especially poignant the need for educational experiences in which students confront the challenges of crossing cultural, national, and geographical boundaries in a globalized world and understand the historical, epistemological and ethical underpinnings of these diverse cultural conditions. The success criteria to evaluate the educational experiences demanded by the globalization of education, however, are yet to be specified and used in novel educational opportunities. A brief review of international sustainability education options currently available to students reveals a gap between the knowledge students may need to succeed in a globalized world and the opportunities available. Into this landscape, we introduce The Global Classroom, an international collaboration between Leuphana University of Luneburg in Germany and Arizona State University in the US. The project strives for an interdisciplinary and cross-cultural approach to equipping students with the knowledge, skills, and attitudes required to take on sustainability challenges in international settings. We discuss the structure and organization of the Global Classroom model and share preliminary experiences. The article concludes with a reflection on institutional structures conducive to providing students with the international learning opportunities they may need to tackle sustainability problems in a globalized world.

What Should We Consider in Teachers’ Professional Development Impact Studies? Based on the Conceptual Framework of Desimone

Abstract: Teacher professional development has long been of interest since it affects teachers’ learning, the practice of teaching, and student learning. In reality, as substantial resources have been spent on professional development, policy makers increase their search for evidence-based research about its effects on teachers’ and students’ outcomes. Therefore, it is imperative to use a solid framework evaluating professional development. Specifically, Desimone (2009) provides a comprehensive framework for evaluating the effect of professional development. Specifically, she represents that: 1) core features of effective professional development are content focused, active learning, coherence, duration, and collective participation; 2) the way this effective professional development affect teachers’ knowledge, their practice, and finally students’ learning; and 3) contextual factors such as student characteristics, teacher characteristics, and school characteristics are related to the effectiveness of professional development. Through this study, Desimone’s framework has been supported by both theoretical literature and empirical studies. Furthermore, some implications were provided for policy makers and school leaders as well as for teachers in Korea.

The Importance of Professional Learning Communities for School Improvement

Abstract: In this article, we begin with a discussion of the development and sustaining of professional learning communities. We proposed that PLCs can be an effective form of professional development for teachers. This professional development can be facilitated by the principal. The necessary cultural components for effective professional learning communities are also included. Embedded in the discussion is the role of the principal in facilitating the PLCs and facilitating the positive culture.

A Model for Assessing the Development of Students’ Creativity in the Context of Problem Posing

Abstract: In a changing technological society, creativity is recognized as the vehicle of economic and social growth. Although the education system has a central role in developing all students’ creativity, it is not often nurtured in schools. Several conditions are offered to justify this situation, among them: external pressures to cover the curriculum and succeed in standardized tests that generally require rote implementation of rules and algorithmic thinking; teachers’ tendency to teach similarly to the way they themselves were taught as school students; relating creativity to giftedness, and therefore avoiding nurturing all students’ creativity; teachers’ difficulties in assessing their students’ creativity and its development due to a lack of an available simple tool; and more. This paper is aimed at responding to the latter condition, suggesting a coherent and accessible tool or model for assessing students’ creativity and its development in the context of problem posing. The proposed model considers 4 measurable aspects of creativity-fluency, flexibility, originality and organization, and a total score of creativity that is based on relative weights of each aspect. Viewing creativity as relative, the scores for these 4 aspects reflect learner’s achievements in relation to his or her reference group. The proposed model has two flexible components—the first relates to teachers’ interpretation of originality, and the second relates to the weights they may wish to ascribe each aspect of creativity. In addition, it is suggested to provide learners with a graphical display of their scores and progress in order to enable them to refine their products in successive iterations. The examples in this paper are taken from mathematics; however the proposed model can be adapted to any other discipline.

The Effect of Students’ Learning Styles to Their Academic Success

Abstract: This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. The popula- tion of this study is comprised of the students of Education Faculty in 19 May University and the sample includes 140: 68 art, 72 pre-school teacher department students. Depending on the results obtained from pre-test, it was aimed to improve students’ knowledge and skills in studying. There was a significant dif- ference between the scores of pre- and post-tests. The significant relationship between the scores of post-test and the student success revealed that they learned how to study effectively. The validity and re- liability of the test were determined by considering the Cronbach alpha coefficients for each and all of the items. The study has found statistically significant differences between the results of the first and final applications of the subtests on learning styles and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting pre- pared for and taking exams, class participation and motivation.

