Rethinking the role of open and distance teaching institutions

This investigation compared outcomes in disabled and non‐disabled students taking courses by distance learning with the Open University UK in 2003. Students with mental health difficulties showed poorer course completion than non‐disabled students. Students with restricted mobility and students with other disabilities showed lower pass rates than non‐disabled students. Students with dyslexia or other specific learning difficulties showed lower pass rates and poorer grades than non‐disabled students. Finally, students with multiple disabilities showed poorer course completion, lower pass rates and poorer grades than non‐disabled students. Accommodations to support disabled students in distance education need to be focused on different groups of students with particular disabilities.     

The use of modern standard and spoken Arabic in mathematics lessons: the case of a diglossic language / El uso del árabe estándar moderno y del árabe hablado en las clases de matemáticas: el caso de una lengua diglósica

Abstract

Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’.     

Editorial

This article discusses the advantages and disadvantages of using information and communication technology (ICT) as a mediating artefact in the classroom compared to alternative tools with illustrations from a qualitative classroom study. The aim of the article is to describe and show the conditions that have to be satisfied if ICT is to have an advantage over alternative tools in a classroom. The main focus is on the importance of the context of the learning activities, in which the teacher plays an important part. Theories on language and learning are presented and the article concludes with reflections on the teacher’s role in the use of ICT in the classroom.     

既要迎新,更要创新

新世纪的又一个新年来临了。在2005年新年到来之际,本刊编辑部全体编校人员仅向本刊作者与读者以及关心本刊的朋友们,致以衷心的问候,祝大家新年快乐、诸事顺遂、身体健康、工作顺利、学习进步、合家幸福!新年讲“新”,任何新事物都是创造的产物,创造是发展的动力,也是人们奋斗的途径。     

12个迹象预示你将被解雇(英文)

Think a pink slip could be headed in your direction? Most people who are let go know their time is up or(in retrospect) say they should have seen it coming. While there are no sure signs of professional apocalypse, here are 12 clues your job may be in peril: