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practices</title> <meta name="description" content="Search results for: teacher practices"> <meta name="keywords" content="teacher practices"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teacher practices"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 910</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teacher practices</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">910</span> Teacher Professional Development–Current Practices in a Secondary School in Brunei Darussalam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shanthi%20Thomas">Shanthi Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents the current practices of teacher professional development, perceived as beneficial by teachers themselves, in a private secondary school in Brunei Darussalam. This is part of the findings of a larger qualitative study on teacher empowerment, using ethnographic methods for data collection, i.e. participant observation, interviews and document analysis. The field work was carried out over a period of six months in 2013. An analysis of the field data revealed multiple pathways of teacher professional development existing in the school. The results indicate that school leaders, the teacher community in the school, students, and the teachers themselves were the agents in a school that facilitated teacher empowerment. Besides contributing to the knowledge base on teacher professional development, the results of this study provide directions for educational policy makers in their efforts to enhance professional development in secondary schools of similar characteristics. For school leaders and the teacher community, these findings offer guidelines for maximizing the opportunities for these professional development practices, by strengthening collegiality and by using the existing structures optimally for the benefit of all concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Colleagues%20and%20the%20wider%20teacher%20community" title="Colleagues and the wider teacher community">Colleagues and the wider teacher community</a>, <a href="https://publications.waset.org/search?q=school%0D%0Aleaders" title=" school leaders"> school leaders</a>, <a href="https://publications.waset.org/search?q=self-driven%20professional%20development" title=" self-driven professional development"> self-driven professional development</a>, <a href="https://publications.waset.org/search?q=teacher%20professional%0D%0Adevelopment." title=" teacher professional development."> teacher professional development.</a> </p> <a href="https://publications.waset.org/10002302/teacher-professional-development-current-practices-in-a-secondary-school-in-brunei-darussalam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002302/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002302/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002302/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002302/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002302/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002302/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002302/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002302/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002302/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002302/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2695</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">909</span> Differences and Similarities between Concepts of Good, Great, and Leading Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Good, great, and leading teachers are expected to be the role models for students, society, professional community. Their role model includes expertise, trustworthiness, originality, facilitating, cooperation and communication. Teachers demonstrate their professional passion through their professionalism and professional attitudes. Usually, we call them teacher(s) leaders by integrating three notions such as good, great, and leading in a one-teacher leader. Here are described essences of three concepts: ‘good teacher,’ ‘great teacher,’ ‘and teacher leader’ as they are inseparable in teaching practices, teacher’s professional life, and educational interactions with students, fellow teachers, school administration, students’ families and school communities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Great%20teacher" title="Great teacher">Great teacher</a>, <a href="https://publications.waset.org/search?q=good%20teacher" title=" good teacher"> good teacher</a>, <a href="https://publications.waset.org/search?q=leading%20teacher" title=" leading teacher"> leading teacher</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10013414/differences-and-similarities-between-concepts-of-good-great-and-leading-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013414/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013414/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013414/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013414/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013414/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013414/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013414/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013414/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013414/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013414/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">908</span> Adoption of iPads Paving the Way to Changes in the Knowledge Practices within a School of Vocational Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P%C3%A4ivi%20Aarreniemi-Jokipelto">Päivi Aarreniemi-Jokipelto</a>, <a href="https://publications.waset.org/search?q=Merja%20Alanko-Turunen"> Merja Alanko-Turunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The possibilities of mobile technology generate new demands for vocational teacher trainers to transform their approach to work and to incorporate its usage into their ordinary educational practice. This paper presents findings of a focus discussion group (FDG) session on the usage of iPads within a school of vocational teacher education (SoVTE). It aims to clarify how the teacher trainers are using iPads and what has changed in their work during the usage of iPads. The analytical framework bases on content analysis and expansive learning cycle. It was not only found what kind of a role iPads played in their daily practices but it brought also into attention how a cultural change regarding the usage of social media and mobile technology was desperately needed in the whole work community. Thus, the FGD was abducted for developing the knowledge practices of the community of the SoVTE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=iPad" title="iPad">iPad</a>, <a href="https://publications.waset.org/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/search?q=vocational%20teacher%20education." title=" vocational teacher education."> vocational teacher education.</a> </p> <a href="https://publications.waset.org/3817/adoption-of-ipads-paving-the-way-to-changes-in-the-knowledge-practices-within-a-school-of-vocational-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3817/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3817/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3817/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3817/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3817/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3817/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3817/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3817/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3817/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3817/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1823</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">907</span> Practices of Self-Directed Professional Development of Teachers in South African Public Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rosaline%20Govender">Rosaline Govender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research study is an exploration of the selfdirected professional development of teachers who teach in public schools in an era of democracy and educational change in South Africa. Amidst an ever-changing educational system, the teachers in this study position themselves as self-directed teacher-learners where they adopt particular learning practices which enable change within the broader discourses of public schooling. Life-story interviews were used to enter into the private and public spaces of five teachers which offer glimpses of how particular systems shaped their identities, and how the meanings of self-directed teacher-learner shaped their learning practices. Through the Multidimensional Framework of Analysis and Interpretation the teachers’ stories were analysed through three lenses: restorying the field texts - the self through story; the teacher-learner in relation to social contexts, and practices of self-directed learning. This study shows that as teacherlearners learn for change through self-directed learning practices, they develop their agency as transformative intellectuals, which is necessary for the reworking of South African public schools.