Student experience and ubiquitous learning in higher education: impact of wireless and cloud applications

Abstract: Mobile learning apps for smartphones and tablet computer devices have entered Higher Education (HE) market. While universities are investing in new technologies, they also look into cost reduction strategies, including cloud computing. We draw upon a case study of a successful migration to mobile virtual environment and effective use of cloud computing at a UK university. Success factors and challenges of these emerging technologies in HE are discussed. The paper concludes with the consideration of student experience implications and research questions which need addressing in the area of ubiquitous learning.

Approaches to Improving Teaching

Abstract: This paper discusses a few issues related to teaching improvement that are commonly found in tertiary education, such as curriculum development, student engagement, and ethical considerations. Scholars research on resolving these issues are investigated. Corresponding approaches to improving teaching of a year one information technology unit are proposed and experience is shared. The importance of teaching scholarship is also emphasized at the end of this paper.

Can You Hear Us? Voices Raised against Standardized Testing by Novice Teachers

Abstract: The most common criticism of standardized testing is that teachers find themselves “teaching to the test” instead of teaching the various content and skill areas of the curriculum. In recent years, standardized tests have become the predominant tool used to determine a student’s progress, to promote or retain a student at the current grade level, and to identify if a learning disability exists. The main problem with standardized tests is that they inhibit the kind of education that matters the most, preparing young people with “higher order thinking skills” to compete in a global economy. Does “teaching to the test”, an integral part of standardized tests, really increase student capabilities and knowledge, or does it simply put more pressure on teachers and students? Teachers want their students to excel on their standardized tests for both their benefit, as well as the benefit of their students. High scores become even more important because the school district uses individual school test scores to evaluate each school. In many cases, school ratings are now linked to funding and teacher evaluation. Novice teachers are the next generation of educators who will be teaching school children. These enthusiastic, optimistic young professionals have a unique perspective that has not been tainted by the educational bureaucracy. In this paper some novice teachers who were presently teaching voiced their concerns and opinions against standardized tests.

Affective Characteristics and Teaching Skills of English Language Teachers: Comparing Perceptions of Elementary, Secondary and High School Students

Abstract: The present study aims to investigate the elementary, secondary and high school students’ perceptions on a good language teacher The participants are 365 Turkish school students who are learning English as a foreign language The present study has revealed that most of the student groups generally differ in terms of issues related to teaching skills when compared with the issues related to the affective skills In the present study it has been also found that what students expect from a good English teacher is to have the ability to maintain discipline, motivate students, learn about the learner’ needs and establish good relations with them The study also reveals striking results with respect to classroom discipline and teacher subject knowledge

Enhancing student engagement with their studies: A digital storytelling approach

Abstract: Higher education institutions in South Africa are faced with low throughput rates, and the need to enhance students’ interest in their studies is a key objective for higher education institutions. Student engagement is one of the factors shown empirically to enhance student success at higher education institutions. The paper reports on the potential of digital storytelling in enhancing student engagement with their studies, amongst 29 final year pre-service student teachers at a large University of Technology in South Africa, as part of their assessment in their final year professional course. The reason for doing this research was due to the limited adoption of digital storytelling in conventional educational settings globally and the fact that little research has been done internationally and particularly in South Africa, into how digital storytelling can be a vehicle for expanding learning. The study was framed around the engagement construct involving qualitative methods of collecting data. Focus group interviews were conducted with the students and the facilitators of the project to elicit whether the production of digital stories led to student engagement. Focus group interviews were analyzed using inductive strategy. Results showed that the production of digital stories enhanced student engagement with their studies which led to high levels of reflection on the subject matter, which as a result led to a deep understanding of the subject matter. Findings of this study will contribute knowledge in the field which may be valuable in increasing student engagement with their studies.

The Analysis and Reporting of the Dundee Ready Education Environment Measure (DREEM): Some Informed Guidelines for Evaluators

Abstract: Background: There is a need to evaluate perceptions of the educational environment of training institutions for health professionals as part of any assessment of quality standards for education. The Dundee Ready Education Environment Measure (DREEM) is a widely used tool for evaluating the educational environment of medical and other health schools. However, methods of analysis reported in the published DREEM literature are inconsistent which could lead to misinterpretation of areas for change and, additionally, this makes comparison between institutions difficult. Those involved in course evaluation are usually not statisticians and there are no guidelines on DREEM’s reporting or statistical analysis. This paper aims to clarify the choice of methods for the analysis of the DREEM. Method: The statistical literature, typical properties of DREEM data and the results from a series of statistical simulations were used to inform our recommendations. Results: We provide a set of guidelines for the analysis and reporting of the DREEM. In particular, we provide evidence that when comparing independent samples of Likert response data similar to that generated by the DREEM, the non-parametric Wilcoxon Mann Whitney test performs well. Further, one should be wary of using non-parametric methods on matched samples of such data as they may be overly ready to reject null hypothesis. Conclusions: Our recommendations have the potential to improve the accuracy and consistency with which the inadequacies in the medical school environment can be identified and assess the success of any changes. They should also facilitate comparison between different institutions using the DREEM.

