Elementary Teachers＇ Perceptions About Implementation of Inclusive Education

The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way.     

Not yet where we want to be： South Africa＇s participation in SITES 2006

The International Association for the Evaluation of Educational Achievement （IEA） initiated the Second International Technology in Education Study （SITES）--A longitudinal large-scale international comparative survey on the use of information and communication technologies （ICTs） in schools. The goal is to understand how ICTs effect teaching and learning in schools. SITES 2006 was the third module in this program to determine how teachers use ICTs, and to find out how school and education system factors influence teachers＇ pedagogical orientation. SITES 2006 administered three questionnaires： one for school principals, one for technology coordinators, and one for mathematics and science teachers, around 400 schools in each of 23 education systems. The main study took place during 2005-2007. This paper describes the South African educational context, provides an overview of the South African participation, speculates on South Africa＇s future participation, and provides a comparative glimpse of the use of ICTs in South African mathematics and science classrooms.     

Why deaf pupils have reduced graduation rates from compulsory education in Greece？ An investigation of factors related to their low attainment

The current article deals with the issue of increased dropouts of deaf pupils from compulsory education （primary and junior high school） and tries to map out plausible reasons according to what principals and teachers for the deaf say, which might account for these reduced graduation rates for deaf pupils from primary dropouts. Official statistics are employed to demonstrate and junior high school. This data is collected through annual census surveys targeting all primary and secondary schools for the deaf, conducted by the National Statistical Service of Greece （NSSG）. Then, this paper tries to explore some of the possible reasons, which could be at the root of these increased dropout rates from primary and lower secondary schools, according to the accounts of principals and teachers for the deaf, who serve in schools for the deaf. Two types of questionnaire were employed, addressed to principals and teachers for the deaf, serving in schools for the deaf, one on one, and telephone interviews, with these two categories of respondent. Low graduation rates are associated with several factors, including inadequate coverage for schools for the deaf, the fact that Gymnasia do not operate everywhere there are primary schools for the deaf and the fact that often deaf pupils have to enrol in schools for the deaf only after suffering considerable delay can be partly attributed to the relative shortage of schools for the deaf. Other limitations include the inadequate use of hearing aids by pupils, associated with inadequate screening and assessment procedures; a lack of kindergartens and preschools for the deaf; and the relative shortage of speech therapists in schools for the deaf. In addition, teachers criticized the fact that the ＂whole-day＂ school initiative, which allows pupils to remain in school until 4 p.m. and have assistance with their homework, does not operate in the majority of schools for the deaf. In addition, the need to create books and teaching materials more tailored to deaf pupils＇ needs was mentioned, as well as inadequate or lack of teacher training in deaf pedagogy and Greek Sign Language. Findings are discussed in accordance with the international bibliography on this issue.     

Inclusive education in Bosnia and Herzegovina

This paper describes the different challenges faced by all members of the local community who are directly or indirectly responsible for the educational reform regarding the process of inclusion in Bosnia and Herzegovina. Yugoslavia education system is regulated in canton legislature. Each canton has its own law on preschool, elementary school, high school and university education, with more than 30 laws covering the area of education. General and special education are separately regulated, thus violating the rights of children with special needs to be educated in the mainstream schools closest to their home. Negative attitudes, prejudices and stereotypes, educational standards non supportive for the inclusive education, lack of engagement of university facilities and negligence of scientifically based research are also considered in this study.     

An Excursion into the Time Tunnel of Curriculum Development in Macau： A Story of Discourses and Practices

The first wave of educational reforms in Macau took place in late 80s and early 90s. In 1991, the first Education Law was approved in Legislative Council. It signified a path leading to more ＂disciplined＂ education system. It was then by legislative means through standardization, regulations, implementation of the universal free education, establishment of the ＂public school net＂, construction of a ＂localized＂ curriculum framework, and the definition of various kinds of teacher education enabled the government to participate in overall educational matters. Among all, curriculum development is a significant component in the arena of educational reform. The localized curriculum was first implementation in 1995 in all government schools with Chinese as a medium of instruction, and was not compulsory in private schools. Macau is now starting a second wave of educational reform, with special attention to the re-construction of the present curriculum. Thus, it is the objective of this study to examine and disclose the discourses and practices of the curriculum development in the territory in order to re-vision the future development. The time travelling tunnel gives two scientists the ability to travel in time and space in the television series in the UK in 1960＇s. In this paper, ＇excursion into the time tunnel＇ is used metaphorically, to describe the research process for it is to be adventure and an exploration. Furthermore, the metaphor ＇time tunnel＇ also bridges the present to the past and the future. This is how the author attempts to reveal the story of discourses and practices of the curriculum development in Macau through the ＇time tunnel＇ interweaving with the past, the present and the future. This study stems from a particular stance of educational policy analysis. The study is informed by aspects of critical and post-structuralist perspective, with particular reference to Michel Foucault. In this paper, official document, namely Gazette （known as Boletin Oficial in Portuguese） is the focal point of interest.     

