Showing papers in "Journal of Education in 2016"

Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint):

Abstract: The goals of this chapter are (1) to outline and substantiate a broad conceptualization of what it means to think mathematically, (2) to summarize the literature relevant to understanding mathematical thinking and problem solving, and (3) to point to new directions in research, development, and assessment consonant with an emerging understanding of mathematical thinking and the goals for instruction outlined here. The use of the phrase “learning to think mathematically” in this chapter’s title is deliberately broad. Although the original charter for this chapter was to review the literature on problem solving and metacognition, the literature itself is somewhat ill defined and poorly grounded. As the literature summary will make clear, problem solving has been used with multiple meanings that range from “working rote exercises” to “doing mathematics as a professional”; metacognition has multiple and almost disjoint meanings (from knowledge about one’s thought processes to self-regulation during problem solving) that make it difficult to use as a concept. This chapter outlines the various meanings that have been ascribed to these terms and discusses their role in mathematical thinking. The discussion will not have the character of a classic literature review, which is typically encyclopedic in its references and telegraphic in its discussions of individual papers or results. It will, instead, be selective and illustrative, with main points illustrated by extended discussions of pertinent examples. Problem solving has, as predicted in the 1980 Yearbook of the National Council of Teachers of Mathematics (Krulik, 1980, p. xiv), been the theme of the 1980s. The decade began with NCTM’s widely heralded statement, in its Agenda for Action, that “problem solving must be the focus of school mathematics” (NCTM, 1980, p. 1). It concluded with the publication of Everybody Counts (National Research Council, 1989) and the Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989), both of which emphasize problem solving. One might infer, then, that there is general acceptance of the idea that the primary goal of mathematics instruction should be to have students become competent problem solvers. Yet, given the multiple interpretations of the term, the goal is hardly clear. Equally unclear is the role that problem solving, once adequately characterized, should play in the larger context of school mathematics. What are the goals for mathematics instruction, and how does problem solving fit within those goals? Such questions are complex. Goals for mathematics instruction depend on one’s conceptualization of what mathematics is, and what it means to understand mathematics. Such conceptualizations vary widely. At one end of the spectrum, mathematical knowledge is seen as a body of facts and procedures dealing with quantities, magnitudes, and forms, and the relationships among them; knowing mathematics is seen as having mastered these facts and procedures. At the other end of the spectrum, mathematics is conceptualized as the “science of patterns,” an (almost) empirical discipline closely akin to the sciences in its emphasis on pattern-seeking on the basis of empirical evidence. The author’s view is that the former perspective trivializes mathematics; that a curriculum based on mastering a corpus of mathematical facts and procedures is severely impoverished—in much the same way that an English curriculum would be considered impoverished if it focused largely, if not exclusively, on issues of grammar. The author characterizes the mathematical enterprise as follows:

From “What is Reading?” to What is Literacy?:

Abstract: In their 1985 report, Becoming a Nation of Readers: The Report of the Commission on Reading, Anderson, Hiebert, Scott, and Wilkinson defined reading and proposed five principles that guide its succ...

Rethinking Teaching and Learning Mathematics for Social Justice from a Critical Race Perspective.

Abstract: What is teaching and learning mathematics for social justice (TLMSJ)? How has TLMSJ been taken up in mathematics education—both historically and contemporarily? Along with unpacking these two centr...

Essay Book Review: Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K–2:

Abstract: Each of the two books reviewed in this issue focuses on a critical phase in the literacy education of diverse learners. In Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K–2, Mariana Souto-Manning and Jessica Martell describe reconceptualized literacy and language education for learners in their early years of formal schooling. The authors present culturally relevant perspectives and practices and report the theory and research that informed their collaborative work with teachers and learners. An important feature is the ‘telling’ of classroom stories that inspired the book and serve as exemplars of the inclusive literacy education the authors envision. In Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools, Nonie K. Lesaux, Emily Phillips Galloway, and Sky H. Marietta define and situate advanced literacy skills in the context of the increased demands of the 21st century. Informed by research and their school-based experience, the authors guide elementaryand middle-school leaders in implementing “key shifts” to equip learners with the advanced literacy skills that are essential for success in the school years and beyond. The texts have in common authors who are accomplished researchers and practitioners, an ideal combination for addressing the blend of theory, research, and practice that is the hallmark of these books. To bridge knowledge and practice, readers are invited into the school setting either through classroom vignettes or a composite case of urban schools. Together, the texts provide guidance to educators who aspire to implement effective literacy education for diverse learners from the first day of school through the middle-school years.