Teachers’ Transformation to Inquiry-Based Instructional Practice

Abstract: This collective case study examines secondary science teachers’ responses to a professional development program designed to assist in the transformation of inquiry belief structures and inquiry instructional practices. These teachers were participants in a year-long professional development institute that focused on increasing the quantity and quality of inquiry in secondary science classrooms. This multi-case design examines multiple data sources in order to answer the following research question: How do the beliefs and practices of teachers regarding inquiry-based instruction evolve over the year of intervention? Participants were selected using the data from an inquiry observational protocol to represent a variety of abilities and beliefs regarding inquiry instructional practice. The results provide insights into teachers’ belief structures and classroom structure related to inquiry instruction. Further, we detail the role of the professional development experience in facilitating transformation of classroom practice. Implications for how professional development programs are developed and led are provided.

Concerns, Knowledge, and Efficacy: An Application of the Teacher Change Model to Data Driven Decision-Making Professional Development

Abstract: The purpose of this theoretical and qualitative work was two-fold. First, the Triadic Change Model (TCM) was presented and explained. Second, the TCM was used to develop an assessment framework in order to evaluate teachers’ status in the change process associated with the adoption of Data Driven Decision Making (DDDM) in the United States. One dominant profile emerged through the use of the TCM assessment framework. In this profile, teachers manifested concerns indicating they were reluctant to engage in DDDM, held moderate efficacy for DDDM, experienced moderate levels of anxiety associated with DDDM, and showed low levels of knowledge required for effective DDDM. Research-based recommendations for practice and future research are discussed for this profile.

Critical Thinking in Health Sciences Education: Considering "Three Waves"

Abstract: Historically, health science education has focused on content knowledge. However, there has been increasing recognition that education must focus more on the thinking processes required of future health professionals. In an effort to teach these processes, educators of health science students have looked to the concept of critical thinking. But what does it mean to “think critically”? Despite some attempts to clarify and define critical thinking in health science education and in other fields, it remains a “complex and controversial notion that is difficult to define and, consequently, difficult to study” (Abrami et al., 2008, p. 1103). This selected review offers a roadmap of the various understandings of critical thinking currently in circulation. We will survey three prevalent traditions from which critical thinking theory emerges and the major features of the discourses associated with them: critical thinking as a set of technical skills, as a humanistic mode of accessing creativity and exploring self, and as a mode of ideology critique with a goal of emancipation. The goal of this literature review is to explore the various ways in which critical thinking is understood in the literature, how and from where those understandings emerge, and the debates that shape each understanding.

The perception of Web 2.0 technologies on teaching and learning in higher education: A case study

Abstract: The purpose of this study was to examine faculty members'perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods in programs at a higher education institutions to establish if relationships prevailed in their delivery of courses through the use of Web 2.0 technologies compared with traditional classroom delivery of courses; their overall satisfaction; the level of faculty development programs available; and their perceived effectiveness and impact of faculty development and issues and barriers affecting technology integration. This study also examined the influence of gender, age, and employment status on faculty members’ perceptions of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods. This study used a nonexperimental, quantitative descriptive research design to investigate faculty members’ perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods. Participants for this study included full-time and part-time faculty members teaching at a public university in the United States. The results indicated that there is a relationship between faculty members’ perception of teaching college courses utilizing Web 2.0 technologies versus traditional classroom method; there is a relationship between faculty members’ gender and perception regarding their use of Web 2.0 technologies in their courses; and there was a relationship between faculty members'age and perception regarding their use of Web 2.0 technologies in their courses.

Determining Cognitive Structures and Alternative Conceptions on the Concept of Reproduction (The Case of Pre-Service Biology Teachers)

Abstract: Reproduction is among basic functions of living beings and one of elementary complex subjects of the biology course. This is complicated for learners to construct cognitive structures on the subject. The aim of the current study is to investigate pre-service biology teachers’ cognitive structures related to “reproduction” through the free word-association test and the drawing-writing technique. As the research design of the study, the qualitative research method was applied. The data were collected from pre-service biology teachers. The free word-association test and the drawing-writing technique were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. With the help of these categories, the cognitive structures of pre-service biology teachers were explained. The data collected through the study were divided into 7 categories (structures required for reproduction, re-production in plants and sections, types of reproduction, insemination, reproduction-inheritance, defining reproduction and its importance, reproductive anatomy). In the categories obtained, it was determined that ample data could be collected using different assessment instruments. On the other hand, it was de- termined that pre-service biology teachers had alternative conceptions related to reproduction. It was observed that the pre-service teachers had imperfect cognitive structures regarding the subject of reproduction. Comprehensive suggestions related to the subject are presented at the end of this article.