Primary school curriculum for educable mentally retarded children： A Turkish case

Educable mental retardation is a delay in acquiring basic reading, writing and counting skills emerging through late speaking and linguistic development along with social, emotional or behavioral problems. It is pointed out that such children have intelligence in the 45-74 range, and that they are incompetent in terms of language skills, perception power, memory capacity, imagination and creativeness. Primary school curriculum for educable mentally retarded children was adopted so as to implement beginning in 2001-2002 academic year. The curriculum was designed so as to apply in primary education schools where educable mentally retarded children attend or in private classes included in the body of primary education schools. It was designed in order for such children to improve their skills of understanding themselves, establishing positive social relations, adjusting to the social, technological and physical environment, and surviving independently. This current study is based on a qualitative method, and is focused on educable mentally retarded children who are at primary school age in Turkey. Having described the characteristics of such children, their needs are explained, the curriculum developed for such children is described, and teachers＇ views concerning the implementation of the curriculum are presented in this research.     

School Voucher Program and Its Enlightenments to the Education Reform in China

This article roughly retrospects the idea of school voucher program proposed by Milton Friedman, lately developed by Peacock, Wiseman and Jencks. The reasons like privatization in education, deterioration of public schooling and school choice promote this program. Then taking a simple look at the ramification of voucher program＂ and its value inclination and the practice of school voucher program in the USA and the problems existing in America. Finally, this paper introduces the school voucher program practiced in China and the enlightenments that school voucher program can offer to the education reform in China. With the idea and practice of school voucher program, the introduction of the market mechanism benefits the innovation of education fiscal system, the competition between schools, improvement of the education quality and parents＇ needs of school choice; it benefits the development of non-governmental education; it helps to build a better school governance situation. We should use two forms of constitutional transformation to ensure the widespread of school voucher program in China.     

More like real life-Motivational methods of teaching in upper secondary school

Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture.     

Perception of Nigerian secondary school teachers on introduction of e-learning platforms for instruction

This paper examines the view of Nigerian secondary school teachers on the introduction and utilization of e-learning platforms （blackboard, moodle, e-college, Web CT） to support and enhance learning. Six hundred teachers were drawn from 50 different schools in all the education districts located in Lagos state, Nigeria. A 25-item, 5-point likert scale questionnaire was validated and used for the study. The result showed that there was no significant difference in perception based on gender. However, there was significant difference as a result of the school type. Findings further showed that the teachers were of the view that e-learning platforms should be utilized in schools as soon as possible to support learning. Suggestions were given on how to make this feasible in Nigerian schools despite the challenges.     

Thoughts on Erudition,Culture and Music in Teacher Training

The start of higher education of primary school teachers in 1959 marks a definitive step in a process. This training has had an effect on all areas. In terms of music training, different periods can be observed which appears during the full strategic change of the training. Professionals, however, have always tried to find the proper place for music which has to be fought for from time to time. Music education has never lost sight of the Kodaly concept in public education. We aim to prepare our students to internalize the abilities necessary to become a successful primary school teacher, keeping in mind the requirements of qualification for the major. In this process, the changes taken place in the Hungarian higher education were determinative. Music education practically has kept its place in general and special primary school teacher training. The major of primary school teacher is a definitive undergraduate course in the teacher training field. Its importance directly shows in public education. One of the crucial points of education should be the formation of values of schoolchildren. General education is a cultural level different in every society and age that a society sets as a standard for its members. This education itself should have a European culture as a prerequisite with Hungarian characteristics.     

