Volume 3 - Issue 2

April 2014

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Let’s use an iPad App: Struggling Writers use of Digital Art Media for making Story Plans

Michael Dunn
Pages: 1-31

Students’ use of technology for writing is becoming increasingly required with the Common Core State Standards and tests such as the National Assessment of Educational Progress (NAEP). State and NAEP assessments indicate that a large number of students, as many as 75%, cannot write at a basic level. The US and other countries have implemented response to intervention (RTI) in public schools to address the needs of students who struggle with core skills such as writing. With RTI-type interventions, struggling writers have the opportunity to improve and return to general-education programming. As part of an intervention for writing, the author developed STORY as a mnemonic-strategy to help children better manage planning and text generation. In a mixed-methods design format, two intervention specialists provided second-, third-, and fourth-grade struggling writers (N=8) with 31 sessions of intervention programming (45 minutes per session). All students improved with story content but quality lagged in comparison. The author also met with the general education teachers and two writing intervention specialists in four 1-hour sessions to discuss students’ progress with the intervention activities as well as the application of RTI components to their school and classrooms.

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Impacts of the Erasmus Exchange Program on Academicians

Pages: 32-49

The aim of this study is to examine the perspectives of academic staff regarding the academic and sociocultural effectiveness of Erasmus Teaching Mobility and Staff Training Mobility programs. There were a total of 113 academicians involved in this study that took place at Afyon Kocatepe University. The researchers used a questionnaire including 25-likert-type statements. After the collection of the data, the researchers employed descriptive statistics and Independent-samples t-test in the analysis of the data. The study showed that most of the participants were very happy with the academic and sociocultural benefits of the Erasmus exchange programs. They expressed that the programs enhanced their motivation to share their teaching experience and knowledge with colleagues and students in other countries. They were also delighted with the cultural exchange. Furthermore, gender was a prominent factor in regards to the effectiveness of these programs on the scholars, favoring a female outlook.

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Research Review of Teacher Education for the Children with Special Needs in PRC

Li Shangwei Miloň Potměšil
Pages: 50-61

At present, the CSN education is being paid close attention to in PRC. About “teacher education for the children with special needs (CSN)”, the researchers mainly analyze some things including “teacher for CSN”, “pre-service training of the teacher for CSN”, “in-service training the teacher for CSN” and “the managing system and strategies of teacher education for CSN”. It is considered that the studies will be strengthened about the managing systems, objective, curricula, methods and modes of teacher education for CSN in the future.

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Critical Analysis of Learning Theories and Ideologies and Their Impact on Learning: “Review Article”

Claire Caroline Strauch Muaed Jamal Al Omar
Pages: 62-77

Learning is a complex process by which we are able to convert information and experience into knowledge, skills, behaviours, and attitudes. There are various learning theories which help to explain how we learn. There are also many methods of teaching which have been shown to provide positive results. We must also note the many different roles of a teacher and the importance of each one; each role serves as a means to achieve learning outcomes. A variety of teaching styles are used by some teachers (expert, formal, authority, personal model facilitator and delegator), while others rely on the same tried and tested techniques. However, the most effective teaching method involves changing ones\' teaching style to suit the situation and individual needs. The importance of teaching behaviour and the various teaching styles and the predicted benefits on student learning has been demonstrated.

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