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Professional%20development" title="Professional development">Professional development</a>, <a href="https://publications.waset.org/search?q=professionality" title=" professionality"> professionality</a>, <a href="https://publications.waset.org/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/search?q=self-directed%20learning." title=" self-directed learning."> self-directed learning.</a> </p> <a href="https://publications.waset.org/10000472/practices-of-self-directed-professional-development-of-teachers-in-south-african-public-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000472/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000472/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000472/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000472/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000472/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000472/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000472/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000472/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000472/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000472/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2544</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">906</span> The Analysis of Teacher Talk in "Learner-centered" Teaching Mode</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Being main teaching media and major source of comprehensive target language input, teacher talk plays an important role in learners' second-language acquisition. Under the trend of "learner-centered" teaching mode, some researchers think that the best teacher talk means less. But the author holds that, in Chinese second language classroom, it is not advisable to lay too much stress on the formal students' participation, which requires the teacher to say as little as possible and the student to say as much as possible. The emphasis should be put on how to raise teacher talk's quality.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comprehensive%20language%20input" title="Comprehensive language input">Comprehensive language input</a>, <a href="https://publications.waset.org/search?q=%22learner-centered%22%20teaching%20mode" title=" "learner-centered" teaching mode"> "learner-centered" teaching mode</a>, <a href="https://publications.waset.org/search?q=teacher%20talk" title=" teacher talk"> teacher talk</a>, <a href="https://publications.waset.org/search?q=teacher%20talk%27s%20quality." title=" teacher talk's quality."> teacher talk's quality.</a> </p> <a href="https://publications.waset.org/9998175/the-analysis-of-teacher-talk-in-learner-centered-teaching-mode" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998175/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998175/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998175/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998175/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998175/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998175/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998175/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998175/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998175/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998175/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998175.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4194</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">905</span> Investigating Transformative Practices in the Bangladeshi Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rubaiyat%20Jahan">Rubaiyat Jahan</a>, <a href="https://publications.waset.org/search?q=Nasreen%20Sultana%20Mitu"> Nasreen Sultana Mitu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper examines the theoretical construct of transformative practices, and reports some evidence of transformative practices from a couple of Bangladeshi English teachers. The idea of transformative practices calls for teachers’ capabilities to invest their intellectual labor in teaching with an assumption that along with the academic advancement of the learners, it aims for the personal transformation for both the learners as well for themselves. Following an ethnographic research approach, data for this study were collected through in-depth interviews, informal talks and classroom observations for a period of one year. In relevance to the English classroom of the Bangladeshi context, from this study, references of transformative practices have been underlined from the participant teachers’ views on English language teaching as well as from their actual practices. According to data of this research, some evidence of transformative practices in the form of <em>critical language awareness </em>and<em> personal theories of practices </em>emerge from the participants’ articulation of the beliefs on teaching; and from the participant teachers’ classroom practices evidence of <em>self-directed acts of teaching, self-directed acts of professional development</em>, and <em>liberatory autonomy </em>have been highlighted as the reflections of transformative practices. The implication of this paper refers to the significance of practicing teachers’ articulation of beliefs and views on teaching along with their orientation to critical pedagogical relations.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Critical%20language%20awareness" title="Critical language awareness">Critical language awareness</a>, <a href="https://publications.waset.org/search?q=personal%20theories%20of%20practices" title=" personal theories of practices"> personal theories of practices</a>, <a href="https://publications.waset.org/search?q=teacher%20autonomy" title=" teacher autonomy"> teacher autonomy</a>, <a href="https://publications.waset.org/search?q=transformative%20practices." title=" transformative practices."> transformative practices.</a> </p> <a href="https://publications.waset.org/10007197/investigating-transformative-practices-in-the-bangladeshi-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007197/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007197/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007197/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007197/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007197/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007197/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007197/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007197/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007197/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007197/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007197.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">835</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">904</span> Teacher Education Reform and InternationalGlobalization Hegemony: Issues and Challengesin Turkish Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ismail%20Guven">Ismail Guven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational reforms are focused point of different nations. New reform movements generally claim that something is wrong with the current state of affairs, and that the system is deficient in its goals, its accomplishments and it is accused not being adopted into global changes all over the world. It is the same for Turkish education system. It is considered those recent reforms of teacher education in Turkey and the extent to which they reflect a response to global economic pressures. The paper challenges the view that such imposes are inevitable determinants of educational policy and argues that any country will need to develop its own national approach to modernizing teacher education in light of the global context and its particular circumstances. It draws on the idea of reflexive modernization developed by educators and discusses its implications for teacher education policy. The paper deals with four themes teacher education in last decade policy in Turkey; the shift away from the educational disciplines, the shift towards school-based approaches, and the emergence of more centralized forms of accountability of teacher competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teacher%20education" title="Teacher education">Teacher education</a>, <a href="https://publications.waset.org/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/search?q=Turkey." title=" Turkey."> Turkey.</a> </p> <a href="https://publications.waset.org/11625/teacher-education-reform-and-internationalglobalization-hegemony-issues-and-challengesin-turkish-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11625/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11625/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11625/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11625/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11625/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11625/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11625/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11625/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11625/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11625/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11625.