Close Reading and Far-Reaching Classroom Discussion: Fostering a Vital Connection.

Abstract: One of the widespread anticipatory reactions to the Common Core State Standards (NGACBP & CCSSO, 2010) is a new emphasis in guidance to practitioners on \"close reading\" (see, for example, Brown & Kappes, 2012). Close reading is an approach to teaching comprehension that insists students extract meaning from text by examining carefully how language is used in the passage itself. It stems from the observation that many students emerging from the K-12 world are not ready to engage with complex text of the kind they must work with in college. Its ultimate goal is to help students strengthen their ability to learn from complex text independently, and thus to enhance college and career readiness. A characteristic of advisories about the implementation of close reading in classrooms is a prohibition on questions that draw on resources outside the text, and a focus on drawing support for claims only from within the text itself. It is argued by some that ~lose reading will 'level the playing field' by eliminating differences In comprehension associated with background knowledge. In this brief we examine the basis for this view, and consider the advantages as well as the limitations of close reading. We also suggest ways in which close reading might be usefully supplemented by other classroom practices, both to ensure that it supports comprehension and to avoid problems we anticipate from an excessive focus on close reading, such as student frustration, a decline in ~Otivation to read, potential educational inequities, and reduction In opportunities to learn content.

Deaf Students as a Linguistic and Cultural Minority: Shifting Perspectives and Implications for Teaching and Learning

Abstract: Deaf children have traditionally been perceived and educated as a special needs population. Over the past several decades, several factors have converged to enable a shift in perspective to one in which deaf children are viewed as a cultural and linguistic minority, and the education of deaf children is approached from a bilingual framework. In this article, we present the historical context in which such shifts in perspective have taken place and describe the linguistic, social, and cultural factors that shape a bilingual approach to deaf education. We further discuss the implications of a linguistic and cultural minority perspective of deaf children on language development, teacher preparation, and educational policy.

The Teacher and the Classroom.

Abstract: In Becoming a Nation of Readers (BNR) (1985), Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, and Ian A. G. Wilkinson argued that the quality of teaching is a powerful influence on child...

Teaching Young Dual Language Learners to Be Writers: Rethinking Writing Instruction through the Lens of Identity.

Abstract: For young dual language learners (DLLs) the process of learning to write and use language expressively differs from that of children who are monolingual English speakers. Yet these differences ofte...

Book Review: Civic Education in the Elementary Grades: Promoting Student Engagement in an Era of Accountability:

