Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes

Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners’ and policy makers’ understanding of dyslexia itself, it is important to carry out an exploration of the perceptions of literacy teachers, who increasingly have responsibility for teaching learners with dyslexia. This study reports such an exploration. It employed a questionnaire survey and a focus group interview to collect data on the perceptions of literacy teachers on issues around the teaching of learners with dyslexia. The data collected were analysed using the conceptual analysis strand of concept analysis. It found that their perception of dyslexia and their approaches to teaching learners with dyslexia were informed by a dominant discourse which derives from a deficit model of dyslexia and which concurs with the metaphor of dyslexia and illiteracy as a form of disease. Furthermore, participants in this research revealed that they had limited confidence in the long-term value of the tuition they provide to their learners. The study concludes by highlighting that there is a need to explore alternatives in terms of perceptions and approaches if learners with dyslexia are to succeed in literacy classes.     

Designing innovative learning environments to foster communities of learners for students in initial vocational education

In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities.     

The Influence of Implicit and Explicit Learning in English Education

It is very important to understand the differences and relationships between implicit learning and explicit learning no matter from the theoretical perspective or practical perspective. It would make the English teaching in China more feasible and effective if these two kinds of learning patterns could be combined appropriately. Seen from the theoretical perspective, the logical explanation to different achievements made by implicit learners and explicit learners gives a significant inspiration for English teaching. Seen from the practical perspective, even a little child can master the mother tongue quickly while an adult seems to find it more difficult to be proficient of another language. In this paper, the author makes a tentative study on the influence of implicit and explicit learning in English teaching. This is a meaningful topic whether for the teaching material editors, English teachers or to the learners themselves.     

Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors’ limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners’ low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction.     

Teaching and Learning in Multi-Grade Classrooms: The LEPO Framework

Abstract

This article reports on a study that examined teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) conceptual framework. The study sought to investigate how the learning environment is created; how the processes of teaching and learning take place; and how assessment is used to determine the achievement of learning outcomes in multi-grade classrooms. A qualitative research design was used, where interviews were conducted with nine teachers from schools with multi-grade classrooms. The data was analysed thematically and revealed the following: the learning environment can be created by grouping learners appropriately in classrooms, creating learning stations and reading stations, proper use of time-tables, and adaptation of teaching plans; the learning processes should take place through the differentiated curricular approach or quasi mono-grade, that is, learners should be afforded the opportunity to learn from their family members, teaching and learning should take place through self-directed learning, peer tutoring and cooperative learning, and lessons should cater for different learning styles; to determine the realisation of learning outcomes teachers should assess learners in different grades informally with either the same or grade-specific assessment activities and formally with grade-specific assessment tasks. The article also addresses the main criticisms against the LEPO framework by explaining how teachers and learners should interact with the learning environment, learning processes and learning outcomes in multi-grade classrooms. The article concludes that if the LEPO framework can be implemented in multi-grade classrooms, teaching and learning can be strengthened in such classrooms.     

PERCEPTIONS AND PRACTICES OF CULTURALLY RELEVANT SCIENCE TEACHING IN AMERICAN INDIAN CLASSROOMS

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers’ existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers’ perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students.     

Primary assessment activity and learner perceptions of attitude change in four MOOCs

This study seeks to examine perceptions of attitudinal change in relation to the primary assessment activity within four Massive Open Online Courses (MOOCs) that were designed for attitudinal learning. The purpose of this study was twofold. First, we sought to understand if by focusing on assessing cognitive learning (quizzes) as opposed to behavioral learning (personal projects), the courses would result in greater reported attitude change in the respective areas. The second component of the study examined whether learners who identified cognitive learning (quizzes) as opposed to behavioral learning (personal projects) as the most impactful learning activity (or vice versa) reported stronger learning in the respective attitudinal component. Using an author-created survey that included learner reported attitudinal learning, perceptions of attitude change were collected. Results revealed that learners who utilized assessment activities focusing on behavioral learning did not report higher perceptions of behavioral learning. In contrast, learners utilizing assessment activities that focused on cognitive learning did report higher perceptions of cognitive learning. We conclude with a discussion of instructional design and facilitation of learning in MOOCs, as well as instruction for attitudinal learning within open-learning environments.     