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2379</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">903</span> Teacher Talk and Language Output</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As an important input and teaching media in foreign language teaching classes, teacher talk (TT) has a great effect on language output. This paper explores the problems related to teacher talk (TT) and language output in practical ELT (English Language Teaching) classroom and presents some suggestions for solving the problems which affect learner' effective language output.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Second%20language%20acquisition" title="Second language acquisition">Second language acquisition</a>, <a href="https://publications.waset.org/search?q=teacher%20talk" title=" teacher talk"> teacher talk</a>, <a href="https://publications.waset.org/search?q=language%20output." title=" language output."> language output.</a> </p> <a href="https://publications.waset.org/9998330/teacher-talk-and-language-output" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998330/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998330/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998330/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998330/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998330/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998330/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998330/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998330/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998330/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998330/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998330.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2916</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">902</span> Learning and Practicing Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Malik%20Ghulam%20Behlol">Malik Ghulam Behlol</a>, <a href="https://publications.waset.org/search?q=Alison%20Fox"> Alison Fox</a>, <a href="https://publications.waset.org/search?q=Faiza%20Masood"> Faiza Masood</a>, <a href="https://publications.waset.org/search?q=Sabiha%20Arshad"> Sabiha Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the barriers to the application of learning-supportive assessment at teaching practicum while investigating the role of university teachers (UT), cooperative teachers (CT), prospective teachers (PT) and heads of the practicum schools (HPS) in the selected universities of Pakistan and the UK. It is a qualitative case study and data were collected through the lesson observation of UT in the pre-service teacher education setting and PT in practicum schools. Interviews with UT, HPS, and Focus Group Discussions with PT were conducted too. The study has concluded that as compared to the UK counterpart, PTs in Pakistan face significant barriers in applying learning-supportive assessment in the school practicum settings because of large class sizes, lack of institutionalised collaboration between universities and schools, poor modelling of the lesson, ineffective feedback practices, lower order thinking assignments, and limited opportunities to use technology in school settings. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20supportive%20assessment" title="Learning supportive assessment">Learning supportive assessment</a>, <a href="https://publications.waset.org/search?q=pre-service%20teacher%20education" title=" pre-service teacher education"> pre-service teacher education</a>, <a href="https://publications.waset.org/search?q=theory-practice%20gap" title=" theory-practice gap"> theory-practice gap</a>, <a href="https://publications.waset.org/search?q=teacher%20education." title=" teacher education."> teacher education.</a> </p> <a href="https://publications.waset.org/10013483/learning-and-practicing-assessment-in-a-pre-service-teacher-education-program-comparative-perspective-of-uk-and-pakistani-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013483/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013483/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013483/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013483/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013483/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013483/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013483/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013483/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013483/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013483/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013483.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">901</span> Exemplary Practice: A Case Study of One of New Zealand’s Most Successful Enterprise Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Lee">K. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Many teachers are experienced; however, experience does not necessarily equate to excellence. Excellence in teaching is the single most powerful influence on student achievement. This qualitative, interpretivist case study investigates the practices of one of the nation’s most acknowledged teachers in enterprise education. In a number of semi-structured interviews, and observational visits, this remote regional teacher talked freely about what skills and strategies she used to achieve this success. Findings from this study were compared to key ideas developed by Professor John Hattie with regards to differences between expert, excellent and experienced teachers. Key findings showed the ‘expert teacher’ central to this study; ensured learning was engaging, challenging yet achievable for all (for both teacher and student of all abilities), authentic and driven by local needs, involved community supports; and ensured the process and learning was constantly monitored and teaching adjusted accordingly. It is anticipated that the data collected via observations, semi-structured interviews, and document analysis will help others to support students to gain greater success (in whatever form that may take).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Expert%20teacher" title="Expert teacher">Expert teacher</a>, <a href="https://publications.waset.org/search?q=enterprise%20education" title=" enterprise education"> enterprise education</a>, <a href="https://publications.waset.org/search?q=excellence" title=" excellence"> excellence</a>, <a href="https://publications.waset.org/search?q=skills%20and%20strategies." title=" skills and strategies."> skills and strategies.</a> </p> <a href="https://publications.waset.org/10013114/exemplary-practice-a-case-study-of-one-of-new-zealands-most-successful-enterprise-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013114/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013114/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013114/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013114/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013114/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013114/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013114/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013114/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013114/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013114/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">900</span> Using Serious Games to Improve the Preparation of Pre-Service Teachers in Bulgaria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rumyana%20Peytcheva-Forsyth">Rumyana Peytcheva-Forsyth</a>, <a href="https://publications.waset.org/search?q=Blagovesna%20Yovkova"> Blagovesna Yovkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the outcomes of a qualitative study which aims to investigate the pedagogical potentials of serious games in the preparation of future teachers. The authors discuss the existing problems and barriers associated with the organization of teaching practices in Bulgaria as part of the pre-service teacher training, as well as the attitudes and perceptions of the interviewed academics, teachers and trainees concerning the integration of serious games in the teaching practicum. The study outcomes strongly confirm the positive attitudes of the respondents to the introduction of virtual learning environments for the development of professional skills of future teachers as a supplement to the traditional forms of education. Through the inclusion of serious games it is expected to improve the quality of practical training of pre-service teachers as they overcome many of the problems identified in the existing teaching practices. The outcomes of the study will inform the design of the educational simulation software which is part of the project SimAula Tomorrow's Teachers Training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=pre-service%20teacher%20training" title="pre-service teacher training">pre-service teacher training</a>, <a href="https://publications.waset.org/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/search?q=virtual%0Apracticum" title=" virtual practicum"> virtual practicum</a>, <a