Abstract: 117 expertise and insights of multiple stakeholders can be factored into the design process. In the third section, “Preparing to Intervene,” Mintrop pivots toward a more didactic explanation of the design development methodology. In addition to producing interventions that are considered to be contextually appropriate to address an identified problem, Mintrop considers the success of an intervention to hinge on the research component. In order to determine that an intervention has yielded outcomes, data must be collected. For Mintrop, data ensure that outcomes of interventions are visible, and claims of effectiveness are verifiable. Without such data, interventions may not be rigorous. Without rigor, making determinations about whether an intervention can be credited for change becomes dubious, and thus, may undermine the entire process from problem identification through implementation. Mintrop concludes the text with the section, “Implementing and Iterating Interventions.” It is in this final portion that Mintrop offers leaders a way to understand fidelity in research. This is challenging because, “Implementing interventions as part of a design development study involves a lot of moving pieces . . . equity-relevant problems of practice are not simple, making learning processes unpredictable” (p. 203). Because learning environments are dynamic, designs must remain flexible to disruptions in conditions. Yet flexibility cannot allow an intervention to depart entirely from an original design, lest fidelity be compromised. An equilibrium between maintaining fidelity and retaining flexibility is critical for producing data that can attest to whether change occurred and is attributable to an intervention. Lastly in this section, Mintrop guides readers through extrapolating design principles and explaining the need for multiple iterations of implementation to allow for recalibrating and refining a design. As he describes these processes Mintrop offers suggestions on how leaders can derive an understanding of the effectiveness of their work and whether it can be scaled up and sustained. Design-Based School Improvement is a concise primer for leaders who are confounded by the volume and complexity of persistent problems in education. It systematically provides a template for identifying problems and changing conditions to bring about a solution. The text ostensibly targets leaders concerned with issues of equity. However, Mintrop does not dwell on these issues, their origins, and the structural nature of inequity. Instead, he tacitly broaches these issues suggesting that he presumes his readers are sufficiently versed in much of the background knowledge germane to their particular focus. Mintrop often commends leaders for having convictions and being concerned with social justice. However, he does not write for advocates who seek to study and understand injustice. Rather, his work is a guide for translating passion and conviction into an actionable agenda for change. The theory offered by the author is rendered in a manner that is approachable for practitioners; the vignettes offer concrete examples of the trial-and-error nature of problem solving in complex and evolving environments. Mintrop offers educational leaders a guide to provoking change that is structured without being formulaic. The work speaks to the need for malleability in educational change to ensure that the solutions are particular to the context and take into consideration those who will be immediately affected by the change.

Introducing cooperative learning: students' attitudes towards learning and the implications for self-directed learning

Abstract: This article reports on research that aims to enhance self-directed learning by introducing cooperative learning strategies. The two-fold aim of this research was firstly to determine whether the implementation of cooperative learning in a Computer Application Technology class of first-year students contributed to positive attitudes towards learning, and secondly, whether students’ attitudes towards learning, after completion of the cooperative learning intervention, related to their self-directedness. We conclude that the implementation of cooperative learning in a Computer Application Technology first-year class positively contributes to students’ attitudes towards learning and their attitudes towards learning related to their perceived self-directed learning (SDL) readiness.

Emerging Reading and the Social Practice Turn in Literacy: Still "Becoming a Nation of Readers".

Abstract: In this article, we focus on the past, the present, and the future. We consider the ways in which Becoming a Nation of Readers: The Report of the Commission on Reading (BNR) (Anderson, Hiebert, Sco...

Ideological illusions, human rights and the right to education: the in(ex)clusion of the poor in post-apartheid education

Abstract: Against the background of global concern about the political and social consequences of human rights, this article uses an ideological lens to explore the (non)existence of the right to education in South Africa. We argue that post-apartheid education actively (re)normalises the in(ex)clusions of the poor in education within neo-liberal capitalist human rights frameworks. Data from the NRF funded project Human Rights Literacy: A quest for meaning (Roux, 2012) indicate that student-teachers are aware of the ideological illusion presented in the Real and contrasting educational realities. We conclude by arguing for the need to assume common responsibility for the in(ex)clusions of the poor in education. The importance of human rights literacies cannot be underestimated in this regard. Human rights literacies open spaces in which student-teachers in common responsibility can engage with issues such as poverty and in(ex)clusions in education.

Different rules for different teachers: teachers’ views of professionalism and accountability in a bifurcated education system

Abstract: This paper reports the initial results from a representative survey of teachers in the Western Cape regarding their views of professionalism and accountability. This is the first survey of its kind in South Africa. Preliminary analysis of the data from 115 public schools suggests that teachers at no-fee schools, who are predominantly black women, report facing the greatest institutional burdens and the greatest need for institutional support, particularly from the state. Related to this, they tend to stress pastoral care-work as central to being a professional, while those at fee-paying schools stress their claims to pedagogical knowledge and job prestige. This indicates that teachers at different schools are subject to different and unequal institutions (or rules), where the kind of school that teachers work at often reflects their race and gender positioning. This implies that the concept of a bifurcated education system, characterised by different production functions and outcomes for learners, should be expanded to include teachers and deepened to include institutions.

Complementing the Common Core with Holistic Biliteracy.