Questions in the answers to primary school educational reconstruction in Sierra Leone

The purpose of this paper is to review current issues in pre- and primary school reform and to pose questions on the long-term implications of present day solutions. Such an exercise will open up discussion on the probable effects of educational policy decisions with a view to minimize negative effects brought on by new policies. Because data collection in Sierra Leone is embryonic and unreliable, it is difficult to be definitive in planning future reform in education based on available data. The civil war between 1989 and 1999 practically shut down the educational system. Some of the obvious steps taken to ameliorate the situation included mandatory compulsory primary education in 2004 and completing the construction of 500 new classroom buildings by 2008. School enrolment doubled between 2001 and 2005 and the Gross Enrolment Ratio （GER） was about 160 percent. It is important to join in a discussion of the long-term implications of short-term solutions to educational development in Sierra Leone. The paper is organized under the following headings： （1） The context of pre and primary school development; （2） Current education system; （3） Issues in pre-primary and primary education; （4） Government statements on education and jobs respectively; （5） Questioning as a way to improve education quality; （6） Discussion; and （7） Recommendation.     

The study of teachers＇ task values and self-efficacy on their commitment and effectiveness for technology-instruction integration

The city of Taipei has been considered as a leading role of information technology education in Taiwan. However, many questions have been waited to be answered. The purpose of this study was to investigate the current situations and problems of primary school teachers＇ technology-instruction integration. By implementing the approach of cognitive motivators and the human performance technology （HPT） theory, this study also investigated the relationships among teachers＇ cognitive motivators （self-efficacy and task values） and their commitment and effort on technology-instruction integration. The researchers delivered 2,952 questionnaires via Internet, e-mail and airmail in January 2008. Finally, 1,549 questionnaires replied back and turned out to be ok. The findings were described as below. The situation of＂high-tech schools, low-access technology＂ also happened in Taipei primary schools. The time teachers devote to use technology into instruction is about 1-3 hour（s） per week and the level of technology implementation to use was low. Besides, teachers＇ self-efficacy and task values have impact on their commitment and effort on technology-instruction integration. Teachers＇ age and the length of teaching presented opposite correlations with their commitment and effort on technology-instruction integration. Teachers have huge difficulty on comprehending and designing computer-animation related multimedia materials to help students clear their abstract learning concept to concrete. In the future, they hope to take more workshops related with multimedia design principles, how to integrate technology with learning areas, and other multimedia related theories.     

A Discrepancy between An Advocacy of Group Work and the Reality of Its Poor Implementation ELT Classrooms of Junior High Schools in Mainland China

The paper investigates how group work was implemented in English teaching classrooms in a junior high school of Mainland China as a case study. The research data was collected by classroom observations, a survey of the students and interviews with the classroom teachers. The research finds a mismatch between an advocacy of group work and the reality of its poor implementation. It has implications on English curriculum innovation and the advocacy of group work in ELT classrooms in mainland China.     

Environmental Education and Networking in Mafeteng Primary Schools： A Participatory Approach

This paper explores a participatory process of Environmental Education （EE） networking in Mafeteng primary schools. It gives an overview of the existing EE efforts in Lesotho, particularly the models schools of the National Curriculum Development Centre. It also provides information about Lesotho Environmental Information Network as the body that drove the networking process. The paper discusses cycles of the participatory process undertaken for the EE networking in Mafeteng schools, including identification of problems, problem solving, reflective workshop and study tour. Finally the paper outlines issues that emerged in participatory EE networking, which include school governance, teachers＇ existing knowledge, communication, decision-making and power relations.     

The use of music to teach life skills to students with emotional disabilities in the classroom

This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement.     

Management Strategies for Promoting Teacher Collective Learning

This paper aims to validate a theoretical model for developing teacher collective learning by using a quasi-experimental design, and explores the management strategies that would provide a school administrator practical steps to effectively promote collective learning in the school organization. Twenty aided secondary schools in Hong Kong were selected by cluster sampling, and 777 teachers took part in the questionnaire survey. A structural equation model was applied to identify the interrelationship of the 5 disciplines of Senge＇s （1990） learning organization model. Results showed that personal mastery and systems thinking are individual and collective level predictors respectively for teacher collective learning. Building a mental model and shared vision in a sequential order predict systems thinking. Management strategies in cultural, policy and leadership domains are recommended to school administrators who wish to promote teacher collective learning as a means of coping with the changes generated by the curriculum reform in Hong Kong.     

The Application of the Situational Teaching in English Class of Elementary School

With the rapid and deep development of economic globalization and international exchanges, English as an international common language has been widely used. The importance of English-learning has become more and more obvious, and the elementary school English as English-learning Enlightenment has increasingly become the focus of our attention. At the same time, along with the further implementation of quality-oriented education and the new curriculum standard, stimulate students’ interest in relaxed learning, enhance practical ability and innovative spirit has become the goal of primary school education. This paper discuss the application of situational teaching in English class of elementary school on the basis of analysis about concept of new curriculum of primary school English and present situation of English Teaching in primary school.