大学生数字化学习现状调研——以赣南师范学院为例

网络时代,数字化学习方式受到了师生的极大关注,数字化教学的手段和方法层出不穷.为了更好的开展数字化教学,我们对大学生数字化学习的现状及存在问题进行调研,分析大学生数字化学习的有利条件及大学生数字化学习中面临的阻碍,以期能对数字化环境下大学生个性化教学设计与实施策略提供参考依据.     

现代远程开放教育对地市电大教师的要求

现代远程开放教育模式中，地市电大教师已由讲授主体向导学主体转变。这种转变，除了教师学业有专，还必须做到善于运用现代教育技术，善于设计和制作高质量的导学教材，善于引导激发和提高学员的学习积极性，善于指导学生制定学习计划，善于传授科学的学习策略，善于解决学习中的疑难热点，善于抓检查落实和善于学习研究。只有这样，才能担负起历史的使命。     

从生态学角度研究教学问题

从生态学的角度研究教学问题是一个新的视角。目前有关生态学的研究立场、视角、原理、方法,也同样适用于教学问题的研究。对于教学研究而言,信息生态学的核心价值在于研究教学者如何通过信息技术加快教学信息加工的速度和学生知识学习的效率;知识生态学的中心议题是研究知识形态的变化和知识管理,并探讨怎样促使知识向更有价值的形态转变;学习生态学的关键原理在于创设适当的学习环境,使学习者以正确的方略学习最为合适的内容。从生态学的角度研究课堂教学生态环境下师生如何把信息、知识转化为能力、素养、创新精神和群体的发展是生态学对教学研究最为重要的启示。     

Cultural and religious experiences: do they define teaching and learning for pre‐service teachers prior to teacher education?

This study examines the interaction between indigenous culture and modern religious practices of teaching and learning, and how this contributes towards shaping the preconceptions of teaching, learning, a teacher's role(s), students as learners, and knowledge of three secondary school pre‐service teachers who were just commencing their teacher education program at the only university educating teachers for post‐primary and post‐vocational educational institutions in Papua New Guinea. Data were obtained through a semi‐structured interview questionnaire. Data analysis revealed a dialectical and a mutually constitutive relationship between cultural and religious practices of teaching and learning. This made a significant contribution towards the construction of the three secondary school pre‐service teachers' preconceptions. These practices defined and fashioned the perceptions of teaching and learning the three pre‐service teachers held prior to becoming students of teaching.     

Teachers' perceptions of their professionalism in government primary schools in Karachi,Pakistan

This paper examines teachers' perceptions of their professionalism under conditions of educational reforms in government primary schools in Karachi, Pakistan. Conceiving teacher professionalism in terms of four dimensions (teacher efficacy, teacher practice, teacher leadership and teacher collaboration) it reports a quantitative survey research study of teachers in these schools, where educational reforms have been initiated. One conclusion from the study is that such teachers do perceive themselves as professionals—a finding that is counter to the often‐held beliefs about these teachers. The paper argues that it is important to regard teachers as professionals, capable of further enhancing their own professionalism, for improvement in the quality of teaching and learning in the government primary schools in Karachi.     

High school laboratory work in Western Australia: Openness to inquiry

Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value in reflecting on the type of laboratory work that is carried out in the science curriculum. The purpose of this study was to determine the nature of the laboratory work undertaken by lower secondary science students, and in particular, to determine the openness to inquiry of these activities. The study also examined the factors that influence teachers in determining the type of student investigations that occur in the science laboratory. Data from a survey of Perth lower secondary science teachers reveal low levels of inquiry and interesting insights into teacher's perceptions about the benefits of open inquiry for students and the difficulities for teachers. The difficulties identified by teachers represent barriers to change that must be addressed if more open inquiry laboratory work is to be implemented in schools.     