href="https://publications.waset.org/search?q=simulations" title=" simulations"> simulations</a> </p> <a href="https://publications.waset.org/4271/using-serious-games-to-improve-the-preparation-of-pre-service-teachers-in-bulgaria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4271/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4271/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4271/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4271/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4271/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4271/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4271/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4271/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4271/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4271/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1672</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">899</span> The Effective of Classroom Management on Nurturing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Barzan%20Hadi%20Hama%20Karim">Barzan Hadi Hama Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The primary purpose of this paper is to explain the impact of successful classroom management on the academic achievements of students, the importance of positive relationship between teacher and students, among students, between teacher and parents. Effective communication plays an important role to encourage students study hard and learn materials which are covered by the teacher in the class. Friendly relationships among students other than their preferred friends help them to have team working and be socialized. In addition, a well-organized classroom arrangement enhances students learning. As the consequence of successful classroom management students should feel responsibility and need to feel it. The one who is responsible to provide a comfortable environment and help students learn is the manager of the classroom who is named Teacher.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom%20management" title="Classroom management">Classroom management</a>, <a href="https://publications.waset.org/search?q=positive%20relationship" title=" positive relationship"> positive relationship</a>, <a href="https://publications.waset.org/search?q=effective%20communication" title=" effective communication"> effective communication</a>, <a href="https://publications.waset.org/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10000032/the-effective-of-classroom-management-on-nurturing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000032/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000032/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000032/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000032/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000032/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000032/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000032/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000032/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000032/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000032/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1710</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">898</span> Internal and External Factors Affecting Teachers’ Adoption of Formative Assessment to Support Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kemal%20Izci">Kemal Izci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student’s learning gain and motivation. However, teachers rarely use assessment formatively to aid their students’ learning. Thus, reviewing the factors that limit or support teachers’ practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher’s change environment framework, reviews literature on formative assessment and presents a tentative model that illustrates the factors impacting teachers’ adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers’ practices of formative assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment%20practices" title="Assessment practices">Assessment practices</a>, <a href="https://publications.waset.org/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/search?q=factors%20for%20use%20of%20formative%20assessment." title=" factors for use of formative assessment. "> factors for use of formative assessment. </a> </p> <a href="https://publications.waset.org/10005201/internal-and-external-factors-affecting-teachers-adoption-of-formative-assessment-to-support-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005201/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005201/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005201/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005201/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005201/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005201/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005201/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005201/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005201/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005201/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3545</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">897</span> Changes in Vocational Teacher Training in Hungary: Challenges and Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Bacsa-B%C3%A1n">A. Bacsa-Bán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The training of vocational education teachers in Hungary was a special training system before the Bologna system, but under the influence of the Bologna system, the structure and content of the training changed significantly. The training of vocational teachers, including engineering teacher and vocational trainers, is considerably different when compared to the training of public education teachers. This study aims to present these differences and peculiarities, problems, and issues of the training as well as to outline the possibilities of further development. During the study the following methods were implemented: empirical research among students and graduates of vocational teacher training, as well as analysis of the relevant literature. The study summarizes the research and theoretical results related to Vocational Education and Training (VET) teacher training over the past 15 years, with the aim of developing the training and mapping new directions in the field.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bologna%20system" title="Bologna system">Bologna system</a>, <a href="https://publications.waset.org/search?q=vocational%20educators" title=" vocational educators"> vocational educators</a>, <a href="https://publications.waset.org/search?q=vocational%20teachers" title=" vocational teachers"> vocational teachers</a>, <a href="https://publications.waset.org/search?q=vocational%20teacher%20training." title=" vocational teacher training."> vocational teacher training.</a> </p> <a href="https://publications.waset.org/10012766/changes-in-vocational-teacher-training-in-hungary-challenges-and-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012766/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012766/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012766/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012766/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012766/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012766/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012766/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012766/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012766/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012766/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">896</span> A Blueprint for an Educational Trajectory: The Power of Discourse in Constructing “Naughty” and “Adorable” Kindergarten Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fernanda%20T.%20Orsati">Fernanda T. Orsati</a>, <a href="https://publications.waset.org/search?q=Julie%20Causton"> Julie Causton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discursive practices enacted by educators in kindergarten create a blueprint for how the educational trajectories of students with disabilities are constructed. This two-year ethnographic case study critically examines educators’ relationships with students considered to present challenging behaviors in one kindergarten classroom located in a predominantly White middle class school district in the Northeast of the United States. Focusing on the language and practices used by one special education teacher and three teaching assistants, this paper analyzes how teacher responses to students’ behaviors constructs and positions students over one year of kindergarten education. Using a critical discourse analysis it shows that educators understand students’ behaviors as deficit and needing consequences. This study highlights how educators’ responses reflect students' individual characteristics including family background, socioeconomics and ability status. This paper offers in depth analysis of two students’ stories, which evidenced that the language used by educators amplifies the social positioning of students within the classroom and creates a foundation for who they are constructed to be. Through exploring routine language and practices, this paper demonstrates that educators outlined a blueprint of kindergartners, which positioned students as learners in ways that became the ground for either a limited or a promising educational pathway for them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Behavior" title="Behavior">Behavior</a>, <a href="https://publications.waset.org/search?q=early%20education" title=" early education"> early education</a>, <a href="https://publications.waset.org/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/search?q=critical%0D%0Adiscourse%20analysis." title=" critical discourse analysis."