Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self‐determination theory perspective

The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et al.) investigating the mentioned constructs. Results showed that students were highly intrinsically and extrinsically motivated. The results also showed significant correlation between intrinsic and extrinsic motivations and perceived competence and parental support scales except for parental control. Other interesting findings were also found regarding the aforementioned constructs. The results further reveal some significant differences in control, achievement goal, amotivation and competence support between genders and education of parents. The possible implications of and recommendations from these findings will be discussed.     

Childhood Problems in a Sudanese City: A Comparison of Extended and Nuclear Families

The relation between emotional and social development and family structure in the Sudanese capital, Khartoum, was examined. Children between the ages of 4 and 9 living in extended and nuclear families were compared on mothers' ratings of a range of childhood problems. Analysis revealed that children in nuclear families had more conduct, emotional, and sleep problems, poorer self-care, and were more likely to be overdependent than those living in extended families. They were also less likely to be breast fed, to be weaned later, and to have grandmothers involved in child care. Linear multiple regression revealed that, of these 3 childcare factors, grandmother's involvement was the strongest predictor of normal social and emotional adjustment. The possible protective characteristics of the extended family are discussed in relation to the importance of the grandmother as maternal advisor, social support, and socialization agent.     

The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students

An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills, whereas reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading.     

A multidimensional approach to overcoming challenges in leading community college math tutoring success

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which provides the opportunity for students from a diverse background to attend college and earn a degree. Our college has created numerous initiatives to support the least prepared students. Our Mathematics Learning Center offers support for courses ranging from remedial mathematics through calculus and differential equations. In recent semesters, the mathematics department decided to dedicate a select group of faculty members to identify new ways of improving services at the center. In this paper, we argue for the need to give faculty a central role in assessing and devising appropriate policies for running a tutoring center. We discuss several challenges and solutions that would provide a multidimensional approach to students’ educational experience at a public two-year urban college.     

Bilingual poetry: expanding the cognitive and cultural dimensions of children's learning

Stories and poetry have long been considered a resource for the language and literacy development of bilingual children, particularly if they can work with texts in both mother tongue and English. This paper demonstrates that bilingual learning is also beneficial for second and third‐generation children whose English is often stronger than their mother tongue. Presenting data from an action research project in East London primary schools, we show how children investigated metaphor and cultural content in a Bengali lullaby, clarifying concepts through dialogue with their parents. Comparison with a lullaby in English from North America generated additional ideas concerning different cultural values. The learning process enabled children to use their bilingual skills and draw on different aspects of their bicultural identities. Finally, we explain how bilingual poetry can be used to stimulate learning in a multilingual classroom context, through the example of a whole‐class lesson based around Bengali and English lullabies.     

An empirical study of the impact of multiple modes of delivery on student learning in a blended course

ABSTRACT

Finding ways to promote students’ online learning performance has always been regarded as a necessity for higher education institutions. In this study, we investigated how certain modes of learning delivery can potentially influence students’ learning. Precisely, the effects of Face-to-Face (F2F), Learning Management System (LMS), and Web-based Learning (WBL) on students’ online learning were examined. A survey questionnaire, distributed to 196 undergraduate students, was used in this study. The use of these modes showed varied effects on the learning outcomes of students. F2F learning mode was found to influence students’ performance in completing online assignments. The result also showed that the use of LMS-based learning mode affects students’ performance in the final exam. These results are believed to provide useful directions for the higher education community to better understand how certain modes of learning delivery can be related to the development of students’ performance in a blended learning environment.     

Meeting the challenges: The development of quality assurance in Oman’s Colleges of Education

The educational history of the Sultanate of Oman has undergone rapid development. In 1970, there were three primary schools. Today, there is universal education, with modern public and private institutions. In 1985, the first teacher education institutions offered a diploma programme. In 1994, six Colleges of Education, offering a degree, were established. Recently, the Directorate General-Colleges of Education, Ministry of Higher Education, introduced a quality assurance process in these colleges based on self-assessment, external review, feedback, and monitored change. This paper outlines how the process was established, the challenges it presented, and the solutions that have been developed.