Abstract: In this article the authors propose that biliteracy is a more challenging and rigorous form of literacy than the English-only orientation of the Common Core State Standards (NGACBP & CCSSO, 2010). ...

Teaching Social Studies/History to Elementary School Students through a Discipline-Specific Approach:

Abstract: This mixed methods study explored students’ learning following an intervention unit, which focused on discipline-specific practices in elementary social studies/history. The following questions guided the research: To what extent does students’ learning in social studies/history change following their participation in a unit emphasizing disciplinary-specific practices? and How does their learning compare to students who learn the same content without this approach? Two fifth-grade teachers in a low socioeconomic district taught a disciplinary unit to their students, and a third fifth-grade teacher in the same district taught the same content to her students using a transmission approach. All students performed similarly on the pre-assessment; following the intervention students in the experimental classrooms made greater gains and demonstrated disciplinary-specific practices. This study has implications for elementary school instruction in social studies/history and literacy.

Supporting Teachers to Implement Contextualized and Interactive Practices in Vocabulary Instruction

Abstract: This descriptive study explored how teachers implemented interactive practices during their vocabulary instruction after participating in a professional development initiative. The professional development was comprised of an initial workshop to provide an overview of vocabulary research and instruction, opportunities for teachers to receive targeted feedback on audiotaped classroom lessons, and an interim session where teachers discussed the process of implementation. Data were gathered through interviews and lesson transcripts. Teachers reported that they valued the feedback on classroom lessons and meetings with grade level colleagues. In addition, they reported positive changes in their instruction as a result of the professional development activities. Lesson transcripts showed that the instructional changes teachers reported corresponded to changes between pre- and post-intervention lesson transcripts.

Extended--and Extending--Literacies.

Abstract: We examine the impact of Becoming a Nation of Readers: The Report of the Commission on Reading (BNR) (Anderson, Hiebert, Scott, & Wilkinson, 1985) with the idea of extending literacy learning beyon...

Student factor infl uencing Indonesian student reading literacy based on PIRLS data 2011

Abstract: The study was aimed at (1) examining how student factors (home parental involvement, students’ perceptions of reading, reading outside school, and information and communications technology [ICT] use) infl uenced reading literacy, and (2) investigating how the factor interacts with reading aspects (reading experience, process and comprehension, and reading attitudes and behaviours). The subjects was quantitative research and applied Rasch and hierarchical linear modelling (HLM) analyses. The subjects were 4779 Primary-School students nested within 158 schools sampled using a random sampling technique. The study used Progress in International Reading Literacy (PIRLS) 2011 data that was categorized as secondary data. Findings of the study revealed that (1) there were signifi cant relationships between a number of student factors and reading literacy in both 2011 and (2) there were identifi able signifi cant correlations between reading literacy and home parental involvement, students’ perceptions of reading, reading outside school, and information and communications technology [ICT] in 2011

Posthumanism and educational research for sustainable futures

Abstract: Karen Barad’s (2007) concept of intra-action and Rosi Braidotti’s (2013) nomadicposthumanism are employed in this article to problematise the notion of educationalresearch for sustainable futures. In rejecting the hierarchical dualism of Cartesianobjectivism, which places the human above the non-human, I challenge the stable selfcontainedsubject that presuppose a dialectical relation to the other on which mosteducational research is premised. Instead, in drawing on the work of Barad and Braidotti,subjectivity is posited as always in the process of becoming-other through the actualisationof new relations. In light of such a subjectivity, I consider the implications for educationalresearch for sustainable futures. Furthermore, four avenues of thought are proposed on howeducational research informed by posthumanism could contribute towards sustainablefutures.

