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Literature Children - Child as Protagonist
Wellington Amancio da Silva
Issue:
Volume 3, Issue 3, June 2014
Pages:
54-57
Received:
9 April 2014
Accepted:
28 April 2014
Published:
10 May 2014
Abstract: This paper aims to contribute to issues related to social representations of children through the lens of the adult world; we recommend that fosters the child's opportunity to be author and co-author (protagonist) in the production of children's literature and is known to be beyond their textual production considering that all production of children in school (painting, scribbling, drawings, sketches of letters and various signs) is recognized as children's literature.
Abstract: This paper aims to contribute to issues related to social representations of children through the lens of the adult world; we recommend that fosters the child's opportunity to be author and co-author (protagonist) in the production of children's literature and is known to be beyond their textual production considering that all production of childre...
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Traditional Classrooms Transformed into Modern School Environments through Collaborative Action Research
Kapachtsi Venetia,
Kakana Domna-Mika
Issue:
Volume 3, Issue 3, June 2014
Pages:
58-64
Received:
17 April 2014
Accepted:
20 May 2014
Published:
10 June 2014
Abstract: Collaborative teaching approach has confused teachers in Greece, who although generally argue in favour of this, however, state that they are unable to incorporate it into their daily teaching practice. Thus, collaborative action research, as a form of training, has been implemented to a group of teachers in order improvement to be achieved. The opinions and feelings of the participants are presented in the following article. Analyzing the facilitator’s observation notes and the participants’ interviews seems that action research has triggered a change in pupils’ learning process. Additionally, teachers exchanged ideas, expressed themselves without hesitation and adopted innovations. According to the researcher, teachers’ hard and lonely work is supported through the collaborative action research. This kind of training focuses on their needs, takes place at their own school, while the member of the University and the researcher undertake the support work. With this effort, the classroom can be transformed into a modern school environment, more active, experiential and collaborative one.
Abstract: Collaborative teaching approach has confused teachers in Greece, who although generally argue in favour of this, however, state that they are unable to incorporate it into their daily teaching practice. Thus, collaborative action research, as a form of training, has been implemented to a group of teachers in order improvement to be achieved. The op...
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Action Research: Description of Perceptions and Attitudes toward Cafeteria Rules and Their Effects on Consistent Adherence
Issue:
Volume 3, Issue 3, June 2014
Pages:
65-70
Received:
26 May 2014
Accepted:
12 June 2014
Published:
30 June 2014
Abstract: Reason: Lunchroom population density and limited opportunity to provide lunch services require a high rate of throughput; even minor disruptions create a cascade delays resulting in insufficient time for student nourishment, or infringement upon academic instruction time. Action research helps educators identify problems, formulate questions, collect and analyze data, then develop plans of action. Problem: This study describes perceptions and attitudes toward the cafeteria rules that may contribute to or detract from consistent adherence. It seeks to answer the following questions: What are students’ and adults’ perceptions of the rules, rule compliance, and impact of compliance/non-compliance? How do the perceptions of students, monitors, and intervening supervisors compare and contrast? Methodology: This is a non-randomized, cross-sectional, mixed methods sequential assessment of perceptions and attitudes toward published behavior rules for the cafeteria. A convenience sample of three data sources: students, lunchroom monitors, and intervening support staff (adults) were data sources. Quantitative data collection was followed by qualitative data collection from interviews with key intervening supervisory staff. Results: The questionnaire response rate for students (n=78) was 86.5%, and for adults (n=16) was 84.4%. Statistically significant differences between students and adults in perception of rule utility and adherence were observed. Interviews of seven intervening supervisory adults were obtained to explore strategies for closing perception gaps. Implications: Results indicate adults hold high expectations that students may not perceive themselves capable of meeting. Interview provided triangulation to strengthen analysis of findings, and suggest strategies for designing intervention to increase future compliance.
Abstract: Reason: Lunchroom population density and limited opportunity to provide lunch services require a high rate of throughput; even minor disruptions create a cascade delays resulting in insufficient time for student nourishment, or infringement upon academic instruction time. Action research helps educators identify problems, formulate questions, col...
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South Korean Elementary Teachers’ Anxiety for Teaching Mathematics
Issue:
Volume 3, Issue 3, June 2014
Pages:
71-80
Received:
10 June 2014
Accepted:
22 June 2014
Published:
30 June 2014
Abstract: The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on statistical analyses (ANOVA and multiple regression model), I demonstrate in this study that South Korean teachers’ anxiety for teaching mathematics differs by educational level in mathematics education, certification level, and range of teaching experiences. In addition, the results of the data analysis demonstrated that teachers’ gender, educational attainment in general elementary education, and teaching experiences were not significant factors that affect South Korean elementary teachers’ anxiety for teaching mathematics. The findings of this study imply that elementary teachers’ anxiety for teaching mathematics might be decreased with teacher education programs in mathematics education. Implications include more studies are needed to examine the effects that teacher education programs in mathematics education.
Abstract: The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on st...
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The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran
Morteza Alibakhshi Kenari
Issue:
Volume 3, Issue 3, June 2014
Pages:
86-91
Received:
10 June 2014
Accepted:
7 July 2014
Published:
20 July 2014
Abstract: Psychologists have often emphasised the need to incorporate games into the school curriculum as a way of providing with learners opportunities to develop in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement. Previous studies have also indicated that the learning process can be made more enjoyable for learners, when games are incorporated into the learning process. This study examined the instructional power of game-based learning and simulation in a K-12 setting and sought to provide insight as to whether game-based learning would be an emphatic method that could be used for teaching and learning. Many scholars have argued that game-based learning stirs up a sense of motivation on the side of learners regarding their learning process. Therefore, this study explored the distinct features of game-based learning which learners consider to be interesting / absorbing. The findings of this study showed that the use of game-based learning as an instruction method is very effective in the teaching and learning process. It has the ability to engage and provoke learners’ interests. Besides, its experimental nature allows learners to participate fully in the class work. This means that teachers need to design teaching content that incorporates games since the latter provide a practical learning approach which helps learners to memorize most of the content learn. The study also recommends that educators tasked with designing and developing the curriculum should emphasize the importance of instructional methods that allow teachers to incorporate games into the teaching content.
Abstract: Psychologists have often emphasised the need to incorporate games into the school curriculum as a way of providing with learners opportunities to develop in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement. Previous studies have also indicate...
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