scholarly journals Solo Analysis of Efl Curricula in Turkey

2017 ◽  
Vol 8 (1) ◽  
pp. 140
Author(s):  
Reyhan Ağçam ◽  
Pınar Babanoğlu
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Analysis Method ◽  
Solo Taxonomy ◽  
National Education ◽  
Four Levels ◽  
State Schools ◽  
Practical Implications ◽  
Secondary State

Curriculum simply refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes (Ebert et al., 2013). In Turkey, the curricula for a variety of courses to be taught in primary and secondary state schools are designed by the Ministry of National Education (MoNE), and they are subject to change at uncertain periods. The current research aims to investigate curricula for English as a foreign language course for 5th, 6th and 7th grades that have been recently introduced by MoNE (2017). It exclusively compares them through an analysis of learning outcomes identified in each based on the Structure of the Observed Learning Outcome (SOLO) taxonomy developed by John Biggs and Kevin Collis (1982). Accordingly, document analysis method was used to analyze learning outcomes identified in the above-mentioned curricula into four levels of the SOLO taxonomy: (i) uni-structural, (ii) multi-structural, (iii) relational, and (iv) extended abstract. The study will report findings obtained from the analysis and practical implications on the curriculum design of EFL courses taught in various grades, and conclude with a few suggestions for further directions.

scholarly journals AN EVALUATION OF SELECTED MOROCCAN ELT TEXTBOOKS: A STANDARDS-BASED APPROACH PERSPECTIVE

2017 ◽  
Vol 7 (1) ◽  
pp. 229 ◽  
Author(s):  
Hassan Ait Bouzid
Keyword(s):  
Foreign Language ◽  
Mixed Data ◽  
Content Standards ◽  
Analysis Method ◽  
Mixed Methods Design ◽  
Policy Makers ◽  
National Education ◽  
Textbook Evaluation ◽  
Teaching Learning

Standards-Based Approach to textbook evaluation has been blooming in recent decades. Nevertheless, this practice has received very little attention in Morocco.  The present study aims to bridge a gap in the literature of the Moroccan context by investigating the extent to which three locally designed ELT textbooks conform to the theoretical principles of the Standards-Based Approach which defines the teaching of English as a foreign language in the country (Ministry of National Education, 2007). Its objective is to examine whether and how these textbooks present contents that enable learners to meet the content standards included in the goal areas of Communications, Cultures, Connections and Comparisons. The study is informed by the theoretical framework of the Standards-Based Approach. It adopts a mixed-methods design that uses content analysis as a mixed data analysis method combining both quantitative and qualitative techniques. The findings reveal a number of shortcomings relevant to the representation of the content standards as several standards are not sufficiently addressed in the activities included in these textbooks. Eventually, some suggestions are addressed to policy makers, textbook designers and teachers to overcome the identified problems in current and future textbooks. The study is expected to sensitize ELT practitioners about the viability of using textbook evaluation in boosting both the quality of ELT textbooks and the quality of the teaching learning outcomes.

scholarly journals Improving Teaching and Learning Outcomes – A Novel Cognitive Science Approach

2016 ◽  
Vol 11 (1) ◽  
pp. 264
Author(s):  
Stanislaw Paul MAJ
Keyword(s):  
Cognitive Science ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Educational Process ◽  
Diverse Range ◽  
Solo Taxonomy ◽  
Advantages And Disadvantages ◽  
Science Approach ◽  
Improving Teaching And Learning

Three principle approaches to education are behaviorism, constructivism and cognitive science. However beyond that there are a wide and diverse range of methods such as outcomes based education, problem based learning etc. All these approaches and methods have their associated advantages and disadvantages. The effectiveness of the educational process is measured by a learning taxonomy such as Bloom or Structure of the Observed Learning Outcome (SOLO). The paper links the cognitive science approach with the SOLO taxonomy as the basis of a quantitative approach to measuring cognitive load which is a measure of mental effort. This can then be used as the basis of curriculum design in order to optimize learning outcomes.

scholarly journals Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 116
Author(s):  
Aljawharah Alsalamah ◽  
Carol Callinan
Keyword(s):  
Learning Outcomes ◽  
Evaluation Model ◽  
Training Process ◽  
Educational Training ◽  
Head Teachers ◽  
Female Head ◽  
Assessment Of Learning ◽  
Level Model ◽  
Four Levels ◽  
Training Programmes

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.

