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Parents' Involvement in Malaysian Autonomous Schools  [cached]
Aziah Ismail,Abdul Ghani Kanesan Abdullah
International Journal of Asian Social Science , 2013,
Abstract: One of the fundamental aspects underlying the implementation of the autonomous schools in Malaysia is the School-Based Management (SBM) practices. Previous studies indicated that SBM is viewed as a means of incorporating the voices of parents, teachers and the community in the school management in a formal manner. Thus, the aim of this study is to investigate the level of parents’ involvement in Malaysian autonomous school activities as perceived by teachers. The data for the study was obtained using questionnaire from 60 autonomous schools in Malaysia. A set of questionnaire consisting 20 items using the 10 Likert scales were answered by 788 respondents (teachers of autonomous schools). The findings shows that parents are among the stakeholders of Malaysian autonomous schools who are involved in the process of school policy-making and their involvement is relatively high in all school activities, where they always provide moral and material support to the schools; showing concern towards their children’s learning process and school improvement in general; cooperating with schools to improve students’ discipline and; attending periodical parent-teacher meetings. Furthermore, the findings also show that there is a pattern of parents’ involvement in each activity according to varies categories and types of autonomous schools. While, the MANOVA analysis reveals that there is a significant differences among the autonomous schools in the level of parents’ involvement regardless of their types and categories. Thus, the findings verify that the parents’ involvement in autonomous school activities is in line with the tenet of SBM which highlights parents’ roles in improving the function of the school as crucial education provider.
Enhancing Curriculum Acceptance among Students with E-learning 2.0  [PDF]
Kamaljit I. Lakhtaria,Paresh Patel,Ankita Gandhi
Computer Science , 2010,
Abstract: E-learning; enhanced by communicating and interacting is becoming increasingly accepted and this puts Web 2.0 at the center of the new educational technologies. E-Learning 2.0 emerges as an innovative method of online learning for its incorporation of Web 2.0 tools. For any academic study, the curriculum provides overview of intact learning area. The Curriculum provides overview to content of the Subject. Many institutions place student interaction as a priority of their online curriculum design. It is proved that interaction has a great effect on the students' involvement in learning and acceptance of Curriculum. Students are accepting curriculum that is designed by teacher; whereas E-learning 2.0 enabled Curriculum management system allows student to involve in learning activities. It works as a stimulus and increases their dedication to the Curriculum. While Institute adapts E-Learning 2.0 as Learning Management System, it also provides Social Networking services and provides direct and transparent interaction between students and teachers. This view of the e-Learning 2.0 shifts its focus from LMS to the students, equipping them, with the means to become ever more autonomous, accepting them to make use of these means in solving problems on their own initiative. Curriculum usage will empower student involvement and enhancing E-learning 2.0 spreading. This paper, analyzing implementation E-learning 2.0 for Curriculum management and discusses Opportunities & Challenges for Curriculum over Web 2.0.
The Role of Teachers’ Experiential Learning and Reflection for Enhanching their Autonomous Personal and Professional Development
Adi Suryani, Tri Widyastuti
Jurnal Sosial Humaniora , 2015, DOI: 10.12962/j24433527.v8i1.1239
Abstract: Today’s teachers are not only teaching, but they have to fulfill various educational roles. This situation demands teachers to learn continuously. They should develop themselves to improve students’ achievement. To grow continuously, teachers should not just wait for formal, instructed or top-down training or learning. They should be autonomous and self directed. They should be aware and analyze what they need and how they should obtain knowledge or skill that they need. Autonomous teachers learn by reflecting their daily teaching and learning experiences. They use their experience as opportunity to learn. There are three main sources of teachers’ learning: their teaching experiences, sharing ideas in professional communities, and by researching.
Teachers’ Roles in Promoting Students’ Learner Autonomy in China  [cached]
Fang Fumin,Zhang Li
English Language Teaching , 2012, DOI: 10.5539/elt.v5n4p51
Abstract: Since 2007, the Ministry of Education of China has been promoting a shift from traditional teaching models to a new teaching model where students’ autonomous learning skills can be enhanced. In particular, college students are encouraged to learn English free from the constraints of time or place. While learner autonomy has been perceived as contributing tremendously to student learning, it is a new concept to many local teachers and students. Many teachers even think that the emphasis on learner autonomy means teachers’ functions are on the decline. This paper reports on an empirical study that investigated the current roles that teachers play in the context of learner autonomy. Through a questionnaire, the study reveals that teachers took on more challenging and multiple roles in the new teaching model. Meanwhile, the structural model for teachers’ roles has been built so as to give implications to college English teachers in China.
