The Role of Parents in the Achievement of Turkish-Speaking Students in British Schools： Why They Fail in Supporting Their Children？

In this paper, the role of parents in supporting their children＇s progress, as a factor affecting Turkish-speaking children＇s achievement, has been explored. It is a fact that Turkish-speaking pupils, when compared with other ethnic groups, such as Bangladeshi and Somali, struggle, underachieve, and still continue performing low in the British education system. The Turkish community has been resident in the United Kingdom （UK） for over 70 years with the current estimated population of 450,000. However, the community is invisible in the society; their diverse needs are not known; and there are limited research and government reports. The relevant data and research findings indicate that there are various factors for the underachievement of the Turkish-speaking pupils. This study shows the degree of importance of parental participation for Turkish-speaking parents in supporting their children＇s achievement. As a result, lack of parental involvement is one of the important factors in achievement; and a majority of parents stated that they could not involve in their children＇s learning because a number of reasons evaluated in the paper.     

Accessibility in post secondary education： Application of UDL to college curriculum

The inclusion of students with disabilities at the university is a relatively new occurrence in the field of special education. Although legislation in the United States has supported the acceptance of students with disabilities at the post-secondary level, it has only provided minimal support with the emphasis on the learner rather than the curriculum. Now we are looking for multiple ways for students to access learning and demonstrate mastery. Universal Design for Learning （UDL） is currently seen as a means to reconceptionalize curriculum. This study examines the experience of four professors and their effort to use a Classroom Performance System （CPS） as part of reformatting their courses using UDL. The Center for Applied Special Technology, CAST （2001） states that the goal of Universal Design for Learning is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to classroom curriculum. This paradigm shift echoes the move in special education from a deficit model to a minority rights model put forward by Hahn （1989）, and which is the basis of inclusive educational philosophy. Together inclusion and UDL create learning environments that strive to serve all students. This research describes the implementation of clickers as part of the CPS program in college courses in a special education teacher preparation program. The case study demonstrates how technology can provide access for all learners with positive outcomes such as increased participation and application of knowledge. It also illustrates some of the difficulties in making this pedagogical paradigm shift particularly in the use of technology, and the value of overcoming the existing barriers in place.     

The quantifying analysis of effectiveness of music learning through the Dalcroze musical method

Movement activities can be used to integrate with any other curriculum in childhood education. The movements can inspire the sense of rhythmic concepts for children. This study aims at investigating how children can be motivated and inspired rhythmically by body movement through Dalcroze approach. In this research, the author revealed how physical movements can motivate children＇s potential sense of rhythm and inspire children＇s interest of musical rhythmic concepts learning. The study was conducted with 1000 primary school 6th grade students from twenty primary schools in Taipei, Taiwan. These 1000 6th grade students have the same age, same music syllabus and have equally same music training at their schools. The 1000 students were divided into two equal groups, one having different activities of body movements at school, and the other without. The different activities included tapping, swinging, clapping, turning, and stamping simple rhythms. The experiments consisted two parts which were rhythm dictation and improvisational skills. All the participants were equally given the pre-test and post-test as evidences of progress of the experiment, and the researcher then compared with the differences of the two tests of the two groups before and after the experiment to see if there were any progress in their learning of musical rhythms. The study lasted 6 months and consisted of three stages： observation, comparison, and analysis. The author observed and compared the two groups of students, analyzed the results and found out that the two groups demonstrated obvious differences in their degree of progress on learning of musical rhythms.     

The effective teaching of comparing Orff music method with traditional music approach for music reading and melodic patterns singing for 3rd grade elementary students in Taiwan

The Orff music method has been internationally practiced and recognized as one of the leading music methods in the past fifty years. The success of this approach is that this method encourages all students participating in the designed music activities in the music class to interact with the teacher and other classmates using the Orff approach rather than the traditional one-way music learning approach in the traditional music classroom in Asia. While the children are situated within an environment where music activities and bodily movements are stimulated, the children＇s aesthetic music knowledge can be influenced significantly （Carlson, 1990）. In this study, there were a total number of 180 3rd graders from three elementary schools in Taiwan who participated in this research. The control group which consisted of three classes with a total number of 90 students was the class using the traditional music method taught by a regular classroom teacher, while the experimental group, which consisted of another three classes with a total number of 90 students, was the class taught using the Orff music method by the researcher. The study was controlled in the sense that the six music classes were ascertained to be of equal ability in their understanding of music before the experimental factor was applied. As well, there were no significant differences in age or mental capacity, while the difference in genders was only minimal. The results of this research revealed that not only did the students who had the Orff music method training perform better than the traditional music method on both melodic patterns dictation and music reading tests, but the Orff training also helped the experimental students to have a solid understanding of rhythmic structures and basic music knowledge.     