Benin: Governance, lifelong learning and development

2021 ◽  
pp. 147797142199941
Author(s):  
Idowu Biao
Keyword(s):  
Lifelong Learning ◽  
Analysis Method ◽  
Learning And Development ◽  
Thematic Content Analysis ◽  
National Education ◽  
Know How ◽  
Content Analysis Method ◽  
Preparation Period ◽  
Independence Era ◽  
Access To Knowledge

This article analyses and identifies the extent to which the different pre- and post-independence typologies of governance in Benin have facilitated the promotion of lifelong learning as instrument for development. Relying on the thematic content analysis method, the article identifies three themes and three main typologies of governance spanning the independence preparation period and post-independence era. Of the three styles of governance, only the Marxist–Leninist government succeeded in promoting lifelong learning by default. Lifelong learning being one type of learning that promotes the re-engineering of society through the constant dissemination of knowledge, information and know-how and through the constant retooling of the citizenry for purpose of investment of their talents in ever renewable ways, Benin is called upon to prioritise the promotion of lifelong learning soon. Specifically, Benin has been advised to restructure her national educational sector by bringing the whole sector under one Minister of Education with a view to enabling a seamless interaction across all sections of the national education. This restructuring as described in Figure 1 within the article, would facilitate timeous access to knowledge, information and skills that would enable individuals to participate in different sectors of the economy and thereby advance rapid national socio-economic development.

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

The “Halalification” of tourism

2017 ◽  
Vol 8 (4) ◽  
pp. 558-577 ◽  
Author(s):  
Faiza Khan ◽  
Michelle Callanan
Keyword(s):  
Design Methodology ◽  
Secondary Data ◽  
Market Segment ◽  
Analysis Method ◽  
Review Of Literature ◽  
Primary Research ◽  
Content Type ◽  
Starting Point ◽  
Practical Implications

Purpose The purpose of this paper is to address the confusing use of terminology associated with tourism undertaken by Muslims and to identify key concerns associated with this type of tourism. Design/methodology/approach This is an exploratory study and adopts a critical review of literature following the evolutionary concept analysis method. Content analysis of popular UK media, UK-based tour operators’ websites and tourism strategies of destinations popular with Muslim tourists were conducted to examine the use of terminology. Findings There is no clear difference between the various terms (halal, Muslim friendly, Islamic, etc.) used. Overall, academia uses the term Islamic tourism, while the industry and media use various terms. Among destinations, however, there is no clear and consistent use of terminology. A key concern of Islamic tourism is the role of certification in assuring travellers and the lack of standardisation of halal certification. Research limitations/implications The paper is based on literature review and secondary data analysis. It lacks primary research. Practical implications This study highlights the need for consistent use of terminology across industry. Another implication is the issue surrounding halal certification of food and the importance of trust in the seller/service provide. Another trend that industry providers need to consider is the growth of the Muslim millennial traveller and the needs of this market segment. Originality/value The paper highlights the importance of studying the Muslim tourist market and provides a starting point for further research. It highlights several issues such as the need to develop a typology of Muslim tourists. Of particular interest is the concern whether halal values in danger of being commodified in the absence of a universal agreed criterion for halal certification.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

Stairways to heaven: implementing social media in organizations

2013 ◽  
Vol 17 (5) ◽  
pp. 741-754 ◽  
Author(s):  
Moria Levy
Keyword(s):  
Social Media ◽  
Knowledge Management ◽  
Empirical Study ◽  
Design Methodology ◽  
Applied Research ◽  
Service Marketing ◽  
Content Type ◽  
Four Levels ◽  
Functional Components ◽  
Practical Implications

Purpose – This paper is aimed at both researchers and organizations. For researchers, it seeks to provide a means for better analyzing the phenomenon of social media implementation in organizations as a knowledge management (KM) enabler. For organizations, it seeks to suggest a step-by-step architecture for practically implementing social media and benefiting from it in terms of KM. Design/methodology/approach – The research is an empirical study. A hypothesis was set; empirical evidence was collected (from 34 organizations). The data were analyzed both quantitatively and qualitatively, thereby forming the basis for the proposed architecture. Findings – Implementing social media in organizations is more than a yes/no question; findings show various levels of implementation in organizations: some implementing at all levels, while others implement only tools, functional components, or even only visibility. Research limitations/implications – Two main themes should be further tested: whether the suggested architecture actually yields faster/eased KM implementation compared to other techniques; and whether it can serve needs beyond the original scope (KM, Israel) as tested in this study (i.e. also for other regions and other needs – service, marketing and sales, etc.). Practical implications – Organizations can use the suggested four levels architecture as a guideline for implementing social media as part of their KM efforts. Originality/value – This paper is original and innovative. Previous studies describe the implementation of social media in terms of yes/no; this research explores the issue as a graded one, where organizations can and do implement social media step-by-step. The paper's value is twofold: it can serve as a foundational study for future researches, which can base their analysis on the suggested architecture of four levels of implementation. It also serves as applied research that will help organizations searching for social media implementation KM enablers.

