The Effects of a Professional Development Program for Technology Integrated Algebra Teaching

This study examined technological pedagogical content knowledge change of middle school mathematics teachers who participated in a professional development program designed to integrate technology into teaching algebra. Twenty-eight middle school teachers from 20 different schools participated in the study. The data collection tools were technological pedagogical content knowledge survey, reflective journals, lesson plans, and program evaluation forms. The data analysis showed that the participants’ technological pedagogical content knowledge increased significantly. In addition, participants wrote lesson plans that included effective use of technology to teach algebra contents. The positive effects of the professional development program seem to be related to the following components of the program: the usability of the program activities in middle school classrooms, program’s focus on using technology in teaching algebra, the introduction of new technological tools and software related to mathematics, and the interactive nature of the program.

Book Review: Democracy, Schooling and Political Education

This paper reviews the book Democracy, Schooling and Political Education, written by Colin Wringe (published in 2012 by Routledge, first ed. in 1984, 126 p.). Although, the book was written in the last quarter of the 20th century towards the end of the cold war period, it is highly up-to-date in terms of the topic it covers. Wringe’s work addresses the teachers and other professionals in education, and also all who are interested in relationship between education and democracy, without a strong background in the field.

State, Citizens and Education in the Ottoman Empire: Civic Education Curriculum in the Early 20th Century

In Ottoman Empire, reform movements that started in the Tanzimat [Reorganization] period gained momentum in the 2nd Meşrutiyet [Constitutional Monarchy] Era and its aftermath. Education, which is a structure that cannot be isolated from the society and related educational institutions, also underwent change and transformation as a result of the reform movements. Tedrisat-ı İbtidaiye Kanun-ı Muvakkati [Primary Education Transitional Law] brought along a series of innovations in education. During this period, an educational approach based on Usul-i Cedid [New Method] was adopted, and thus, education became free and compulsory while education was divided into 3 levels, the duration of which was 6 years. This research was carried out to analyse how the Musâhabât-ı Ahlâkiyye [Conversations on Morality] course was reflected in the 1913 Ottoman curriculum, and to determine what objectives, themes and values were aimed to be taught to students monthly and weekly during the first, second and third educational periods [Devre-i Ûla, Devre-i Mutasavvıta, Devre-i Aliye respectively] within the scope of this course. In this study designed in qualitative research design, historical research method was preferred. The data of the research were obtained by document analysis technique and literature review. The obtained findings were organized in such a form to serve the purpose of the study and analyzed by content analysis method.

Responsiveness of Driving Curriculum Provision to Efficient Driving Training: Survey into Contemporary Driving Practices in Ethiopia

This research focused on investigating curricular efficiency in drivers’ training to ensure risk-free driving. Issues of concern were efficiency of the driving curriculum with respect to clarity in expected learning outcomes, pedagogic provisions and assessment. Interpretive research design was used to give shape to the data collection and analysis. Data were collected in the form of experiential and archival reflections. Accordingly, experiences in planning, implementing and assessing drivers’ training curricula and implementation strategies were looked into. Data were collected from seven institutions providing drivers’ training in Asella (n=3) and Adama (n=4) Towns of Ethiopia, selected through purposive sampling. The findings indicated that, the drivers’ training was largely based on a short-span provision which was far below the standard to ensure in-depth practices. The curricular materials lacked well-organized components with regard to clear statement of learning outcomes, organization of contents and skills, clarity in role-orientation, and depth in assessment. Moreover, the psychological consideration to individual differences among trainees, awareness about would-be customers and coping strategies for risks in time of accidents were less stressed. Though technical aspects of handling vehicles were well-grounded, awareness about the community with respect to road-safety was minimal. Team-works among concerned stakeholders to boost drivers’ understanding and skills were also non-existent.

Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks

Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.

Let me Fly Abroad: Student Migrations in the Context of Nepal

Student migration has been increasing over recent years in Nepal. The increasing numbers of students leave the country to the developed countries for their higher education with the hope of getting practical skills and knowledge and other valuable experiences to enhance their future carrier. This paper intends to explore the motivation, aspirations, and excitements among international students while flying abroad to pursue their higher education from the developed countries. In doing so, we adopted a narrative inquiry assuming that the stories of student mobility and its outcome challenge the educational and employment aspirations of youth in Nepal. The aspirations among international students encourage them to fly abroad due to the expectation of handsome earning and pursuing a foreign degree. Moreover, this paper also highlights the motivation of prospective students and their desire to fly abroad for their academic journey.

Factors that Influence School Choice: A Look at Parents’ and School Leaders’ Perceptions

School choice is a growing movement, and public school districts are faced with the challenge of preventing declines in student enrollment. In response, school districts must work to retain enrolled students and at the same time, attract new students. This qualitative study focused on developing an understanding of the factors that influence parents’ decisions to enroll their child(ren) in a chosen school, that is, a school which differs from that assigned to the student, also known as school choice. This case study examined data from the perspectives and experiences of parents and public school district leaders. Results suggest that school leaders need to ensure they build good relationships with parents and keep a positive school culture where customer service is valued and held to the highest standards. In essence, school leaders must maintain strong partnerships with their families to attract and retain student enrollment. The results from this study equip school leaders with valuable information for strategic planning to address declines in student enrollment.

A Quantitative Investigation of Language Policy in International Schools in East Asia

Many international schools develop a formal written language policy to address language learning and use. Additionally, schools often develop a language policy as part of an authorization and or accreditation process. Although a school may have a formal written language policy, sometimes teachers are unaware the policy exists. The purpose of this study was to examine teacher knowledge of language policy in English-medium international schools in East Asia. Additionally, the researchers explored whether there were differences in teacher knowledge of language policy between schools that have an affiliation with CIS, IB, and ACS WASC and schools with no affiliation. Further, the researchers examined how often teachers followed the language policy and if the policy defined the roles of teachers. This quantitative survey-based study had 544 participants, of whom 387 were teachers. The main finding revealed that a sizeable percentage of teachers reported that their school does not have a formal written language policy or were unsure if one exists. Additional findings revealed similarities in language policy knowledge between CIS and IB schools and schools with no affiliation. Further, less than half of the teachers follow the language policy consistently, and many policies do not specify teacher roles.

Good Governance Practices and Challenges in Local Government of Ethiopia: The Case of Bonga Town Administration

This study sought to assess the practice and challenges of good governance in Bonga Town Administration. A descriptive research method was utilized. Respondents are selected by purposive and convenience sampling techniques. Quantitative data was gathered through a questionnaire. Pertinent to qualitative information, structured interview, and FGD are employed. Then, data analyzed through quantitative and qualitative methods. Finally, the study disclosed a low level of accountability and transparency in the town administration. Pervasive corruption is also perceived as a key governance problem in the town; however, due to fear of reprisal citizens lack experience in exposing corruption. In sum poor service delivery, the gap between local government representatives and the town people, high level of rent-seeking, weak political leadership, lack of timely response for a public interest, and public disengagement in shared affairs were found to be challenges of good governance. Henceforth, based on the findings, it is concluded that the current good governance practice in Bonga Town Administration is weak and identified with a high level of rent-seeking among public servants as well as appointed and elected authorities. This research argues for the existence of governance which ensures public engagement in decision making and prioritization of shared problems, accompanied by transparent and accountable administration.

Book Review. Educational leadership and management: Developing insights and skills

This paper reviews the book Educational leadership and management: Developing insights and skills, written by Marianne Coleman and Derek Glover (published in 2010 by Open University Press-McGraw Hill, 197 p.). The book addresses the values and skills needed by educational leaders and managers in a changing and dynamic world of education.