Opportunities and challenges for nurturing creativity in Hong Kong's international school students : students' and teachers' perspectives

2015 ◽  
Author(s):  
Dawn Louise Hulland
Keyword(s):  
International School ◽  
School Students ◽  
Teachers Perspectives

Patriarchal Consciousness: Middle School Students' and Teachers' Perspectives of Motivational Practices

1998 ◽  
Vol 3 (2) ◽  
pp. 181-200 ◽  
Author(s):  
Barbara Satina ◽  
Melinda A. Solmon ◽  
Donetta J. Cothran ◽  
Susan J. Loftus ◽  
Keren Stockin‐Davidson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Students ◽  
Teachers Perspectives

scholarly journals Fundamental Criteria for Effective Textbook Evaluation

EFL Journal ◽  
2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Hicham Laabidi ◽  
Abdelhamid Nfissi
Keyword(s):  
High School Students ◽  
Native Speakers ◽  
Linguistic Knowledge ◽  
School Students ◽  
National Education ◽  
Textbook Evaluation ◽  
The World ◽  
Teachers Attitudes ◽  
Teachers Perspectives ◽  
Interesting Area

Since textbook evaluation is an interesting area in the field of applied linguistics, the present study intends to investigate Moroccan teachers’ perspectives concerning the EFL textbook “Visa to the World” designed for common core high school students in Morocco. It also aims to assess the effectiveness of this textbook which was suggested by the Moroccan Ministry of National Education as an instructional material for middle school students. This means that the researchers intend to highlight teachers’ attitudes towards the textbook through which students obtain the linguistic knowledge needed so as to communicate in English with native and non-native speakers. It is highly significant to mention that the study assesses the effectiveness of the textbook, “Visa to the World”, on the basis of seven main criteria: the physical appearance and format of the textbook, the accompanying materials, the content and the topics, the exercises and the activities, cultural presentation, the four skills and the language methods that the textbook adopts.

scholarly journals TEACHERS SHAPE SECONDARY SCHOOL STUDENTS' BEHAVIOURS THROUGH THE USE OF LEARNING THEORIES: THE CASE OF MALAYSIA

2021 ◽  
Vol 6 (42) ◽  
pp. 30-39
Author(s):  
Nurul Syazana Mohd Jelani ◽  
Siti Suria Salim ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Experienced Teachers ◽  
Learning Theories ◽  
School Students ◽  
Novel Method ◽  
Way Of Thinking ◽  
Teachers Perspectives

The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative approach by using John Hattie’s eight-mind frame in order to build consistent data. Two themes and twelve sub-themes emerged from the interviews, including mindset (mind-frame 1 to 8) and practices (punishments, rewards, approaches the students, and way of thinking). The findings demonstrated that while teachers' perspectives on learning theories varied, they are largely consistent with Hattie’s mind frame. When perceptions and beliefs are shared, Hattie's mind frames may prove the way of thinking, and it can identify a successful teacher's style of thinking. Learning theories are important for students' learning, according to the teachers in our study, however, it depends on the practices and how the teachers apply the practices in learning theories. Going forward, this research adds to the moulding of school students' behaviours by allowing teachers to use these learning theories in a novel method that could become a new teaching practice in the school system.

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