Transforming the economics curriculum by integrating threshold concepts

2016 ◽  
Vol 58 (5) ◽  
pp. 492-509 ◽  
Author(s):  
Prashan Shayanka Mendis Karunaratne ◽  
Yvonne A Breyer ◽  
Leigh N Wood
Keyword(s):  
Learning Outcomes ◽  
Curriculum Design ◽  
Student Experience ◽  
Threshold Concepts ◽  
Content Type ◽  
Course Structure ◽  
Learning And Teaching ◽  
Entry Level ◽  
Higher Education Economics ◽  
Survey Responses

Purpose – Economics is catering to a diverse student cohort. This cohort needs to be equipped with transformative concepts that students can integrate beyond university. When a curriculum is content-driven, threshold concepts are a useful tool in guiding curriculum re-design. The paper aims to discuss these issues. Design/methodology/approach – The evidence for this pedagogic need can be seen in the UK’s higher education economics curriculum framework which is formulated around the threshold concepts of economics. Through a literature review of the application of threshold concepts in economics, the researcher has systematically re-designed an entry-level economics course. This research has been applied to the course structure, the learning and teaching activities, as well as the assessments. At the end of the semester, students students were surveyed on the student experience of the curriculum design and the course activities. The course grades noted the achievement of the students’ learning outcomes. Findings – When comparing the survey responses and the student course results to the previous semesters, there is a significant improvement in student experience as well as student learning outcomes of the course curriculum. Practical implications – This research provides curriculum developers with a benchmark and the tools required to transform economics curricula. Social implications – An engaging, transformative and integrative entry-level economics course is often the only exposure most business graduates have to the economics way of thinking and practice. Originality/value – This is the first comprehensive study that applies a curriculum re-design based on threshold concepts across an entry-level economics course.

scholarly journals A needs analysis of curriculum design of the human rights, citizenship, democracy and child rights course for teacher candidates

2019 ◽  
Vol 9 (1) ◽  
pp. 105-144
Author(s):  
Hatice Leblebici ◽  
Banu Yücel Toy
Keyword(s):  
Human Rights ◽  
Primary School ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teacher Candidates ◽  
Quantitative Data ◽  
Education Programme ◽  
Needs Analysis ◽  
Classroom Teaching ◽  
Child Rights

The overall aims of this study are to conduct a needs analysis of curriculum design of the “Human Rights, Citizenship and Democracy” course for the teacher candidates at the Department of Classroom Teaching and to propose a curriculum design. In this study, convergent parallel mixed methods design comprising both qualitative and quantitative data collection is used. In the qualitative aspect of the needs analysis, in-depth interviews with eight primary school teachers who taught or have been teaching the “Human Rights, Citizenship and Democracy” course in the fourth year of the primary school, three instructors from Department of Classroom Teaching at the Faculty of Education who are teaching a course with similar content and six teacher candidates registered at the 4th grade of the same department were counducted. Based on the interview results, a “Needs Analysis Questionnaire” was developed by the researchers and used for the quantitative dimension. The questionnaire is applied to 80 teacher candidates who are 3rd and 4th grade classroom teacher candidates in a a state university in Istanbul. Qualitative data were analyzed through the content analysis carried out by using NVivo11 analysis software. In the analysis of the quantitative data, a descriptive analysis was made by using SPSS.20 software package. According to results, It is seen that the teacher candidates are barely knowledgeable about the child rights; and that the teacher candidates appreciate the learning outcomes of the course design, and yet they consider themselves quite incompetent for these learning outcomes. Additionaly, the results demonstrated that an education programme on human rights, citizenship and democracy should be offered to the teacher candidates as a must course. In line with the results of the needs analysis, an education programme design model on human rights, citizenship, democracy and child rights is proposed.

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