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Aiming at an Emancipatory Curriculum
Issue:
Volume 8, Issue 3, May 2019
Pages:
89-96
Received:
14 March 2019
Accepted:
29 April 2019
Published:
26 May 2019
Abstract: I start the article from my own experience of teacher training addressed to the “curriculum development”, characteristic of technicist theories which dominated the last two decades of the twentieth century in Portugal, to contrast the “how to teach” movement with the new focus on “what to teach” brought to the field of curriculum studies by critical and post-critical theories. In fact, these theories have been responsible for drawing the attention of educational sciences to the issue of knowledge transmitted by the school without questioning it, i.e., only based on the simplistic view that “knowledge is knowledge”. They accuse the curriculum disciplines and subjects of reinforcing social inequalities, due to this concept of abstract, standard and universal knowledge without considering the specific regional, local, individual and popular knowledge. This curriculum is viewed as if it was castrating the raw material arriving at school in order to better adapt it to the desired standards. As a curriculum theorist, I acknowledge and share the dilemma regarding the ultimate mission of the school and the type of knowledge that is supposed to be valued: either an experiential knowledge, originated from the so-called commonsense, and limited to the students' worldviews of everyday experience; or a more academic and specialized knowledge, even if it is quite often labeled as elitist. And in a context of massive expansion of education, this dilemma becomes more relevant because the existing curriculum orthodoxy comes into conflict with nowadays cultural diversity of our schools. But at the same time, the present globalized and highly competitive world of accelerated change at all levels demands well-qualified, critical and creative citizens who has broader horizons, based on an academic knowledge, totally different from commonsense. Inspired by Paulo Freire and Michael Young, I end the article defending the idea that the curriculum can also be an instrument of emancipation, because every student, irrespective of color, race, gender or social class should have the same chances of exercising scientific thinking. In this context, “how to teach” gains a renewed relevance in a demanding curriculum with emancipatory possibilities. For this aim it is crucial that the two curriculum trends start a dialogue for the benefit of the field of curriculum studies.
Abstract: I start the article from my own experience of teacher training addressed to the “curriculum development”, characteristic of technicist theories which dominated the last two decades of the twentieth century in Portugal, to contrast the “how to teach” movement with the new focus on “what to teach” brought to the field of curriculum studies by critica...
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The Effect of Inclusive Tutors on Postgraduate' Creativity Ability-Mediating Effect of Psychological Capital
Wang Yana,
Mao Hanping,
Xu Zhandong
Issue:
Volume 8, Issue 3, May 2019
Pages:
97-103
Received:
4 November 2018
Accepted:
21 November 2018
Published:
27 May 2019
Abstract: Based on the theory of inclusive leadership, we develop a new model to explain the mechanisms that how inclusive tutors influence postgraduate' creativity ability. 350 copies of the questionnaire has been distributed through questionnaire website, and 278 effective questionnaires have beeb collected from postgraduates in China. Structural equation model results showed that: inclusive tutors have a significant positive impact on postgraduates' psychological capital (path coefficient is 0.623); psychological capital have a significant positive impact on postgraduate' creativity ability (path coefficient is 0.804); inclusive tutors have no direct effect on postgraduate' creativity ability, however, they affect postgraduate' creativity ability through the mediation of psychological capital, and the total effect of inclusive tutors on postgraduate' creativity ability is 0.335. This study confirmed that as a positive psychological state in the process of growth, psychological capital plays an important role in the process of inclusive tutors influencing graduate students' innovative ability, so, it must be improved. It is also revealed the "black box" how inclusive tutor affects postgraduate innovative ability, and extended the leadership-creativity model. Based on the finding, this study gave some suggestions on how to improve inclusive level of tutor and psychological capital of postgraduate.
Abstract: Based on the theory of inclusive leadership, we develop a new model to explain the mechanisms that how inclusive tutors influence postgraduate' creativity ability. 350 copies of the questionnaire has been distributed through questionnaire website, and 278 effective questionnaires have beeb collected from postgraduates in China. Structural equation ...
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Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept
Helin Pan,
Bo Bao,
Jie Huang
Issue:
Volume 8, Issue 3, May 2019
Pages:
104-109
Received:
18 March 2019
Accepted:
8 May 2019
Published:
29 May 2019
Abstract: Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students’ proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for “Unit operation of mixing” lecture replaces the “cramming education” teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in “Principles of Chemical Engineering”.