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.     

Defining parental involvement： The Israeli case

During the past decade, Israeli parents declared their rights to be involved in their children＇s education. The term used is ＂parental involvement＂, but there is no real agreement on the definition of the term. This paper describes the different opinions and approaches of parents, teachers, students, principals and decision makers, as found and described by Israeli researchers. The development, definitions and boundaries of the term are introduced. Even though the research in Israel is on a Hebrew term and this discussion is in English, the processes involved translate well, as these processes are in a well developed country, based on democracy and Western culture and an education system established under the British Mandate with its historical traces.     

Web-based training on learning organization for electrical undergraduate students in Thailand

The purpose of this research was to utilize web-based training （WBT） to enhance students＇ knowledge of learning organization （LO） in a context of electrical technology education in Thailand. The sample chosen for this study included 19 fourth year undergraduate students. The WBT was based on the five disciplines according to Senge （1991） as well as the seven habits of highly effective people （Covey, 1989）. The tools for pre- and post- testing were LO model evaluation and knowledge of LO. The reliability of the instruments was 0.9274 and 0.9905 respectively. The data were analyzed by using mean （M） and standard deviation （SD）, t-test and Pearson product-moment correlation. When pre- and post- tests mean scores of the LO model evaluation and the knowledge of LO were compared, the mean scores of post-test training were greater than the mean scores of pre-test training. Moreover, there was a significant relationship between pre- and post- tests of LO model evaluation and the knowledge of LO. Thus, it can be concluded that the model of WBT can enhance students＇ knowledge of LO in this context.     

An empirical study on teaching urban young children music and English by contrastive elements of music and songs

The purpose of the study is to teach urban young children music concepts and English by composing creative music and songs with contrast elements. The subjects were seven urban young children aged from three to four in a Taiwan kindergarten. The duration was twenty-four weeks, with two sessions per week. The teaching contents included Hello Song, Musical Movement, Music Appreciation and Goodbye Song. The study applied the thematic music elements to the teaching content. The main methodology was a qualitative study and quantitative data used to receive objective support. Assessment included a pre-test at the beginning, a post-test and participation observation at the end of the study. The head of the kindergarten, the classroom teacher and a parent completed activity feedback forms to obtain social validity. The results show that through the use of creative music pieces of contrast and song activities, urban young children＇s understanding of music concepts was progressive and English ability was improved. The study findings are： （1） Using contrastive music pieces is a good method for teaching very young urban children to understand music concepts; （2） Creating simple target objective songs with contrast elements is a good way for urban young children to learn simple English; （3） Music with contrastive elements could motivate urban young children to do movement spontaneously and learn the spoken language simultaneously; and （4） Contrastive music could be used for pre-classical music learning.     

Chinese feminist epistemology： Studies of Chinese mothers＇ experiences in immigration and education

This paper examines theoretical frameworks with which to study newly-immigrated mothers from China and calls for the need to make Chinese mothers become knowers and agents of knowledge. Although there are black and Chicana feminist epistemologies, currently there is no comparable discourse in the study of Chinese feminist epistemology, particularly on newly-immigrated Chinese mothers in the USA. By examining Chinese mothers＇ experiences immigrating to the United States and educating their children in the transnational context, the paper agrees that both endarkened feminist epistemology and transnational feminism cannot fully interpret and address newly-immigrated Chinese mothers＇ experiences. Drawing the research data directly from Chinese mothers, the paper describes different challenges Chinese mothers faced in immigrating and their children＇s education due to various factors, such as language, historical and cultural roots, to highlight Chinese mothers＇ various experiences in immigration and their children＇s education in the transnational context.     

