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Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties
Issue:
Volume 2, Issue 2, March 2013
Pages:
16-26
Abstract: This study aimed at investigating the use of storytelling technique in teaching English in Palestinian Public and UNRWA schools from the teachers' perspectives and the difficulties facing the teachers. To achieve the aim of the study, the researcher conducted an interview consisting of five questions. The sample of the study consisted of 60 teachers. The interview was conducted on the sample of the study inquiring about their gender, qualifications (diploma, BA, M.ED), institution (UNRWA, Public schools) and period of teacher's experience (from 1-5 years, from 5- 10 years, up to 10 years). The study findings revealed that teachers, regardless the previous variables, don’t know the exact definition of the storytelling technique. In addition, they use this technique SOMETIMES. Moreover, most of them see that this technique makes students happy and get them memorize the story being taught. Finally, 90 % of the teachers find that this technique is difficult to use, needs time to be applied and causes noise. In light of the study results, the researcher recommends that education stakeholders should train teachers on the use of this technique because it is an important technique to get students memorize the lesson being taught and it also attracts students' attention, and it improves their prediction skills.
Abstract: This study aimed at investigating the use of storytelling technique in teaching English in Palestinian Public and UNRWA schools from the teachers' perspectives and the difficulties facing the teachers. To achieve the aim of the study, the researcher conducted an interview consisting of five questions. The sample of the study consisted of 60 teacher...
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Innovative Problem Solving Methods in Education Field
Nebojša Stefanović,
Radivoje Mitrović,
Predrag Popović
Issue:
Volume 2, Issue 2, March 2013
Pages:
27-35
Abstract: TRIZ (Теория Решеня Изобретательных Задач – Theory of innovative problem solving) - is the method enabling stimulation of creative problem solving by way of using the developed knowledge bases. It has been proved that innovative inventions from certain fields of technologies can be applied not only to technical but also to the social human activities, and thus to education as well. TRIZ exploration begins with the hypothesis that there are no universal principles of finding creative solution for any problem based on innovation and advanced technologies. TRIZ support has shown ex-cellent results in the field of education, as well. The system of education is one of the most complex social systems, bur-dened with multiple contradictions. The education system’s contradictions comprise wishes of parents versus capabilities of children, wishes of teachers versus educational institution capabilities, etc., so that the need arises for presenting the assembling of educational requirements of the society for improving the level of education, versus writing new educational plans, by way of improved technical resources of the society. Basic TRIZ concepts says that creative solutions require removing of contradictions. Being creative, the TRIZ method is an important part of the technological education program at high schools of professional studies and at faculties in the course of studying. An important link to TRIZ method application in education is envisaging of teachers’ perceptions in the education technology, which is the first step towards introducing TRIZ method into the educational plan and program at lower educational levels as well. The paper offers and develops application of new models of education management by way of TRIZ method, by the matrix of forty innovative principles, as well as by the matrix of four most influential features, with the special contribution of applying creative principles in the field of education.
Abstract: TRIZ (Теория Решеня Изобретательных Задач – Theory of innovative problem solving) - is the method enabling stimulation of creative problem solving by way of using the developed knowledge bases. It has been proved that innovative inventions from certain fields of technologies can be applied not only to technical but also to the social human activiti...
