A distinctive theory of teaching and learning for older learners: why and why not?

In the wake of the world’s fast-growing ageing populations and the increasing recognition of the benefits of later life learning towards successful ageing, opportunities for elders and senior persons to engage in learning have proliferated, resulting in an array of programmes and activities being planned and organized by governments, universities, schools, non-government organizations and even hospices in many parts of the world, particularly in developed regions and economies where the opportunities and challenges brought forth by an ageing populace are more pronounced. Amidst the rising importance of elder learning and the increasing provision of learning opportunities for older adults, attention is drawn to the differences in the teaching and learning of this particular group of learners, who are experiencing significant social and psychological transitions in addition to personal changes in senior adulthood. Yet, does the mere fact that they are different from other learners, such as children and younger adults, merit a distinctive theory of teaching and learning for this unique group of older learners? The aim of this paper is to present arguments for and against such a proposition on the grounds of pedagogical principles, needs and motivations as well as difficulties and barriers, pertinent to the learning and teaching of older learners as they advance into a later stage of the lifecycle. Also, suggestions are offered regarding the approach, methods and strategies to be used for the facilitation of learning and the planning and organization of learning opportunities, be they formal, non-formal, or informal, which are appropriate for older learners.     

Adult learners’ perceptions of an undergraduate HRD degree completion programme: reasons for entering,attitudes towards programme and impact of programme

The purpose of the study was to evaluate an undergraduate distance education (DE) programme based upon adult learners’ perceptions. The study investigated the value of the Human Resource Development programme at the University of Arkansas by examining the students’ reasons for returning to college, their attitudes towards the programme and the impact that the programme has had upon their lives. The respondents viewed DE as the best opportunity for adult students to complete their degrees. Female participants had significantly more positive attitudes towards DE than male participants did. The respondents had positive attitudes towards the learning environment, the instructors in the programme, the cohort design of the programme and the content of the programme. However, there were mixed opinions concerning the economic benefit of participation in the programme.     

Speaking Out: Science Anxiety

A positive school climate is important in maintaining an effective educational environment characterized by excellence, productivity, and cooperation. Because of its impact on successful educational experiences, administrators should attempt to assess climate rather than rely on feelings or intuition to estimate it. Individualized surveys offer a flexible method of addressing specific school needs and concerns.

At first glance, the thought of individualizing a climate survey may appear to be an overwhelming task; however, with planning and effort, it can be accomplished. A systematic process outlining a method for individualizing a climate survey includes (a) planning, (b) preparation, (c) survey development, (d) administration, (e) analysis of results, and (f) dissemination.

A tailored climate survey can be used by administrators to assess the current climate, evaluate programs designed to enhance the climate, and periodically monitor a climate for signs of change. Although time and effort are required to individualize a survey, results directly applicable to the school can help administrators achieve and maintain a positive school climate.     

Boys and Girls Together: A Case for Creating Gender-Friendly Middle School Classrooms

In many states, the rapidly increasing number of English language learners (ELLs) presents new challenges for undergraduate education programs. In addition, because areas with the most rapid growth generally have little history of educating the ELL population, there may be a corresponding lack of understanding of and empathy for ELLs. The author describes a language shock class that develops empathy for ELLs among preservice teachers, develops strategies for teaching ELLs, and promotes understanding of second language acquisition. Analysis of preservice teachers' reactions to the shock class helped them brainstorm strategies for working effectively with ELLs.     

What makes learners anxious while speaking English: a comparative study of the perceptions held by university students and teachers in China

This study investigates the reasons leading to Chinese students’ foreign language speaking anxiety (FLSA). China is a nation with the largest number of English as a foreign language learners in the world, but most of them have learnt “mute English” when it comes to expressing themselves orally in English. FLSA may be an important factor leading to their unsatisfactory learning achievements. However, it has not been adequately addressed in the educational settings of China. This study endeavours to make a contribution in this aspect. With two cross-validated methods (questionnaire survey and focused interview), this study drew comprehensive data from 332 participants at two universities in China and found 14 major reasons of Chinese students’ FLSA. It also compared students’ and teachers’ views about these reasons and reported the significant differences emerged. It further argued that understanding the reasons is an important step in reducing FLSA and hence enhancing learning effectiveness.     

Making Learning Active with Interactive Whiteboards,Podcasts, and Digital Storytelling in ELL Classrooms

The purpose of this study was to examine effective ways to integrate an interactive whiteboard, podcast, and digital storytelling for language proficiency development in English language learners. Researchers integrated these three technologies into a 60-hour intensive summer English program and investigated their impacts on student vocabulary skill development. Researchers collected multiple data including daily video podcasts, vocabulary tests, a student survey, Photostory videos, and a teacher interview. The results showed that using an interactive whiteboard for (a) visual presentations, (b) interactive games, and (c) test reviews was useful for the English language learners to learn new vocabulary and engage in learning. The effects of a digital storytelling project and the video podcasts are also discussed.     

English Vocabulary Teaching Based on learners’Acquisition

Vocabulary is very important in language study, but it is not easy for students to learn efficiently. This essay first has a deep insight into the acquisition by learners, and then gives some ideas a...     

Differential effects of three professional development models on teacher knowledge and student achievement in elementary science

To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers and 7,000 students, this project compared three related but systematically varied teacher interventions—Teaching Cases, Looking at Student Work, and Metacognitive Analysis—along with no‐treatment controls. The three courses contained identical science content components, but differed in the ways they incorporated analysis of learner thinking and of teaching, making it possible to measure effects of these features on teacher and student outcomes. Interventions were delivered by staff developers trained to lead the teacher courses in their regions. Each course improved teachers' and students' scores on selected‐response science tests well beyond those of controls, and effects were maintained a year later. Student achievement also improved significantly for English language learners in both the study year and follow‐up, and treatment effects did not differ based on sex or race/ethnicity. However, only Teaching Cases and Looking at Student Work courses improved the accuracy and completeness of students' written justifications of test answers in the follow‐up, and only Teaching Cases had sustained effects on teachers' written justifications. Thus, the content component in common across the three courses had powerful effects on teachers' and students' ability to choose correct test answers, but their ability to explain why answers were correct only improved when the professional development incorporated analysis of student conceptual understandings and implications for instruction; metacognitive analysis of teachers' own learning did not improve student justifications either year. Findings suggest investing in professional development that integrates content learning with analysis of student learning and teaching rather than advanced content or teacher metacognition alone. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 333–362, 2012     

英语请求语用发展研究──以探询型请求子策略之选择为例

通过语篇补全测试,调查中国英语学习者对探询型请求子策略的选择。结果发现：学习者在请求主体策略选择上呈现与英语母语者相同的序列;学习者在请求子策略选择上存在过多或不当使用某些情态词,某些话句类型使用单一的情况;角色指向性的选择上,以听话者为指向的比率较高。这些特点表明文化间既具有相通性也存在文化相异,需要在教学中积极开展明示语用教学,重视学生语言能力的培养。