Effect of Conceptual Change Oriented Instruction on Students’ Conceptual Understanding and Decreasing Their Misconceptions in DC Electric Circuits

Abstract: The purpose of this study was twofold: first to investigate the effect of conceptual change oriented instruction accompanied by concept cartoon worksheet with simulation on students’ conceptual understanding and second to remedy their misconceptions of direct current electric circuits. Participants were 139 pre-service science teachers from four intact classes. A quasi-experimental design was used in the study. The experimental group studied the concept with the application of concept cartoon worksheet and simulation, and the control group studied it with traditional instruction. Students’ conceptual understanding and misconceptions were measured by a tree-tired misconception test. It was administered as pre-and-posttest. There was no significant difference between the means of pre-test scores of experimental and control groups. The main effect of treatment on post-test scores was examined via ANCOVA with pre-test scores used as covariate. The frequency of each misconception was calculated for both groups, from pre to post-tests regarding all tiers of items. The analysis yielded a significant treatment effect on students’ post-test performances. The findings indicated that the conceptual change oriented instruction accompanied by concept cartoon worksheet and simulation is likely to be effective for conceptual understanding and decreasing most of students’ misconceptions in direct current electric circuits.

E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education

Abstract: The purpose of this quantitative analytic study is to evaluate and test the theoretical underpinnings of the Kember (1995) student progress model that examines the direct or indirect effects of student persistence in e-learning by identifying the relationships between variables such as student perceptions, performance, cost-benefit analysis, and student persistence. Thomson (1999), Houle (2004), Harlow (2006), and PortaMerida (2009) verified the reliability and validity of the theory, yet their results are slightly dissimilar in the magnitude of influence on student persistence. Former studies indicate that it could be meaningful to reexamine the variables in more current studies. The online survey in this study explored the relationships among variables. The population of the sample of this study was 169 students at a public community college in Maryland that is offering online and hybrid degree programs. The logistic regression and multiple regression analysis were utilized to analyze the survey data. The findings of this study consistently indicated that negative external attribution was a significant factor for student persistence, degrading the student’s work. Simultaneously, individual student grade point average (GPA) and academic integration were highly correlated to student persistence. The findings of this study convey the current phenomena and knowledge of e-learning regarding student persistence. Social media has been seen as a potential problem, but it could also be a solution if it increases social interaction on focused scholarly topics. Decreasing external attribution and encouraging higher GPA by increasing the academic integration help students continue to pursue their educational goals.

The Assessment Methods and Learning Approaches in Nursing Students of Kerman University of Medical Sciences in Iran

Abstract: The purpose of this paper is to gain insight into the relationship between the conventional methods of assessment in medical surgical courses and students’ approaches to learning. In this descriptive correlational study; the sample consisted of 198 undergraduate and postgraduate students studying nursing. Data were obtained using the revised two-factor study process questionnaire (R-SPQ-2F) and the Assessment preference inventory including personal characteristics and assessment methods. The results showed that mean grade for deep learning approaches were a bit higher than surface learning approaches. (Mean ± Standard error [SE] 34.27 ± 5.006 versus Mean ± Standard error [SE] 31.21 ± 5.52). The deep and surface approaches were proposed each with a motive and strategy subscale. In this regard; grades of 16.51 ± 2.73, 17.75 ± 3.28 and 14.6 ± 3.72, 16.61 ± 2.74 were obtained for deep motive and strategy and surface motive and strategy respectively. Regarding the relationship between learning approaches and clinical assessment methods; the results of ANOVA test showed significant differences only on surface learning strategy (p < 0.05) and between clinical, oral and practical group project assessments. In respect to the relationship between learning approaches and written assessment methods; there were also strong and significant correlations between True-False questions and a combination of tests groups in deep motive subscale and between project assessment and a combination of tests groups in surface strategy subscale (p < 0.05). Suggestions are offered for mixed and new assessment methods and techniques in medical education. In case of some new debates on evaluation, workshops and training courses are recommended.

