The effect of a training course based on constructivism on student teachers' perceptions of the teaching/learning process

This study investigates the effect of a training course, based on constructivism, on the student teachers' perceptions of teaching, learning and the roles of teachers and students in the teaching‐learning process. A sample of 188 student teachers (92 of them in the experimental group and 96 in the control group) from the Hashemite University were subjected to a pre‐test that was developed and validated for the purpose of the study, and the experimental group was then trained using a four‐step training course based on constructivist ideas. Results showed that the two groups' perceptions were not consistent with constructivist ideas before the training took place, but after training, there were significant differences between the two groups' perceptions about the four areas. Also, there were significant differences between the constructivist perceptions of males and females, with females' perceptions being more consistent with constructivist ideas than males. The study concluded with recommendations concerning the introduction of constructivist ideas in educational courses that are designed to prepare student teachers for science teaching, and further research to examine the effect of this course on the student teachers' practices in the classrooms.     

Determinants of Grade 8 Achievement in Jordan: a multilevel analysis approach

Although a large body of research exists on students achievement and school effectiveness, recent studies have pointed to major methodological drawbacks associated with research in this field. In the present study, an attempt was made to overcome some of these drawbacks by utilising a hierarchical linear modelling strategy. Applying this procedure on four data sets of 2918 Grade 8 students, 2918 parents, 344 teachers and 152 school principals simultaneously, the findings revealed that the variation in achievement within schools is more than five times as high as the variation between schools (84% compared to 16%). That is, school‐level variables are far less important in affecting academic achievement than student‐level variables. Students background variables included in the model (gender, father education, mother education, home possessions and number of siblings) accounted for 12% of the total variability in students’ achievement.     

From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking

This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two‐group quasi‐experimental design was implemented. The first group utilised the lecture‐based strategy (n = 28), while the second group utilised the flipped classroom (n = 27). Second, a survey questionnaire was distributed to assess the students' views about the flipped classroom, its role in the promotion of creativity and the difficulties students experienced with this strategy. The findings suggest that the flipped classroom may promote students' creativity, especially with regard to fluency, flexibility and novelty. Furthermore, the students viewed the flipped classroom as an approach that may significantly facilitate their creativity. However, several difficulties were associated with the flipped classroom, especially the students' limited preparation for this strategy. Accordingly, students must be prepared to utilise the flipped classroom and be provided with adequate e‐learning tools. In addition, it is important to consider students' study load and to provide meaningful in‐class activities.     

Kinetics of acoustic release of doxorubicin from stabilized and unstabilized micelles and the effect of temperature

Ultrasound is being investigated as a trigger mechanism to deliver high concentrations of chemotherapy drugs to cancerous tissues using polymeric micelles. In this paper, we examined the kinetics of acoustic release of doxorubicin using stabilized and non-stabilized micelles. Kinetic models were used to regress release and re-encapsulation time constants for three different compounds, namely non-stabilized Pluronic^® P105 micelles, P105 micelles stabilized using an interpenetrating network of N,N-diethylacrylamide and micelles formed by PEO-b-poly(NIPAAm-co-HEMA-lactate_n). Results showed that the kinetic release constant (k_r) depends on the micellar system under investigation. On the other hand, there is no statistically significant difference between re-encapsulation rate constants for stabilized and unstabilized micelles. We hypothesize that k_r depends on the degree of cross-linking or stabilization.     

The Reader in the Writer

This article discusses the role of reading, especially the reading of literature, in the development of writing. It suggests that the direct teaching of written language features is no substitute for extensive experience of written language. It gives a brief preliminary account of a recent centre for language in Primary Education (CLPE) research project on the influence of children’s reading of literature on their writing at KS2. Through analysis of children’s writing, the project explored the influence of children’s reading on their writing. Its findings highlighted the value of children working and writing in role in response to literary texts. It looked closely at the kinds of teaching which made a significant difference to children’s writing and documented the impact on teachers’ practice of the introduction of the National Literacy Strategy.     

Special Education in Arab Countries: Current challenges

Arab countries have undertaken various measures to develop special education programmes and services over the last three decades; nevertheless, major challenges remain regarding the expansion of these programmes and services and improving their quality. This article provides an update on disability and special education in Arab countries. Reflections on the historical development of special education in Arab societies are briefly presented. Major challenges currently faced by Arab countries in the field of special education are described, and some recommendations for action are offered.     

Developing Social Skills Training and Literacy Instruction Pedagogy Through Service Learning: An Integrated Model of Teacher Preparation

This mixed methods study reports on the perspectives of 143 preservice early childhood educators (ECE) and 208 elementary teacher candidates (TC) on teaching children with developmental disabilities and delays (DDD) in inclusive classrooms. A questionnaire was administered which included items on demographic characteristics, experience, knowledge, and feelings of competence when collaborating with colleagues and meeting the needs of students with DDD. Included was the Teachers’ Sense of Efficacy Scale short form (Tschannen-Moran &; Woolfolk Hoy, 2001). Qualitative data were collected through open-ended questions about successes and challenges in including children with DDD. Whenever applicable, items asked respondents to respond based on their most recent practicum in a child care or school setting. Similar findings were reported by both preservice ECE and elementary teacher candidates. TCs reported significantly greater experience, knowledge, and sense of efficacy in their teaching compared to ECEs, but no differences in feelings of competence. Analyses of open-ended questions about successes and challenges experienced by ECEs and TCs yielded similar themes related to differentiating teaching, enhancing participation for children, and collaborating, with TCs also expressing concerns about differentiating curriculum. Implications for early childhood and elementary teacher preparation programs are discussed.     

Assessing Anonymous Communication on the Internet: Policy Deliberations

Anonymous communication on the Internet offers new opportunities but has ill-understood risks. This article helps to ground the policy debates by examining some fundamental aspects of anonymous social behavior and current controversies over anonymous communications. It is a companion to the article in this issue, "Anonymous Communication Policies for the Internet: Results and Recommendations of the AAAS Conference." It examines the social character of anonymous communication and the ways that anonymous communication has played important roles for professionals such as journalists and the police. It also explains some of the new technological supports for anonymous communication on the Internet. The openness, decentralization, and transnational character of the Internet challenge the efficacy of traditional control mechanisms and have raised issues related to accountability, law enforcement, security and privacy, governmental empowerment, and e-commerce. Yet, to ban or restrict all anonymous communication online because of the harms it could bring would deny its benefits to those people who may legitimately gain from it. This article helps to understand how to balance these positions.