Teachers’Challenges Relating to the Participation of Students with Visual Impairment in Inclusive Education in China

Inclusive education specialists in China hold that,inclusive education,generally speaking,is to break the fence of the traditionally segregated special education,to integrate students with disabilities in regular schools and to enable them study and live together with students without disabilities (Lei,2001).However,it is not always the case.Even if some students with disabili ties have entered regular schools,their genuine participation in education is less likely to be ensured.In some cases,schools place a high value on the quantity rather than quality of inclusive education.Though some students with disabilities attend class,they just sit alone during the whole class period without any participation in the classroom activities or interaction with other classmates.Unfortunately,others are just remained at home in spite of their names on the list.Tang (as cited in Pang & Richey,2006) stated that,"researchers have pointed out that without close,professional supervision,students with disabilities could easily be neglected in general classrooms" (p.85).As is readily seen,students with disabilities under such cir cumstance will not get any benefit from inclusion though its starting point is to provide equal opportunities for them to partici pate in education.When it comes to the students with visual impairments,regular schools fail to meet their special needs since there are not enough special educators and facilities available.So if those students with visual impairments enter such a regular school,they will not get much benefit from inclusion;instead,they will lose opportunities to take genuine participation in education.Therefore,teachers still encounter several challenges relating to students with visual impairments’genuine participation in inclusive educa tion.     

A Study of Cognitive Characters and Cognitive Strategy Training of Learning Disabilities

The article analyzes the matter of cognition of learning disabilities, and tries to explore the characters of learning disabilities＇ cognitive process. On the basis of mainstream cognitive strategy training, the problems that should be noticed in the process of learning disabilities＇ cognitive strategy training are discussed.     

Education of the Children with Asperger Syndrome:The Digital Illustrated Book for the Children with Asperger Syndrome

This article presents a research project that deals with education of the children with Asperger syndrome and designs a digital illustrated book for the children.This sort of learning material,in terms of psychological evidence and practical application,can promote their learning interest and the learning outcome.     

Moral Education and Improvement of Coexistence in Secondary Education （12-16 Years） in Spain

Coexistence and moral education are areas of great interest in Spanish compulsory education, especially in the period that comprises between 12 and 16 years of age, named ＂compulsory secondary education＂ in Spain. With the aim to improve the processes of coexistence within this level, this research team on education from the University of Salamanca has conducted an experimental study, implementing a programme to provide moral education through ICTs （information and communication technologies）. So as to verify the positive influence of the programme, a series of means have been applied with consideration for two groups--control and experimental--and certain stages of pre- and post- test assessment. The first results denote that there has been an improvement in social-personal values in the students that were involved more actively in the programme.     

An Investigation of Factors That Contribute to Student Satisfaction From Online Courses＂ An Example of an Online Accounting Course

Although most courses are offered in the traditional synchronous way where teaching and learning mainly take place in the classroom, the Internet has proven to be an effective tool in learning. The demand of online courses is constantly growing, however, there is a paucity of research of online delivery success factors, especially of accounting courses. The aim of this paper was to investigate＇the factors that contribute to student satisfaction from online teaching and learning of an accounting course. This study was conducted at a university in the United States （U.S.） amongst 80 students enrolled in an online accounting course over a period of two semesters. The quantitative data are based on the students＇ course evaluation forms of the instructor＇s teaching and overall satisfaction with the course. The findings suggest that the students found the asynchronous online teaching and learning interesting and challenging. The factors that mainly contribute to student satisfaction include the instructor＇s preparation for the course and her availability to students, the clear grading criteria, the assignment which they found useful, and the other resources that were available online. They value the least the development of writing skills. Additionally, this study proposes that there is a positive significant correlation between the instructor＇s overall performance and the overall student satisfaction from the course. The instructor＇s performance, availability, and easy to use technology enhance the learning and teaching from online pedagogies.     

Dimensions of learning process over global environmental problems： An evaluation of roger conceptual learning method regarding Turkish undergraduate students

The main objectives of the study have been testing Roger conceptual learning method with regard to Turkish students and to investigate the applicability of the method on graduate students. The experimental group was formed by l0 volunteer students. The study lasted 16 weeks according to group discussion method. In this period, global environmental problems were handled under 8 headings. The research data was gathered from students＇ diaries or through semi-structured group interviews. The data was evaluated using the content analysis method. In the results of analysis, it was achieved that first three dimensions of Roger model were formed in most students and the last two dimensions were significant in some students. Therefore, it might be stated that Roger conceptual learning method handled in the study, not only with its conceptual but also emotional and pedagogic dimensions, functions similarly on Turkish graduate students as well.     

Learning About Herbs and Spices in the Preschool Period

This study examined how much 4-year-old children know about herbs and spices. We researched how much knowledge children could obtain through experiential learning by growing plants in an herb garden and by using herbs and spices in their food. An experiment with one control and one experimental group was carried out, each comprising 18 children. With semi-structured interviews, the authors established the state of the children＇s previous knowledge on herbs and spices and recognition of plants, exemplified by growing plants and plants used in food dishes. Children from the experimental group then continued to grow herbs and spices and use them in food dishes. Following these activities, the acquired knowledge was established with repeated semi-structured interviews in both groups. At the beginning of the experiment, the children＇s prior knowledge and recognition of plants were very rudimentary. Only 33% of the children in the experimental group recognized parsley, 22% of them knew chamomile, and 17% of them knew sage and chamomile in tea. Following the activities, children of the experimental group showed statistically significant improvement in plant recognition （mint 100%, oregano on pizza 100%, chamomile 94%, parsley 94%, and oregano 94%）. We conclude that through activities of growing plants in herb gardens and their use as food ingredients already in early childhood when eating patterns develop, children obtain much knowledge of herbs and spices.     

Academicians＇ self-efficacy in the application of TEC learning curriculum instructional design in Malaysian public tertiary education

This research is attempted to examine universities＇ academic staffs＇ curriculum instructional design in the teaching and learning process in applying the technology enhanced classroom （TEC） learning. The universities have embarked on a costly project to create an innovative and creative learning and teaching environment to promote and establish a state-of-the-art, smart, efficient, effective and high quality education. The teaching and learning culture of universities have great influence on determining the level of students＇ achievement. Seven dimensions of public universities in Malaysia were examined to determine the percentage of academic staffs＇ self-efficacy in the application of TEC learning. There is a significant difference among factors concerning the academic staffs＇ self-efficacy in their teaching and learning processes in the classroom management. Their self-preparedness in using the provided technology is closely related to the experiences and practicality of the teaching materials. This study represents an addition to the extant literature on universities＇ academic staffs＇ self-efficacy in the application of TEC learning. Academic staffs＇ self-efficacy in using TEC learning instructional design is of the utmost important to disseminate knowledge to students, which will also fully help utilize the government＇s effort in providing technology to the additional instructional design, so as to achieve high quality education and technological enhance education to pave the way to achieve a techno-education environment for all public universities in Malaysia. This study provides furtber groundwork to assist existing tertiary educational managers to improve smart teaching and learning environment and to retain high quality academic staffs in the day-to-day classroom curriculum.     

East Meets West in Shanghai：But Is There a Learning Society on the Road to Cathay？

Lifelong education was developed in Europe in the 1970's. A learning society arises when principles of adult education are properly deployed. Vertical integration concerns learning throughout the lifespan. Horizontal integration requires education to occur in informal and nonformal as well as familiar formal settings. Democratization demands the dismantling of barriers that impede access to education and involvement of learners in the design and management of their own education. Chinese citizens have always learned from a broad array (of not just educational settings). The initiative to build 61 "learning cities"demonstrates a genius for adapting western ideas. China has already transcended some limitations of European ideas about lifelong education. However, because of ageism, the obsession with formal education and need to navigate within the contours of the party-state, building a learning society faces special challenges. In China, as elsewhere, universities are not leading these initiatives. They need to become more flexible and open.     

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.     

Reconstructing masculinity and power in Africa through open distance learning for sustainable development： A critical analysis of Wole Soyinka＇s Climate of Fear

The strabismus conception of masculinity and power with its manipulation as reflected in the consequences of actions endorsed and demonstrated by leaders, followers, citizens as individuals and groups at different times in the past, and present has been a major source of the seemingly quiescence and underdevelopment in Africa. Masculinity has often been associated with being athletic, breadwinner, objective, sexually aggressive, unemotional, dominating, etc.; while power is frequently construed as a tool of dominance, authority, superiority, influence, and governance. This inapt perception was borne out of Africa＇s nictitating and ignorance. The consequences of the misconception include abuse of power, intolerance, intimidation, militancy, humiliation, insecurity, inadequate dialogic tools and opportunities, etc. These result in the Climate of Fear as being experienced in the Niger-Delta of Nigeria, Kenya, and other parts of Africa. Thus, this paper examines the concepts of masculinity and power with exemplification from Africa with Wole Soyinka＇s Climate of Fear. The research methodology employs a combination of critical discourse analysis and Halliday＇s systemic functional theory of grammar with sociolinguistics approaches for the analysis. The study posits that the root of the problems that abound in Africa is traceable to the lack of precise socio-cultural, political and philosophical ideologies by Africans. The research opines that these fundamental problems of Africa can be resolved through orientation with education for all, which is one of the challenges of the millennium development goals. Thus, the paper examines the contrivance of open distance learning and its role in the education of African citizenry. It concludes on the ground that open distance learning as a recent and welcomed information technological development in Africa, if properly channeled and adequately funded would enhance sustainable development in Africa by its elimination of some of the aforementioned obstacles.