Grammatical errors analysis in the descriptive writing of the semester 3 students of English Education Department of STAIN Gajah Putih

Abstract: This study was aimed at describing: (1) the types of grammatical errors in the descriptive writing of the semester 3 students of English education department of STAIN Gajah Putih, and (2) the causes of the grammatical errors in the descriptive writing of the semester 3 students of English education department of STAIN Gajah Putih. The participants were 60 students of the Semester 3 of English education department of STAIN Gajah Putih in the academic year 2013/2014 chosen randomly. The study consisted of fi ve steps, namely: data collection, error identifi cation, error quantifi cation, error description, and error explanation. The research instrument was in the form of a writing assignment. The data were obtained from the students’ writing products. The results of the study are as follows. The total errors found in the students’ writing test are 688 that divided into fourteen types of errors, namely: errors in production of verb (57%), miscellaneous errors (21%), errors in the use of preposition (15%), errors in the use of articles (4%), and errors in the distribution of verb group (3%). Then, the causes of errors are as follows: interference (32%), ignorance of rule restriction (21%), incomplete application of rules (19%), false concepts hypothesized (16%), and overgeneralization (12%).

Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities (Reprint)

Abstract: Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study I adopt an alternative approach using a response-to-intervention MLD classification model and identify the resources students draw upon rather than the skills they lack. The intervention model involved videotaped one-on-one fraction tutoring sessions implemented with students with low mathematics achievement. This article presents case studies of two students who did not benefit from the tutoring sessions. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.

How do the Darmasiswa students learn Indonesian language in Yogyakarta State University, Indonesia?

Abstract: This study was aimed at investigating the language learning strategies (LLSs) employed by students of Indonesian as a foreign language (IFL) at YSU. The study was descriptive analytical. The participants were nine students granted the Darmasiswa (DS) scholarship who undertook their study at YSU. Data were collected using questionnaires and analyzed descriptive qualitatively. Findings of the study showed that (1) the compensation and social LLSs were the highest employed by the students and the memory strategy was the lowest, (2) female students took more od the affective strategy and male students took more of the metacognitive strategy, and (3) there was no infl uence of cultural or personal background and nor different level of Indonesian language profi ciency on the application of LLSs

A participatory approach to service-learning in creative arts education: a win-win learning opportunity for campus and community?