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Quest for Quality and Relevant Higher Education, Training and Learning in Kenya: an Overview
Issue:
Volume 2, Issue 2, March 2013
Pages:
36-49
Abstract: Kenya is in the midst of many transformations and transition processes of its institutions and administra-tive/governance structures following the promulgation of a new constitution on 27th August, 2010. Institutions for higher education, training and learning top the list of priority institutions targeted for these revolutions and evolutionary processes. The institutions are expanding at an alarming rate and are greatly challenged with the delivery of quality and relevant edu-cation, training and learning compounded with political interference, corruption, nepotism and socio-economic mayhem under the watchdog of weak national agencies charged with the responsibilities of standardization of an existing educational system together with its quality and relevance to the society it is serving. Conversely, it’s regrettable that irrelevant and poor quality education and training is being offered in these institutions while hiding under “ISO certification”, the International Organization for Standardization of systems/institutions and under the watchdog of the Commission for University Education (CUE) and standardization and quality assurance units in the ministries of Higher Education, Science and Technology and Education. It is imperative to note that it took the Kenyan Government about 45 years to build 7 public universities, which are currently not yet fully equipped to anticipated international standards and notwithstanding, the same government takes only 5 years to build 23 more public universities in a fragile economy. This marks a more than 200% growth in the number of public universities in Kenya. In addition to this and over 227 existing tertiary institutions, the Government is expected to set up at least a public university in each of the 47 counties according to Universities Act, 2012; implying that more institutions for higher education, training and learning are in the offing should any of the 47 counties be found without a university once the devolved system of governance starts operating as from Tuesday April 9th, 2013, following the swearing in of the 4th President of Kenya, and henceforth, change of country’s leadership. Will the existing Kenyan political system and socio-economic status sustain this university growth rate and produce and maintain quality, relevant and internationally competitive graduates? Whether the answer is “yes” or “no”, it’s only hoped that the on-going legal, economic, structural, political, governance and regulatory reforms in key stakeholder institutions and watchdog agencies will successfully take root and ensure delivery of quality and relevant education, training and learning in Kenya, thereby consenting to its provisions and intended purpose in the society.
Abstract: Kenya is in the midst of many transformations and transition processes of its institutions and administra-tive/governance structures following the promulgation of a new constitution on 27th August, 2010. Institutions for higher education, training and learning top the list of priority institutions targeted for these revolutions and evolutionary pr...
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Qualitative Approaches in Mathematics Education Research: Challenges and Possible Solutions
Issue:
Volume 2, Issue 2, March 2013
Pages:
50-57
Abstract: Despite being relatively new in mathematics education research, qualitative researchapproaches need special attention as attempts are being made to enhance the credibility and trustworthiness of this approach. It is important that researchers are aware of the limitations associated with these methods so that measures are put in place to try and minimize the effects of these limitations Philosophical roots and key features of this paradigm are outlined. Qualitative methods such as the interview approach in research literature as a data gathering tool are considered next. Challenges faced by qualitative researchers in terms of reliability, validity and generability are considered. Examples are provided to illustrate methodological problems and solutions related to qualitative methods.
Abstract: Despite being relatively new in mathematics education research, qualitative researchapproaches need special attention as attempts are being made to enhance the credibility and trustworthiness of this approach. It is important that researchers are aware of the limitations associated with these methods so that measures are put in place to try and min...
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An Independent Learning Manual to Support Clinical Reasoning and Facilitate Reflection in Early Physiotherapy Student Placements: A Case Study
Benjamin K. Weeks,
Megan Dalton
Issue:
Volume 2, Issue 2, March 2013
Pages:
58-63
Abstract: In response to student feedback and in line with the concept of ‘guided discovery learning’, we designed an independent learning manual (ILM) to support students over the course of their first major clinical placement. In particular, the ILM was introduced to facilitate the development of clinical reasoning skills, and encourage independent learning and self-reflection. The manual was issued to students in the first year of the physiotherapy program at Griffith University in 2009 and to all associated clinical educators. Student and educator satisfaction of the ILM was determined by survey, while student performance was determined by clinical placement grades and compared to that of the previous cohort unsupported by the ILM. Students rated the ILM as an effective resource (5.0 ±0.8 on 7-point scale, n = 49) and educators rated the ILM as very effective (4.1 ±0.4 on 5-point scale, n = 7). Further, clinical placement grades were greater for students issued with the ILM compared to students without the ILM (82.8 ±9.5 vs. 77.7 ±10.7, p = 0.01). In all, we found that a new resource to support physiotherapy students in an orthopaedic clinical placement was well-received by students and educators and resulted in higher clinical placement grades in comparison to the previous year.
Abstract: In response to student feedback and in line with the concept of ‘guided discovery learning’, we designed an independent learning manual (ILM) to support students over the course of their first major clinical placement. In particular, the ILM was introduced to facilitate the development of clinical reasoning skills, and encourage independent learnin...
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