scholarly journals Teachers’ Moral Evaluation of Students in an Inclusive Secondary School: A Study of Minority Students’ Behaviour and School Performance

2022 ◽  
Vol 9 (2) ◽  
pp. 325-338
Author(s):  
Mohammed-Awal Alhassan
Keyword(s):  
Secondary School ◽  
Minority Students ◽  
School Performance ◽  
Teaching And Learning ◽  
Cultural Knowledge ◽  
Moral Judgement ◽  
Cross Cultural ◽  
Lack Of Control ◽  
Learning Set ◽  
Set Up

This study aims to analyze the issue of morality in a teaching and learning set up. After discussion and answering the question “Is it ever the case that teachers hold students morally blameworthy or praiseworthy for factors that are known to be beyond their control?” the study concludes that teachers hold students to be morally blameworthy or praiseworthy for factors that are beyond their control, because they do not fully comprehend their lack of control over their situation, which is still bad. The study also found that most teachers do not have a clear cross-cultural knowledge of minority students’ background causing a moral judgement dilemma of students’ behaviours and actions. A critical look at other variables that may affect students’ learning is recommended by this study.Keywords: minority students, blameworthy, praiseworthy, knowledge, moral judgement

Intercultural communication in the space of higher education: issues of theory and practice

2017 ◽  
Vol 4 (6) ◽  
pp. 137-142
Author(s):  
Alevtina Alexandrovna Kolosova
Keyword(s):  
Intercultural Communication ◽  
Teaching And Learning ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Theory And Practice ◽  
Cultural Communication ◽  
Practical Skills ◽  
Scientific Methods ◽  
Learning And Teaching ◽  
General Scientific

This paper aimed at exploring and discussing modern methods of teaching and learning of inter-cultural communication in higher school. To fulfil the study, both general scientific methods and methods of a number of humanities were applied including an inter-disciplinary approach and philosophy of synergetics. The survey and interviews with direct questions were conducted among students. As the result of the research, discussions on methods of introducing students cross-cultural knowledge and practical skills were held, and the preferences of the students on the issues of learning and teaching intercultural communication were revealed. The most effective methods and approaches to teaching and learning inter-cultural communication in higher school are the philosophy of synergetics and the dialogue style of communication in the classroom. A key challenge for further research is to identify dimensions for inter-cultural competence measurement. Keywords: Inter-cultural communication, philosophy of synergetics, dialogue style, inter-disciplinary approach.

scholarly journals Intercultural Language Teaching: What Skills are needed to cope with a 21st Century EFL classroom?

2017 ◽  
Vol 8 (3) ◽  
pp. 701-705
Author(s):  
Smail BENMOUSSAT ◽  
Nabil Djawad BENMOUSAT
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Computer Assisted ◽  
The European Union ◽  
Foreign Language Pedagogy ◽  
Language And Culture ◽  
National Boundaries

The purpose of this article is to enrich EFL teachers’ understanding of the re-considerations involved in the nature of language learning with respect to the increasing process of global economic, political, linguistic and cultural integration. Needless to say, the globalization process tends to blur national boundaries, and this has already started with the European Union. What is more, the use of computer-assisted learning devices and other ICT tools, which have reduced the world into a village-like planet, have tremendously affected the field of foreign language pedagogy. All this, virtually creates a need for greater cross-cultural knowledge. The language learning communicative ends of the 70s and 80s have been re-moulded on intercultural grounds to give birth to a new concept: inter/cross-cultural competence. This intercultural scheme, one might argue, ensures the link between teaching language and learning culture, hence the intercultural language teaching or ‘teaching-and-learning language-and-culture’ approach (hereafter written TLLC), a term coined by Byram et al. (1994).

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

scholarly journals Adverse Selection, Heterogeneous Beliefs, and Evolutionary Learning

2021 ◽  
Author(s):  
Clemens Buchen ◽  
Alberto Palermo
Keyword(s):  
Adverse Selection ◽  
Relative Size ◽  
Nonlinear Dynamic System ◽  
Heterogeneous Beliefs ◽  
Evolutionary Learning ◽  
Common Assumption ◽  
Cobweb Model ◽  
The Common ◽  
Learning Set ◽  
Set Up

AbstractWe relax the common assumption of homogeneous beliefs in principal-agent relationships with adverse selection. Principals are competitors in the product market and write contracts also on the base of an expected aggregate. The model is a version of a cobweb model. In an evolutionary learning set-up, which is imitative, principals can have different beliefs about the distribution of agents’ types in the population. The resulting nonlinear dynamic system is studied. Convergence to a uniform belief depends on the relative size of the bias in beliefs.

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

2001 ◽  
Vol 29 (3) ◽  
pp. 219-235 ◽  
Author(s):  
G. Q. Huang ◽  
B. Shen ◽  
K. L. Mak
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Learning By Doing ◽  
General Purpose ◽  
Project Based Learning ◽  
Course Materials ◽  
Summative Assessments ◽  
On Line ◽  
Set Up ◽  
Electronic Delivery

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.

Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School

1997 ◽  
Vol 41 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Bridget M. Leggett
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Administration ◽  
Central Office ◽  
School Personnel ◽  
Key Concepts ◽  
Approach To Teaching ◽  
Secondary School Administration ◽  
Western Australian

CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.

Effects of Didactic Teaching on Canadian Cross-Cultural Sensitivity

1994 ◽  
Vol 75 (2) ◽  
pp. 801-802 ◽  
Author(s):  
Joel Klein
Keyword(s):  
Minority Students ◽  
Cultural Sensitivity ◽  
Cross Cultural ◽  
Didactic Teaching ◽  
Majority Students ◽  
The Cross

Over an 11-week course on multiculturalism in Canada, scores on the Cross-Cultural Sensitivity Scale for 16 students did not change. Also, no significant differences were found between 6 minority students and 10 majority students at pre- or at posttest.

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