Changes in student teachers’ motives and the meaning of teacher education programme quality

This study provides insights into possible changes in 83 student teachers’ motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers’ perceptions of their learning environment – specifically, their perceptions of the quality of teaching, generic skills and assessment. Student teachers completed a survey at the beginning and at the end of a single year of teacher education, which revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context. No relationship between this change and teachers’ perceptions of their learning environment was observed. Instead, student teachers’ perception of the quality of teaching predicted their assessments of their ability and self-efficacy in a school context at the end of their education.     

学习者姿态画像与个性化学习组合方案分析

学习能力与学习动机的不同组合方式形成了学习者的多种学习姿态,对这些姿态进行分析、画像和标签化处理,并据此勾勒出学习者从低水平学习姿态转为高水平学习姿态的轨迹,就成为实践个性化教学的重要前提。不同姿态的学习者对不同存在状态的学习资源的驾驭能力有差别,这就需要教师通过设计个性化的学习组合方案,为不同姿态的学习者打造学习计划,在师生之间构建起良性合作博弈的学习环境。在不同的方案中,越是趋近方格模型左上角的学习者,越应该实行相对宽松的管理措施,教师应该给其更充分的个人可支配时间,从而拓展学习者的学习空间。在学习能力和学习动机两个重要影响因素中,首先在学习动机方面做文章,对于靠近方格模型右下角的学习者可以达到事半功倍的效果。     

Physical and psychosocial aspects of the learning environment in the science laboratory and their relationship to teacher satisfaction

This paper is a report of a survey conducted to determine teachers’ perception of the science laboratory learning environment and the relationship between different aspects of this environment and satisfaction from teaching and learning. Teachers’ perceptions of psychosocial aspects were measured by use of the Science Laboratory Environment Inventory (SLEI), whereas perceptions of physical aspects were measured by use of the Physical Science Laboratory Environment Inventory. The level of satisfaction was measured by use of a satisfaction scale (SC). Data were collected from 800 science teachers in secondary schools in Malaysia. Analysis of findings revealed that teachers have positive attitudes on all SLEI scales, with the exception of the open-ended scale. In terms of physical aspects, teachers regard lighting and technology as highly important but furniture and equipment, space, air quality and safety as of moderate importance only. Results also showed that teachers’ satisfaction from teaching in the laboratory was positive. Subsequent analysis revealed a significant predictive relationship between teachers’ perception of science laboratory learning environments and their teaching and learning satisfaction.     

Leading Differentiated Learning for the Gifted

This study examined similarities and differences in the perceptions of principals and teachers about the use of differentiated strategies for gifted learners and studied principals’ perceptions about schoolwide differentiation. Comparisons of these perceptions have been undoc-umented to date. Participants included 867 teachers and 120 principals from government schools in Sydney, Australia. A mixed methods approach was used, including online questionnaires and case studies of principals. Results revealed significant differences between the perceptions of principals and teachers about differentiated practices. The case studies demonstrate that exemplary principals continually enhance their understanding of differentiated learning and build their teachers’ collective capacity for educating gifted learners. The findings indicate the need for stronger pedagogical congruence between principals and teachers in educating the gifted, ongoing professional education of principals and teachers in gifted education, and effective leadership actions for schoolwide differentiated learning.     

汉语学习者对话题兴趣度和重要性认知的调查研究

话题选择是成功开展任务式语言教学的一个先决条件。在汉语作为第二语言的教学研究领域,关于汉语学习者对话题兴趣度和重要性认知的相关研究还比较少见,因此无法为任务式教学提供借鉴。本研究通过大规模的调查,考察不同背景的汉语学习者对任务式话题的感兴趣程度和重要性认知程度内容,旨在发现学习者既觉得重要又感兴趣的话题,从而对任务式汉语教学的课堂教学及教材编写提供启示。