> critical discourse analysis.</a> </p> <a href="https://publications.waset.org/10002235/a-blueprint-for-an-educational-trajectory-the-power-of-discourse-in-constructing-naughty-and-adorable-kindergarten-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1557</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">895</span> Mobile Mediated Learning and Teachers Education in Less Resourced Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdul%20Rashid%20Ahmadi">Abdul Rashid Ahmadi</a>, <a href="https://publications.waset.org/search?q=Samiullah%20Paracha"> Samiullah Paracha</a>, <a href="https://publications.waset.org/search?q=Hamidullah%20Sokout"> Hamidullah Sokout</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Hanif%20Gharanai"> Mohammad Hanif Gharanai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Conventional educational practices, do not offer all the required skills for teachers to successfully survive in today’s workplace. Due to poor professional training, a big gap exists across the curriculum plan and the teacher practices in the classroom. As such, raising the quality of teaching through ICT-enabled training and professional development of teachers should be an urgent priority. ‘Mobile Learning’, in that vein, is an increasingly growing field of educational research and practice across schools and work places. In this paper, we propose a novel Mobile learning system that allows the users to learn through an intelligent mobile learning in cooperatively every-time and every-where. The system will reduce the training cost and increase consistency, efficiency, and data reliability. To establish that our system will display neither functional nor performance failure, the evaluation strategy is based on formal observation of users interacting with system followed by questionnaires and structured interviews.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20Assisted%20Learning" title="Computer Assisted Learning">Computer Assisted Learning</a>, <a href="https://publications.waset.org/search?q=Intelligent%20Tutoring%0D%0Asystem" title=" Intelligent Tutoring system"> Intelligent Tutoring system</a>, <a href="https://publications.waset.org/search?q=Learner%20Centered%20Design" title=" Learner Centered Design"> Learner Centered Design</a>, <a href="https://publications.waset.org/search?q=Mobile%20Mediated%20Learning%20and%0D%0ATeacher%20education%20%28MMLTE%29." title=" Mobile Mediated Learning and Teacher education (MMLTE)."> Mobile Mediated Learning and Teacher education (MMLTE).</a> </p> <a href="https://publications.waset.org/10000487/mobile-mediated-learning-and-teachers-education-in-less-resourced-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000487/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000487/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000487/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000487/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000487/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000487/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000487/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000487/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000487/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000487/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000487.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2241</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">894</span> Enhancement of Higher Order Thinking Skills among Teacher Trainers by Fun Game Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/search?q=Gananathan%20M.%20Nadarajah"> Gananathan M. Nadarajah</a>, <a href="https://publications.waset.org/search?q=Saraswathy%20Vellasamy"> Saraswathy Vellasamy</a>, <a href="https://publications.waset.org/search?q=Evelyn%20Gnanam%20William%20George"> Evelyn Gnanam William George</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the study is to explore how the fun game-learning approach enhances teacher trainers’ higher order thinking skills. Two-day fun filled fun game learning-approach was introduced to teacher trainers as a Continuous Professional Development Program (CPD). 26 teacher trainers participated in this Transformation of Teaching and Learning Fun Way Program, organized by Institute of Teacher Education Malaysia. Qualitative research technique was adopted as the researchers observed the participants’ higher order thinking skills developed during the program. Data were collected from observational checklist; interview transcriptions of four participants and participants’ reflection notes. All the data were later analyzed with NVivo data analysis process. The finding of this study presented five main themes, which are critical thinking, hands on activities, creating, application and use of technology. The studies showed that the teacher trainers’ higher order thinking skills were enhanced after the two-day CPD program. Therefore, Institute of Teacher Education will have more success using the fun way game-learning approach to develop higher order thinking skills among its teacher trainers who can implement these skills to their trainee teachers in future. This study also added knowledge to Constructivism learning theory, which will further highlight the prominence of the fun way learning approach to enhance higher order thinking skills.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Constructivism" title="Constructivism">Constructivism</a>, <a href="https://publications.waset.org/search?q=game-learning%20approach" title=" game-learning approach"> game-learning approach</a>, <a href="https://publications.waset.org/search?q=higher%20order%20thinking%20skill" title=" higher order thinking skill"> higher order thinking skill</a>, <a href="https://publications.waset.org/search?q=teacher%20trainer." title=" teacher trainer."> teacher trainer.</a> </p> <a href="https://publications.waset.org/10006190/enhancement-of-higher-order-thinking-skills-among-teacher-trainers-by-fun-game-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006190/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006190/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006190/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006190/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006190/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006190/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006190/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006190/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006190/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006190/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006190.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2817</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">893</span> Key Factors of Curriculum Innovation in Language Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Liliana%20M%C3%A2%C5%A3%C4%83">Liliana Mâţă</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of the study is to understand the factors of curriculum innovation from the perspective of Language teacher education. The overall aim of the study is to investigate Language educators- perceptions of factors of curriculum innovation. In the theoretical framework the main focus is on discussion about different curriculum approaches for language teacher education and limiting and facilitating factors of innovation. In order to achieve the aim of the study, an observational research is employed. The empirical basis of the study consists of questionnaire with sixty-three language teachers from eight Romanian higher education institutions. The findings reveal variation in Language teachers- conceptions of the dominant factors of curricular innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20innovation" title="curriculum innovation">curriculum innovation</a>, <a href="https://publications.waset.org/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/search?q=Language%20teacher%0D%0Aeducation" title=" Language teacher education"> Language teacher education</a> </p> <a href="https://publications.waset.org/10423/key-factors-of-curriculum-innovation-in-language-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10423/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10423/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10423/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10423/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10423/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10423/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10423/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10423/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10423/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10423/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16826</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">892</span> Implementing Learner-Centered Teaching Approach in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Iman%20Ali%20Ahmed%20Al-Rashed">Iman Ali Ahmed Al-Rashed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper directs attention to the limitations of the teacher-centered strategy in teaching. The aim of this study is to draw more educational attention to learner-centered strategy in order to shift the emphasis from the traditional concept of teaching to a new concept in teaching. To begin bridging the traditional concept of teaching and the new concept, the study will explore the new concept of teaching to support teaching in Arab World generally and in Iraq specifically. A qualitative case study orientation was used to collect data in the form of classroom observations, interviews and field notes. The teaching practices used by three university instructors are investigated and according to the findings, some explanations and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Case%20study" title="Case study">Case study</a>, <a href="https://publications.waset.org/search?q=learner-centered%20strategy" title=" learner-centered strategy"> learner-centered strategy</a>, <a href="https://publications.waset.org/search?q=qualitative%0D%0Astudy" title=" qualitative study"> qualitative study</a>, <a href="https://publications.waset.org/search?q=teacher-centered%20strategy" title=" teacher-centered strategy"> teacher-centered strategy</a>, <a href="https://publications.waset.org/search?q=traditional%20teaching." title=" traditional teaching."> traditional teaching.</a> </p> <a href="https://publications.waset.org/10002025/implementing-learner-centered-teaching-approach-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002025/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002025/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002025/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002025/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002025/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002025/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002025/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002025/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002025/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002025/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002025.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1995</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">891</span> How Children Synchronize with Their Teacher: Evidence from a Real-World Elementary School Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Movement%20synchrony" title="Movement synchrony">Movement synchrony</a>, <a href="https://publications.waset.org/search?q=teacher%E2%80%93child%20relationships" title=" teacher–child relationships"> teacher–child relationships</a>, <a href="https://publications.waset.org/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/search?q=EFL%20learning." title=" EFL learning."> EFL learning.</a> </p> <a href="https://publications.waset.org/10010683/how-children-synchronize-with-their-teacher-evidence-from-a-real-world-elementary-school-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010683/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010683/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010683/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010683/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010683/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010683/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010683/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010683/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010683/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010683/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">693</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">890</span> Students with Special Educational Needs Camouflaging and Teacher Training of University Teaching Staff: Practical Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ana%20Mercedes%20Vernia%20Carrasco">Ana Mercedes Vernia Carrasco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objective of this work is to reflect through the theoretical framework on the access to the university for the formation of a degree in a teacher of primary education. The University Access Tests in Spain evaluate a series of skills and competencies in writing, which leave aside the sample of another set of skills and tools that this type of test cannot evaluate. In the last years, a very much diversified student body has arrived in the classrooms of the universities. Nowadays, talking about special education means attending to the changes that are being experienced in this area. At present, the educational model focuses on the reinforcement by the educational institutions so that they form the students according to their personal characteristics and that it is not the students that must adapt to the system. A bibliographic review plus some years of experience in training for the future teacher allows us to make an initial assessment about the lack of rigor in the tests of access to the university. In conclusion, we can say that, although we are not a specialist in the type of Special Educational Needs that can manifest the students, therefore, we understand that teacher today needs training and support to develop their teaching with the best quality possible. These teacher and student needs also imply more institutional support. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teacher%20training" title="Teacher training">Teacher training</a>, <a href="https://publications.waset.org/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a>, <a href="https://publications.waset.org/search?q=music%20education." title=" music education."> music education.</a> </p> <a href="https://publications.waset.org/10013439/students-with-special-educational-needs-camouflaging-and-teacher-training-of-university-teaching-staff-practical-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013439/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013439/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013439/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013439/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013439/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013439/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013439/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013439/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013439/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013439/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">889</span> Lifeworld Research of Teacher Leadership through Educational Interactions with Students in a Classroom: Three Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/search?q=Vaida%20Jurgile"> Vaida Jurgile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The concept of teacher leadership refers to professional actors (employees and leaders) who can exercise control over or influence their work and its environment. The particular interest of the current research is gaining an understanding of how teachers experience leadership through educational interactions with students in a classroom. The aim of the research is to identify how teachers experience leadership in their everyday professional life through educational interactions with students in a classroom. Research questions are focused on essences of teacher leadership what are experienced by school teachers. The lifeworld research was performed in the study. 24 teachers participated in qualitative research. Data were collected via semi-structured interviews and analysed by using phenomenological analysis. Findings highlight aspects of teacher leadership through educational interactions with students in a classroom through the contribution to learning and teaching, authenticity, influence, empowerment, respect, equality, acknowledgement, resentment.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom" title="Classroom">Classroom</a>, <a href="https://publications.waset.org/search?q=educational%20interaction" title=" educational interaction"> educational interaction</a>, <a href="https://publications.waset.org/search?q=lifeworld%20research" title=" lifeworld research"> lifeworld research</a>, <a href="https://publications.waset.org/search?q=teacher%20leadership." title=" teacher leadership."> teacher leadership.