Abstract: Service-learning has been shown to be effective in preparing students to live and work in a diverse and rapidly changing society, especially when it is based on a democratic partnership between university students and community participants, resulting in mutually beneficial learning. Yet, in cases where the community is often regarded as less equal due to debilitating socio-economic circumstances, there is a real danger the engagement turns into more of a charity rendering experience, rather than promoting deep learning for all involved. This article reports on our attempts to create a service-learning experience that allowed students and community youth to learn with and from each other. Data were generated in four cycles of a participatory action research design, using visual, art and text-based strategies. The thematic analysis indicated that the process gave participants a better understanding of each other’s lived realities; that it helped to level out unequal power relations; and that the reciprocal learning boosted development on personal and professional levels. The knowledge we share in this article will help others to know how to design and implement a valuable and mutually beneficial service learning experience not only in Creative Arts education; but in any discipline where students engage with community. A Swahilli tale depicts the relationship between a monkey and a shark, a story about two creatures living in two worlds. The shark needs the heart of the monkey to give to his king who is ill and so invites the monkey on a journey with the ultimate aim of killing him, so that the king can live. The monkey agrees to go on the journey because he wants to learn and experience new things. However, the monkey finds out what the shark is planning and tricks him into taking him back to terra firma where he escapes from the shark, abruptly ending their brief relationship. Neither of them gained what they really wanted from the experience and both end up with a negative perception of the other and increased distrust. The clandestine motives of one character resulted in both parties going their separate ways with no real gain. Both were disgruntled that they had not benefitted from the relationship. 32 Journal of Education, No. 65, 2016 Often attempts to conduct community engagement result in similar outcomes due to failure to clarify motives, interests and the purpose and process of the relationship (Hall, Jackson and Tandon, 2016). Piggot-Irvine (2012) calls for authentic collaboration between all partners when embarking on community-engaged activities. Internationally there are calls for service-learning experiences to shift from a “philanthropic” (Slamat, 2010, p.104), “paternalistic” (Butin, 2010, p.208), one-sided, interventionist approach to a more collaborative one, underpinned by a dialogic relationship (Freire, 1997), that encourages communication and discovery, indispensable to knowledge and understanding on how to work together to create a more socially just society. This study thus focused on creating knowledge partnerships (Mitchell and Rautenbach, 2005) between community participants and pre-service Creative Arts teachers to engage in art experiences where they could share their respective values, knowledge, and skills in order to learn from and with each other. By embedding art practices in community engagement projects, we aimed to open exchanges of mutual interest and reciprocal visions that would cause our relatively privileged, middle-class students to question their accepted beliefs about the ‘other’, to craft a better understanding of the human commonalities between all people, regardless of their demographic background. Local knowledge is generally not foregrounded in teacher education, as we still tend to ‘train’ teachers to work in well-resourced education contexts (Wood, 2014). By encouraging students and community youth to share art experiences towards a mutual goal, we hoped to counter the more usual approach where service is given to communities by artists (Helguera, 2011), in line with the call for new ‘”terms of engagement”’ (Erasmus, 2009, p.5) between higher education and communities to foster knowledge democratization. Service-learning has not been included in the formal academic program of Creative Arts education at our institution, hence the need to establish the educational benefit it might hold. The study we initiated was part of a larger interdisciplinary community project and the task for our students was to engage with community youth to aesthetically enhance a plot of land designated as a recreational area in a local township. The main questions that guided our study were: What can student and community participants learn from the process? What aspects of the engagement process enhance the attainment of mutually beneficial learning outcomes? Wood and Meyer: A participatory approach to service-learning. . . 33 What recommendations can be made to inform the development of future service-learning initiatives in Creative Arts education programs and other disciplines? We first explain how we conceptualize service-learning as a transformative pedagogy, using art to foster social engagement, before outlining the research methods. We then critically discuss the emerging themes in relation to literature and what implications they have for the inclusion of service-learning opportunities as an integrated educational experience in pre-service teacher education programs in particular, and undergraduate programs in general. Service-learning as a transformational pedagogy We draw on a critical, postmodern paradigm to understand service-learning (Rogers, Luton, Biggs, Biggs, Blignaut, Choles and Tangwe, 2013), with experiential learning (Schön, 1995) as the pedagogical foundation. Experiential learning foregrounds contextualization of the learning experience and allows exploration of the relational partnerships with a view to transforming epistemologies and ontologies, accepting social responsibility and recognizing the traditional knowledge base of communities (Schön, 1995). Kolb’s (Kolb and Kolb, 2005) experiential theory permits a Mode 2 teaching and learning style, where dialogical engagement is encouraged, as opposed to the transference of undisputed disciplinary ‘truths’. Critical theory views service-learning from an anti-foundational perspective (Butin, 2010) which aims to encourage questioning of norms, behaviors and assumptions. It emphasizes the political nature of education and involves a dialectical approach to problem-posing within complex social systems (Freire, 1985). These theories helped us to shift service-learning from the notion of ‘expert help’ by students towards the fostering of a democratically generated, reciprocal knowledge pool, created from the reflective dialogue between campus and community participants. All participants validated the decisions in the engagement process (Thornton, 2013), thus creating a more equal balance of power, or “democratic intimacy” (Freire, 1997, p.12) that promotes social change through relational experiences. We expressly wanted to provide our students with an opportunity to dialogue with young people of similar age, but with a very different trajectory of life 34 Journal of Education, No. 65, 2016 experiences. Unless student teachers undergo such boundary-crossing pedagogical encounters, how can we expect them to be inclusive teachers who understand not only the negative influence of a poverty existence on education, but also the assets that such youth bring to the educational project? They also need to recognize and incorporate valuable local knowledge into their teaching to make it more relevant to learners’ lived realities (Higher Education Quality Committee (HEQC), 2006). We need teachers who are empathic, caring and respectful of all people, who see the potential in youth rather than the problems. We used the service-learning opportunity to disrupt previously held assumptions and open up a third space (Engeström, 2001) for the generation of knowledge that will better prepare both students and community youth for professional and personal roles in this unequal and socially unjust society. Art can be used to promote social engagement between persons who would otherwise never have had the opportunity to interact. Art practices to promote social engagement The defining elements of socially engaged art (SEA) (Helguera, 2011) include group relationships and exploration of collective experiences through art-based practices. Although the art itself was not the focus in the study, since neither groups were art specialists, it served as a mediating tool to encourage goal directed social interaction between two diverse groups of young people – a pedagogy that can be used in any discipline. As suggested by Helguera (2011), we sought to create a convivial atmosphere to promote collaboration and participation as the participants worked together to plan, design and implement their artistic interpretation of what was needed to beautify this particular community space. SEA praxis is normally staged outside typical art environments to include ‘non-art’ communities who are willing to engage in dialogue with others. This form of situational learning results in the generation of critical and experiential knowledge (Helguera, 2011), leading to better understanding of self and others. When university students enter complex and unfamiliar situations, social dynamics expressed through cultural codes can be misinterpreted, underestimated or ignored which results in both university and community partners feeling lost, uncertain of how to proceed or even leave them with a negative perception of the other. SEA necessitates an understanding of how interpersonal relations (e.g. power, dependence, conflict resolution, relationship building) can be Wood and Meyer: A participatory approach to service-learning. . . 35 negotiated between the parties inv