Integrated Nursing Curriculum in Brazil: A 13-Year Experience

Abstract: This article aims to describe the guiding principles and the operationalization of the integrated curriculum of the undergraduate course in Nursing of a public university in southern Brazil. This is an experience report by 3 curriculum managing professors and 2 graduate students in Nursing, who experience the pedagogical proposal. The analysis comprised official documents and 2 books on this integrated Nursing curriculum, which has been developed for 13 years; it is presented in 4 topics: guiding principles; curricular structure; role of the professor and student; and collegiate management. We present reflections on the curriculum, expressing the framework supporting the proposal and the developmental strategies adopted. This experience points out the dialogical movement of participants in this education action, i.e. professors and students, from a critical and innovative perspective of nurse’s training. We conclude that the pathway reported highlights key themes of the pedagogical proposal, such as inseparability of theory and practice; the diversification of teaching strategies; the successive close approaches between contents in interdisciplinary modules; learning evaluation from a two-dimensional perspective; early introduction of the student to different settings of professional practice; and the democratic and participatory management process in a collective construction. We hope to contribute to other institutions trying to develop an innovative methodology for nurse’s training.

Cognitive Constructivist Theory of Multimedia: Designing Teacher-Made Interactive Digital

Abstract: This paper discusses how educators could use the cognitive constructivist theory of multimedia (CCTM) to design interactive digital learning materials using Camtasia and Audacity. Camtasia allows educators to create videos that motivate students, inform parents and enhance learning. It allows educators to record live presentations or lectures and provide students with a file to review. Audacity is a free cross-platform audio editor and recorder for Windows, Mac OS X, GNU/Linux and other operating systems. CCTM advocates for the design of instruction using pictures, videos, audios and words that tap into the prior experiences of the learner, promote active learning, collaboration, personal autonomy, personal growth and alternative assessment that is aligned with multiple intelligences of learners as espoused by Gardener (1993) which are Linguistics, Logico-mathematics, Spatial, Musical, Bodily-kinesthetic, Interpersonal, Intrapersonal and Naturalist. Camtasia and Audacity promote use of CCTM because of their capabilities to construct knowledge through words, pictures, animations, videos and audio. Case studies show that use of teacher-made files could significantly impact students’ learning. Use of teacher-made interactive digital learning materials could revolutionize educational presentations and enhance e-learning delivery. CCMT produced by dynamic presentations creates a balance between the learners’ prior verbal and visual experiences, sensory repository, multiple intelligences and learning styles to construct new knowledge.

Disparity between Ideals and Reality in Curriculum Construction: The Case of the Lebanese English Language Curriculum

Abstract: This paper describes the disparity between the principles, guidelines, suggested themes, organization, methodology, classroom activities, and assessment outlined in the thematic, content-based English language curriculum adopted by the Lebanese government in 1997 and the classroom realities and other contextual factors that have hampered its proper implementation. The paper shows that the curriculum is designed in line with international ESL/EFL standards as it has clear goals, objectives, and performance indicators as well as sound perspectives on instruction, material selection and adaptation, and evaluation guidelines. These perspectives are based on widely accepted theoretical views in language acquisition and best practices in English language education. However, the content-based curriculum normally demands a high level of language proficiency and content and pedagogical knowledge from teachers, and it is highly dependent on the availability of adequate resources and ongoing professional development programs. The educational context in Lebanon still suffers the effects of the 1975-1990 civil war in these areas, which has made the implementation fraught with all sorts of problems.

Teaching and Evaluating Graduate Attributes in Science Based Disciplines

Abstract: Graduate attributes, other than professional knowledge and skills, are now important outcomes for tertiary education. In science, anecdotal observations indicated minimal focus on: innovation; independent learning; communication; and societal involvement. Therefore, how graduate attributes were introduced, developed, taught and assessed into first and second year science units were investigated. Which graduate attributes were contextualized into learning objectives and activities together with how outcomes were measured and assessed were investigated. Results showed ~70% of teaching, development and assessment centred on disciplinary knowledge and most of the rest on professional skills. Oral presentations, portfolios, extended writing, and field trips comprised ~15% of assessment. Hence, a structured overview is needed to address the full scope of graduate attributes at the course level. There is an urgent need for the modern needs of tertiary education to be embraced by staff to ensure graduate attributes are attained commensurate with the expectations of the wider community.

The Influence of Classroom Seating Position on Student Learning Gains in Primary Schools in Kenya

Abstract: This paper examines the contribution of classroom students’ seating positions to learning gains. Data were gathered from a sample of 1907 grade six students who sat for the same seat twice over an interval of about 10 months. They were drawn from a random selection of 72 low and high performing primary schools. Results of a multi-level regression show that seating in the front row in a classroom led to higher learning gains of between 5 percent and 27 percent compared to seating in other rows that are farther away from the chalkboard. The policy implication to education is that student’s seating position can be manipulated in a way that it optimizes learning gains for slow learners.