Abstract: Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students’ proactive learning abilities and arou...
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Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania
Issue:
Volume 8, Issue 3, May 2019
Pages:
110-119
Received:
13 February 2019
Accepted:
10 May 2019
Published:
31 May 2019
Abstract: This paper examined how parents’ socio-economic status determined students’ performance in English language in Tanzania secondary schools. Two research questions and two research objectives guided the study. The study was conducted in two randomly selected Regions in Tanzania Mainland. It employed a cross-sectional survey design to collect data from 350 students in sixteen secondary schools. Data was collected through a questionnaire and achievement tests and was analysed using both descriptive and inferential statistics to get frequencies, means, percentages, as well as Pearson’s correlation and regression coefficients. It was found that students in Tanzania secondary schools had varying backgrounds in English language, which was determined by the type of primary school they had attended and the class at which they started to learn English language. The regularity of English language usage at home and school enhanced students’ performance in English language together with parents’ encouragement as well as material and moral support. It is recommended that parents’ socio-economic status should not inhibit learners’ exposure to English language learning. Also, parents, schools and government should protract English language teaching and learning through providing current textbooks as well as providing a favourable environment to learn and use English.
Abstract: This paper examined how parents’ socio-economic status determined students’ performance in English language in Tanzania secondary schools. Two research questions and two research objectives guided the study. The study was conducted in two randomly selected Regions in Tanzania Mainland. It employed a cross-sectional survey design to collect data fro...
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Influence of Personality Trait of Teachers Teaching Technical Drawing in Technical Colleges in Edo and Delta States
Patrick S. O. Uddin,
Samuel Chukwuemeka Nwachokor
Issue:
Volume 8, Issue 3, May 2019
Pages:
120-124
Received:
1 March 2019
Accepted:
23 May 2019
Published:
11 June 2019
Abstract: This study examines the influence of personality trait of teachers teaching technical drawing in technical colleges in Edo and Delta States of Nigeria. The study employed survey research design, which made use of a structured questionnaire for data collection. The data collected was analyzed using mean of 2.50 to analyze the research questions and standard deviation was used to indicate how close the response of the respondent on the research questions are and t-test was used to test the hypothesis 0.05 level of significance. The findings of this study showed that teachers were not very effective, most of them have poor personality traits.
Abstract: This study examines the influence of personality trait of teachers teaching technical drawing in technical colleges in Edo and Delta States of Nigeria. The study employed survey research design, which made use of a structured questionnaire for data collection. The data collected was analyzed using mean of 2.50 to analyze the research questions and ...
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A Proposed Administrative Strategy for Community Accountability Based on the Effective Schools’ Quality Performance Standards in Jordan
Ziad Ahmed Twissi,
Ikhlaif Al-Tarawneh
Issue:
Volume 8, Issue 3, May 2019
Pages:
125-133
Received:
24 April 2019
Accepted:
28 May 2019
Published:
11 June 2019
Abstract: The study aimed at developing a blueprinted administrative strategy for community accountability having regard to the effective schools’ quality performance standards in Jordan. It was conducted on 90 heads of the educational councils in Jordan, who agreed to take part in the study during 2016 to 2017. The findings surfaced an urgent need for community accountability considering these standards from participants’’ view of points. Moreover, two domains of the community accountability scale; accountability responsiveness and incentives (rewards and penalties) were appeared at a critical level whilst eight domains; legislation, governance, accountability standards, resources, skills, and capacity building, planning and assessment, reporting and information sharing, as well as accountability ethics and morals, were revealed to be extremely urgent. Based on these results, it is found that an administrative strategy for community accountability based on quality standards of the schools’ effective performance was developed, refereed and recommended to be applied over several stages of time. the new strategy for community accountability consists of five components: 1. The overall framework of the strategy, 2. Planning for the implementation of the strategy, 3. Outreach and Capacity Building, 4. Practical and Operational Application, 5. Monitoring and assessment, and system responsiveness. Also, based on experts’ judgment, all components of the strategy were highly acknowledged as relevant for the proposed strategy implementation.
Abstract: The study aimed at developing a blueprinted administrative strategy for community accountability having regard to the effective schools’ quality performance standards in Jordan. It was conducted on 90 heads of the educational councils in Jordan, who agreed to take part in the study during 2016 to 2017. The findings surfaced an urgent need for commu...
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