The development and implementation of a sixth grade geology unit through collabrative action research

In March 2000, a researcher from the Al-Qattan Centre for Research and Educational Development, five pre-service teachers from the UNRWA (United Nations Relief and Works Agency) Educational Science Faculty (ESF), and one in-service teacher collaborated through action research to implement the curriculum inquiry cycle to a sixth grade geology unit for the purpose of improving both the teaching and learning processes. The team considered the teachers' perceptions of their role, the proposed curriculum and the existing pedagogical problems in Palestine. The team collected data through recorded interviews, and videotaped teaching sessions. Supplementary data was gathered from diaries, worksheets, lesson plans, and written tests. The team then analysed the data qualitatively. The whole process consisted of a two-month preparation phase and a three-week implementation phase. Despite the time constraints, in the preparation and implementation of this case study and the previous passive teacher training, the team observed significant improvement in classroom climate, teaching methods, and students' motivation. Both the teachers and the researcher acquired effective means for unit development and teaching practices throughout the whole process     

Technology and school leadership

As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.     

Using a student‐centred learning approach to teach a discrete information technology course: the effects on Malaysian pre‐service teachers’ attitudes toward information technology

The purpose of this study was to measure pre‐service teachers’ attitudes toward information technology (IT) after completing a discrete IT course taught in a student centred‐learning (SCL) environment during laboratory sessions. Evidence from this study suggests that there was a positive shift in the participants’ attitudes toward IT. Pre‐test results showed that IT‐competent participants who regarded IT as useful had more confidence and less aversion toward IT. Post‐test results showed increased mean scores on all three dependent variables with no differences between IT‐competent and low IT‐competent participants. The results were supported by interviews which indicate that after completing the IT course, participants were more independent, more creative and possessed collaborative learning skills. The results suggest that infusing SCL into a discrete IT course can help promote and enhance positive attitudes toward IT and enable students to be active participants in their own learning process.     

Acaricidal activities of some essential oils and their monoterpenoidal constituents against house dust mite, Dermatophagoides pteronyssinus （Acari： Pyroglyphidae）

INTRODUCTION Among several species of the family Pyro- glyphidae, Dermatophagoides pteronyssinus and D. farinae, have been found to be the predominant mites of household dust accounting for about 80%~90% of the total mite populations and are important sources of allergens worldwide inside homes in humid geo- graphic areas (Hallas, 1991; Arlian et al., 1992). Both house dust mites are found in homes in various areas of Egypt (Rezk, 2004; Rezk et al., 1996). They are a major cause of res…     

Counseling Services for Malaysian Gifted Students: An Initial Study

This is a preliminary study that was conducted in regard to 180 gifted students who attended the ‘Malaysian Gifted Centre’s School Holiday Camp’ in 2011. Data indicated that only about 7 % of the respondents had a tendency to seek a counsellor’s help to solve their problems, and the need for counselling services was higher among female than male students. It was also found that career counselling was the most preferred type of counselling service needed by the Malaysian gifted students. Findings from the study reveal five different elements that need consideration when providing counselling services for gifted students: counsellor personality, student issues, the therapeutic environment, approaches used by the counsellor, and the counsellor’s role.     

神兵天降

巨大的引擎轰鸣声难以让布鲁克镇定下来,这是他第一次在军事演习中跳伞,他的内心完全没有表面看上去那么淡定。在即将到达指定跳伞地点之前,他最后一次检查自己的装备。往日艰苦的训练场景与教官的训导浮现在脑海中,他的心中逐渐充满了自信。     

“NAEYC’s Key Attributes of Quality Preschool Programs” Applied to the Jordanian Kindergarten Context

Jordan’s education system is currently undergoing rigorous and comprehensive reform processes that focus on improving the status of educational policies and experiences for students in kindergarten through 12th grade. Kindergarten education in Jordan has been dominated until recently, by the private-sector. For the past decade, the Ministry of Education has taken initiative to provide government-funded kindergarten programs. The main objective of this research was to evaluate program practices implemented by private and public-sector programs and examine their alignment with Developmentally Appropriate Practices. Using NAEYC’s “Top 10 Signs of a Good Kindergarten Classroom” as evaluative guidelines, observational data was collected from 118 classrooms (50-private, 68-public). Demographic data were also obtained from classroom teachers; level of education, specialty, and years of experience. The results of the analysis revealed significant differences in application of the 10 NAEYC guidelines between public and private-sector programs. Ministry of Education kindergarten classroom practices were found to be closely aligned to best practices compared to private-sector programs. Also, teachers with bachelor’s degrees and those with early childhood education backgrounds outperformed their counterparts in the application of Developmentally Appropriate Practices. Years of experience yielded no significant results for this sample of teachers. Reflecting on the results of this study, several recommendations were posed.     

Job Satisfaction Among Jordan’s Kindergarten Teachers: Effects of Workplace Conditions and Demographic Characteristics

The main objective of this study was to examine the job satisfaction levels of Jordanian kindergarten teachers in relation to work-related dimensions and socio-demographic variables. The sample consisted of 264 randomly selected teachers working in private kindergartens in Amman. To meet the study’s objectives, a two part questionnaire was developed soliciting information about (1) teachers’ age, marital status, and level of education, and (2) level of satisfaction with the physical environment, school relations, working conditions, children’s behavior, and parent participation. The findings of this study revealed that Jordan’s kindergarten teachers experience an overall average level of job satisfaction. While teachers were highly satisfied with their kindergarten classroom physical environments and their relationships within the school, teachers reported average satisfaction levels with their working conditions, children’s social behaviors, and parent participation. Significant relations were found between teachers’ personal-related dimensions and job satisfaction. Several recommendations are made including a call for regulating the working conditions in the kindergarten private sector in accordance with existing international policies that promote teachers’ job satisfaction.