School principal leadership style in improving teacher performance of the junior high school in Banda Aceh

Abstract: The leadership style of the school principal is one of determinants factor in improving teacher performance and education success in the school. This research study is aimed at describing the leadership of principals toward improving teachers’ performances refl ected on their responsibilities, discipline, and commitment as the performance indicators. The study uses a qualitative descriptive method. Data are collected by observation, interview and documentation. The subjects of the study are school principal and teachers. Findings show the following. 1) In improving teacher responsibilities, the principal of Junior High School in Banda Aceh maintains togetherness and socializes vision and mission of the school through discretionary leadership style and consultative leadership style. 2) In improving teacher disciplines, the principal of Junior High School Banda Aceh uses the discretionary leadership style such as acting in ways that have been agreed upon and achieving goals set more by subordinates. 3) In improving teacher commitment, the principal of Junior High School in Banda Aceh is being fair in distributing the duties or welfare which is directed to the regulation and program through discretionary leadership style which has the ability to infl uence another to work together in achieving goals set by various activities which is much more given to the subordinate

Building capacity for green, just and sustainable futures – a new knowledge field requiring transformative research methodology

Abstract: Education has contributed to a society-wide awareness of environmental issues, and we are increasingly confronted with the need for new ways to generate energy, save water and reduce pollution. Thus new forms of work are emerging and government, employers and educators need to know what ‘green’ skills South Africa needs and has. This creates a new demand for ‘green skills’ research. We propose that this new knowledge field – like some other educational fields – requires a transformative approach to research methodology. In conducting reviews of existing research, we found that a transformative approach requires a reframing of key concepts commonly used in researching work and learning; multi-layered, mixed method studies; researching within and across diverse knowledge fields including non-traditional fields; and both newly configured national platforms and new conceptual frameworks to help us integrate coherently across these. Critical realism is presented as a helpful underpinning for such conceptual frameworks, and implications for how universities prepare educational researchers are flagged.

Tweetstorming in the Language Classroom: Impact on EFL Tertiary Students’ Ideational Fluency and Syntactic Complexity / :

Abstract: The last few years have witnessed a paradigm shift in educational settings where language educators and practitioners have turned their focus from traditional face-to-face classroom practices to more hybrid and virtual language teaching/learning methodologies. This paradigm shift gained momentum with the introduction of Web 2.00 tools and social media applications and the increased tendency in education and workplace towards more technology-driven practices and solutions. The current study reports on an experimental treatment to employ Tweetstorming in writing classes of tertiary students and studying the impact on their ideational fluency and syntactic complexity. Participants were EFL tertiary students enrolled in Writing I course of the English Study program of Abu Dhabi University. Results of the study indicate that using Tweetstorming in the writing classes of tertiary EFL students brought about significant gains in their ideational fluency and syntactic complexity. Details of the instructional treatment along with the tools used in measuring students’ ideational fluency and syntactic complexity will be discussed. Recommendations for language education as well as suggestions for further research will be presented.