Abstract

Futurum in Sweden is a school that does not have any classrooms, there is nothing like a timetable, no school bells can be heard, the students do not have any school bags, and teachers are without desks. Futurum is a radically new school that merges creative architecture with modern learning and teaching methods.

Abstract

This article focus on e-learning environment, in which students will have more control over when and where they learn and the teacher will have to provide a range of materials and pedagogies which give the students more choice over how they learn. A new mediating tool between the learner and what has to be learnt is now the computer and the Internet. New tools and learning styles of their students and the new learning environments, if they are to make creating environment for teaching and learning on the Internet.

Abstract

This article act as a catalyst to take initative and better understanding of students's learning styles and difficulties. The findings and suggestions to tacke the problem will giver deeper insight and will be able to implement the ideas putforth in this paper to enhance teaching in more than one way.

Abstract

This project aimed at increasing the Internet penetration in Argentina by offering web based educational platform.

Abstract

Whether intentionally or not, teachers are excluded from having the full benefit of the new technologies developed and adapted by the search engine developers, while all the current and proposed research and developments are focused mainly on the end users (students/learners, businesses and/ the government) and not specifically on teachers who act as the mediator between information and their students. Consequently teachers are left searching in isolation, without the assistance and guidance of the adaptive search engines.

Whether intentionally or not, teachers are excluded from having the full benefit of the new technologies developed and adapted by the search engine developers, while all the current and proposed research and developments are focused mainly on the end users (students/learners, businesses and/ the government) and not specifically on teachers who act as the mediator between information and their students. Consequently teachers are left searching in isolation, without the assistance and guidance of the adaptive search engines.

Abstract

Resource management strategies have been identified as important factors in the enhancement of students' learning. Therefore we sought to (i) to explore and describe the Resource Management Strategies of third year pre-service EFL teachers; (ii) to explore the relationship between the Resource Management Strategies (iii) to explore the relationship between the gender variable and the Resource Management Strategies of third year pre-service EFL teachers. A total of 174 pre-service (males = 40, females = 134) completed Motivated Learning Strategies Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Firstly, the results of the study indicated that pre-service EFL teachers showed poor time management behaviours. Secondly, they do not have the tendency to maintain focus and effort toward goals despite potential distractions. Thirdly, they displayed both poor peer collaboration and help seeking behaviors. What emerged from the data is that local culture has some important

Abstract

In many universities and colleges around the world, it is an accepted practice to supplement frontal lectures of courses with separate practice classes or tutorials. For this purpose lecturers may sometimes use the services of teaching-assistants to conduct the tutorials. Teaching-assistants conduct tutorials in many courses in Israel's academic institutions, especially where core classes and tutorials are separate.

The paper presents the results of a comprehensive instructors' assessments survey conducted in Israel's largest public college in 2004. In this survey, students in small tutorial groups, typically comprised of 15-35 participants each, rated their instructors. Students assessed the performance of two different types of instructors: fully accredited lecturers (including instructors, lecturers, senior lecturers and professors), who were also in charge of the core course, and teaching-assistants (usually Ph.D. candidates), who were formally responsible solely for the tutorials and accountable to the accredited lecturers.

The research explored the differences between students' assessments of lecturers in plenary (or core) classes and small-group tutorial settings, as well as the students' course grades in each tutorial setting (be it a core class conducted by the lecturer or a small-group tutorial conducted by the teaching-assistant). It also explored the differences between students' assessments of lecturers and teaching-assistants.

Contrary to expectations based on previous research done in the world, the findings of the present study fail to indicate differences in either students' assessments of the teachers in charge of the tutorials or in the students' course grades by tutor status (lecturer or teaching-assistant).

The findings of the present study indicate no academic justification for dividing course work between lecturers and teaching-assistants. Both lecturers and teaching-assistants were judged to be equally effective as tutors, and equally contributed to students' success as translated into grades. Such division does, however, have a major budgetary advantage. Teaching-assistants are much more cost-effective. Furthermore, this division provides teaching training opportunities and experience for junior faculty members functioning as tutors.

Abstract

This paper describes an intervention program initiated to assist children from disadvantaged backgrounds attain early literacy skills. The pedagogy includes use of play and technology. Data shows significant gains in assessment scores after seven months. Implications for policy and practice are offered.