</a> </p> <a href="https://publications.waset.org/10013419/lifeworld-research-of-teacher-leadership-through-educational-interactions-with-students-in-a-classroom-three-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013419/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013419/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013419/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013419/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013419/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013419/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013419/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013419/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013419/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013419/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">888</span> The Functions of the Student Voice and Student-Centered Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Student%E2%80%99s%20voice" title="Student’s voice">Student’s voice</a>, <a href="https://publications.waset.org/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/search?q=music%20teachers." title=" music teachers."> music teachers.</a> </p> <a href="https://publications.waset.org/10013235/the-functions-of-the-student-voice-and-student-centered-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">887</span> The Effects of the Inference Process in Reading Texts in Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=May%20George">May George</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inference plays an important role in the learning process and it can lead to a rapid acquisition of a second language. When learning a non-native language i.e., a critical language like Arabic, the students depend on the teacher’s support most of the time to learn new concepts. The students focus on memorizing the new vocabulary and stress on learning all the grammatical rules. Hence, the students became mechanical and cannot produce the language easily. As a result, they are unable to predicate the meaning of words in the context by relying heavily on the teacher, in that they cannot link their prior knowledge or even identify the meaning of the words without the support of the teacher. This study explores how the teacher guides students learning during the inference process and what are the processes of learning that can direct student’s inference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Inference" title="Inference">Inference</a>, <a href="https://publications.waset.org/search?q=Reading" title=" Reading"> Reading</a>, <a href="https://publications.waset.org/search?q=Arabic" title=" Arabic"> Arabic</a>, <a href="https://publications.waset.org/search?q=and%20Language%0D%0AAcquisition." title=" and Language Acquisition."> and Language Acquisition.</a> </p> <a href="https://publications.waset.org/10002550/the-effects-of-the-inference-process-in-reading-texts-in-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002550/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002550/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002550/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002550/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002550/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002550/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002550/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002550/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002550/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002550/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2052</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">886</span> Voice in Pre-service Teacher Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pintipa%20Seubsang">Pintipa Seubsang</a>, <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung"> Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently, Thai education system is engaged in serious and promising reforms. One of the crucial elements in most of these educational reforms is the teacher professional development. Teachers today are under growing pressure to perform. However, most new teachers are not adequately prepared to meet the expectation. Consequently, this paper seeks to investigate the opinion of mentor teachers and university supervisors about professional development in the aspect of learning management skill of the preservice teachers in Rajabhat Universities, then compare the opinion between the mentor teachers and university supervisors about professional development in the aspect of learning management skill of the pre-service teachers. The study involved a cohort of 40 university supervisors and 77 mentor teachers. The research concludes by showing that mentor teachers viewed pre-service teacher as a professional teacher with an effective learning management skill. However, in the perspective of the university supervisor, pre-service teachers still have inadequate learning management skill.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20management" title="Learning management">Learning management</a>, <a href="https://publications.waset.org/search?q=Professional%20development" title=" Professional development"> Professional development</a>, <a href="https://publications.waset.org/search?q=Pre-service%20teacher." title=" Pre-service teacher."> Pre-service teacher.</a> </p> <a href="https://publications.waset.org/6564/voice-in-pre-service-teacher-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6564/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6564/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6564/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6564/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6564/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6564/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6564/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6564/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6564/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6564/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1954</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">885</span> Closing the Achievement Gap Within Reading and Mathematics Classrooms by Fostering Hispanic Students- Educational Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hersh%20C.%20Waxman">Hersh C. Waxman</a>, <a href="https://publications.waset.org/search?q=Yolanda%20N.%20Padr%C3%B3n"> Yolanda N. Padrón</a>, <a href="https://publications.waset.org/search?q=Jee-Young%20Shin"> Jee-Young Shin</a>, <a href="https://publications.waset.org/search?q=H%C3%A9ctor%20H.%20Rivera"> Héctor H. Rivera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While many studies have conducted the achievement gap between groups of students in school districts, few studies have utilized resilience research to investigate achievement gaps within classrooms. This paper aims to summarize and discuss some recent studies Waxman, Padr├│n, and their colleagues conducted, in which they examined learning environment differences between resilient and nonresilient students in reading and mathematics classrooms. The classes consist of predominantly Hispanic elementary school students from low-income families. These studies all incorporated learning environment questionnaires and systematic observation methods. Significant differences were found between resilient and nonresilient students on their classroom learning environments and classroom behaviors. The observation results indicate that the amount and quality of teacher and student academic interaction are two of the most influential variables that promote student outcomes. This paper concludes by suggesting the following teacher practices to promote resiliency in schools: (a) using feedback from classroom observation and learning environment measures, (b) employing explicit teaching practices; and (c) understanding students on a social and personal level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=achievement%20gap" title="achievement gap">achievement gap</a>, <a href="https://publications.waset.org/search?q=classroom%20learning%20environments" title=" classroom learning environments"> classroom learning environments</a>, <a href="https://publications.waset.org/search?q=educational%20resilience" title=" educational resilience"> educational resilience</a>, <a href="https://publications.waset.org/search?q=systematic%20classroom%20observation" title=" systematic classroom observation"> systematic classroom observation</a> </p> <a href="https://publications.waset.org/7136/closing-the-achievement-gap-within-reading-and-mathematics-classrooms-by-fostering-hispanic-students-educational-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7136/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7136/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7136/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7136/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7136/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7136/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7136/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7136/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7136/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7136/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1984</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">884</span> Classroom Teacher Candidates' Definitions and Beliefs about Technology Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmet%20Baytak">Ahmet Baytak</a>, <a href="https://publications.waset.org/search?q=Cenk%20Akb%C4%B1y%C4%B1k"> Cenk Akbıyık</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper is to present teacher candidates- beliefs about technology integration in their field of study, which is classroom teaching in this case. The study was conducted among the first year students in college of education in Turkey. This study is based on both quantitative and qualitative data. For the quantitative data- Likert scale was used and for the qualitative data pattern matching was employed. The primary findings showed that students defined educational technology as technologies that improve learning with their visual, easily accessible, and productive features. They also believe these technologies could affect their future students- learning positively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20technology" title="Educational technology">Educational technology</a>, <a href="https://publications.waset.org/search?q=classroom%20teacher%20candidates" title=" classroom teacher candidates"> classroom teacher candidates</a>, <a href="https://publications.waset.org/search?q=technology%20integration" title=" technology integration"> technology integration</a>, <a href="https://publications.waset.org/search?q=teacher%20education." title=" teacher education."