An Investigation of Perceptions of Vietnamese Teachers and Students toward Cooperative Learning (CL)  [cached]
Pham Thi Hong Thanh
International Education Studies , 2011, DOI: 10.5539/ies.v4n1p3
Abstract: The present study examined how cooperative learning (CL) is implemented in Vietnamese classrooms, how local teachers' and students' perceived this approach to learning, and what were the local barriers that hindered its implementation. Forty teachers and forty students from twenty Vietnamese colleges completed a questionnaire about CL and follow-up interviews were conducted with ten students and ten teachers on their perceptions of this practice. The results showed that CL has become a common and preferred method of instruction in Vietnam. However, the functions of CL were often not understood correctly because the teachers and students maintained that CL mainly helped the students remember information rather than develop a deep understanding of the text they were studying. Responses also revealed that CL was hindered by a number of local cultural and institutional barriers such as class size, curriculum coverage and workload division. Future research may need to identify strategies to correct mismatches between CL principles and local barriers so that this approach to learning becomes more adaptive to the local context.
The Changing Role of Teachers in the Development of Learner Autonomy— Based on a Survey of “English Dorm Activity”  [cached]
Jianhua Zhuang
Journal of Language Teaching and Research , 2010, DOI: 10.4304/jltr.1.5.591-595
Abstract: College English aims at improving the learners’ ability to take charge of his or her own learning. In view of this, the role of teachers is crucial in helping promote leaner autonomy. This thesis discusses the responsibilities of teachers in the exercise of autonomy by analyzing the concept of autonomous learning and the difficulties the students meet in English dorm activity.
Relationship between Teachers and Students Based on New Curriculum-Face and Politeness in the Chinese English Teaching
Wanli Zhao
International Education Studies , 2009, DOI: 10.5539/ies.v2n4p149
Abstract: The paper objectively reviews the current situation of English teachers’ face and politeness unconsciousness in the Chinese English language classroom teaching. At the same time it analyzes the reasons for the lack of face and politeness. English Curriculum Standard calls for human concern that teachers should give students a complete respect, pay more attention to affective education from view of teachers, view of students and view of evaluation. Face and politeness principles in the second language acquisition also need teachers to protect students’ self-esteem, give students a suitable evaluation and encourage their autonomous English learning. On this basis, the paper probes into the relationship between students and teachers, and several suggestions on how to give students’ face and politeness are raised.
AUTONOMY IN LANGUAGE LEARNING: DO STUDENTS TAKE RESPONSIBILITY FOR THEIR LEARNING?
Evrim üSTüNLüO?LU
Journal of Theory and Practice in Education , 2009,
Abstract: This study was conducted in order to investigate the perceptions of university students and teachers regarding responsibilities and abilities related to autonomous learning, and the autonomous activities both inside and outside the classroom. The study also investigated whether these responsibilities, abilities and activities changed significantly according to motivation level and gender. Qualitative data was gathered from 320 students and 24 teachers, together with quantitative data through interviews. The results suggest that students do not take responsibility for their learning although they have the ability, and teachers, themselves, take on most of the responsibilities, by perceiving their students incapable of fulfilling their responsibilities. This study suggests that both students and teachers need to understand the necessity of learner independence, and a training program on autonomous learning should be included in the language curriculum, particularly with regard to administration.
Learning Opportunity and EFL Teachers’ Questions  [PDF]
Hongmei Zhu
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.43027
Abstract: As postmethod EFL teaching method was proposed in 1999, ideas on teaching and learning be-came unthinkably various and dynamic. The views on teachers’ questions also changed a lot in postmethod period. The term of learning opportunity bridged teaching and learning in this situation. This article aims to explore the way that an expert teacher, an experienced teacher and a novice teacher provide learning opportunities for the students in their question-answer sequences. A CA approach is used to analyze three teachers’ questions based on four different students’ first responses: Right Answer, Partly Right Answer, Incomplete Answer and Refusal Answer. The results suggest that the expert teacher can provide more learning opportunities by strengthening students’ identities, extending students’ contributions, attracting students’ involvement and there is an insignificant relation between the type of questions and learning opportunities. It is suggested that EFL teachers can be more aware of the local and dynamic teaching context and promote more negotiation of meaning and students’ involvement.
Teachers’ Beliefs on Technological Fusion in Teaching ESL Students  [PDF]
Kulwant Kaur Kartar Singh, Hamidah Yamat, Wahiza Wahi
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.914154
Abstract: Studies on the effectiveness of technology have shown that it enhances students in language learning and helps gain their involvement. Nevertheless, there is still resistance among teachers in using technology in the language classrooms due to the rapid advancements of technology. The aim of the study reported in this article was therefore to gather testimonial insights on teachers’ beliefs about technology and its fusion to illuminate how English as a second language (ESL) teaching and learning is eased and made meaningful in classrooms. This paper reports on a case study that looks into primary school teachers’ beliefs on technological fusion in teaching ESL students. Data were collected from three teachers of different teaching experiences through interviews and observations and themes were generated through constant comparative and thematic analysis; assisted with the use of ATLAS ti.7 software. Findings indicate that despite positive beliefs that the fusion of technology assists language teaching and learning, not all teachers embrace technology in their classrooms as schools especially in rural areas lack facilities to aid the use of technology. This study implies that there is a need to equip all schools with devices and equipment that aid the fusion of technology in language teaching.
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