> teacher education.</a> </p> <a href="https://publications.waset.org/4781/classroom-teacher-candidates-definitions-and-beliefs-about-technology-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4781/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4781/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4781/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4781/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4781/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4781/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4781/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4781/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4781/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4781/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4781.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1926</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">883</span> Efficacy of Self-Assessment in Written Production among High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yoko%20Suganuma%20Oi">Yoko Suganuma Oi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study is to find the efficacy of high school student self-assessment of written production. It aimed to explore the following two research questions: 1) How is topic development of their written production improved after student self-assessment and teacher feedback? 2) Does the consistency between student self-assessment and teacher assessment develop after student self-assessment and teacher feedback? The data came from the written production of 82 Japanese high school students aged from 16 to 18 years old, an American English teacher and one Japanese English teacher. Students were asked to write English compositions, about 150 words, for thirty minutes without using dictionaries. It was conducted twice at intervals of two months. Students were supposed to assess their own compositions by themselves. Teachers also assessed students’ compositions using the same assessment sheet. The results showed that both teachers and students assessed the second compositions higher than the first compositions. However, there was not the development of the consistency in coherence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Feedback" title="Feedback">Feedback</a>, <a href="https://publications.waset.org/search?q=self-assessment" title=" self-assessment"> self-assessment</a>, <a href="https://publications.waset.org/search?q=topic%20development." title=" topic development."> topic development.</a> </p> <a href="https://publications.waset.org/10002084/efficacy-of-self-assessment-in-written-production-among-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002084/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002084/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002084/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002084/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002084/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002084/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002084/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002084/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002084/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002084/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1901</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">882</span> A Case Study: Teachers Education Program in a Global Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=In%20Hoi%20Lee">In Hoi Lee</a>, <a href="https://publications.waset.org/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim</a>, <a href="https://publications.waset.org/search?q=Je%20Eung%20Jeon"> Je Eung Jeon</a>, <a href="https://publications.waset.org/search?q=Gwang%20Yong%20Choi"> Gwang Yong Choi</a>, <a href="https://publications.waset.org/search?q=Joo%20Sub%20Lee"> Joo Sub Lee</a>, <a href="https://publications.waset.org/search?q=Ik%20Sang%20Kim"> Ik Sang Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently, the interest of globalization in the field of  teacher education has increased. In the U.S., the government is trying  to enhance the quality of education through a global approach in  education. To do so, the schools in the U.S. are recruiting teachers with  global capability from countries like Korea where competent teachers  are being trained. Meanwhile, in the case of Korea, although excellent  teachers have been cultivated every year, due to a low birth rate it is  not easy to become a domestic teacher. To solve the trouble that the  two countries are facing, the study first examines the demand and  necessity of globalization in the field of teacher education between  Korea and the U.S. Second, we propose a new project, called the  ‘Global Teachers University (GTU)’ program to satisfy the demands  of both countries. Finally, we provide its implications to build the  future educational cooperation for teacher training in a global context.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20cooperation" title="Educational cooperation">Educational cooperation</a>, <a href="https://publications.waset.org/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/search?q=teachers%20education%20program" title=" teachers education program"> teachers education program</a>, <a href="https://publications.waset.org/search?q=teacher%20training%20institutions." title=" teacher training institutions."> teacher training institutions.</a> </p> <a href="https://publications.waset.org/9997032/a-case-study-teachers-education-program-in-a-global-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997032/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997032/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997032/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997032/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997032/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997032/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997032/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997032/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997032/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997032/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2540</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">881</span> Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil-Teacher Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kuo%20Hung%20Huang">Kuo Hung Huang</a>, <a href="https://publications.waset.org/search?q=Chong-Ji%20Ke"> Chong-Ji Ke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore the impacts of computer games on the mathematics instruction. First, the research designed and implemented the web-based games according to the content of existing textbook. And the researcher collected and analyzed the information related to the mathematics instruction integrating the computer games. In this study, the researcher focused on the learning motivation of mathematics, mathematics achievement, and pupil-teacher interactions in classroom. The results showed that students under instruction integrating computer games significantly improved in motivation and achievement. The teacher tended to use less direct teaching and provide more time for student-s active learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=computer%20games" title="computer games">computer games</a>, <a href="https://publications.waset.org/search?q=mathematics%20instruction" title=" mathematics instruction"> mathematics instruction</a>, <a href="https://publications.waset.org/search?q=pupil-teacher%20interaction" title="pupil-teacher interaction">pupil-teacher interaction</a>, <a href="https://publications.waset.org/search?q=technology-enhanced%20learning" title=" technology-enhanced learning"> technology-enhanced learning</a> </p> <a href="https://publications.waset.org/11702/integrating-computer-games-with-mathematics-instruction-in-elementary-school-an-analysis-of-motivation-achievement-and-pupil-teacher-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11702/apa" 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