There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or mor...There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or more learners in developing countries. The current study attempted to establish what instructional strategies could be introduced for improvement of teaching learning in the prevailing large classes. A review of research on teaching of large classes highlighted challenges that both teachers and students experience. Effective teaching and learning throughout the study was conceptualized as that situated within a social constructivist framework. This is a descriptive study in design. The literature component of the study utilized a content analysis methodology with a view to identifying strategies of practical application and potential to facilitate learning in large classes, such as Active Learning, Collaborativb Learning, Cooperative Learning, Inductive Teaching Methods, and novel practices including issues on environment for change are suggested. The empirical data indicated that teachers had devised strategies to cope with the large classes, but these needed further development. The implication for these findings is the need for teacher professional development through reflective practice.展开更多
This paper starting from the current issue of computer teaching profession, proposes action-oriented approach for employment -oriented in the computer teaching. The implementation of action-oriented approach breaks th...This paper starting from the current issue of computer teaching profession, proposes action-oriented approach for employment -oriented in the computer teaching. The implementation of action-oriented approach breaks the traditional teaching model, combine the learning of specialized knowledge and cultivation of professional expertise organically, and thus enhance the students＇ active learning, the ability to take the initiative to explore, making them develop in professional competence, social skills and personality展开更多
For generations, the potential of Nigerian women to contribute effectively to national development seems to be suppressed by many factors which cut across religious, environmental and cultural constraints. Consequentl...For generations, the potential of Nigerian women to contribute effectively to national development seems to be suppressed by many factors which cut across religious, environmental and cultural constraints. Consequently, women have strongly resolved to renegotiate their relevance through the adoption and utilization of various initiatives. At the forefront, one of these initiatives early in time was Margaret Ekpo （1914-2006）, a Nigerian female political activist who unilaterally began radical movements in parts of Nigeria to transform the political consciousness of the Nigerian women, and to reverse gender-related inequalities in the country. This paper sets out to evaluate her approaches to what could be described as political re-engineering. It develops a framework drawing from theories of conflict resolution and the principles of liberalism and feminism. Findings show that despite of the limited formal education and political ideologies to which she was exposed to, she was able to rise above the prevailing challenges of her time to build a firm pedestal upon which many women politicians in Nigeria have stood to launch themselves to political limelight. The study concludes that the principles of liberalism and a desire to foster the political development of Nigeria account for Margaret Ekpo＇s venture into the political field.展开更多
Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and instituti...Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.展开更多
文摘There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or more learners in developing countries. The current study attempted to establish what instructional strategies could be introduced for improvement of teaching learning in the prevailing large classes. A review of research on teaching of large classes highlighted challenges that both teachers and students experience. Effective teaching and learning throughout the study was conceptualized as that situated within a social constructivist framework. This is a descriptive study in design. The literature component of the study utilized a content analysis methodology with a view to identifying strategies of practical application and potential to facilitate learning in large classes, such as Active Learning, Collaborativb Learning, Cooperative Learning, Inductive Teaching Methods, and novel practices including issues on environment for change are suggested. The empirical data indicated that teachers had devised strategies to cope with the large classes, but these needed further development. The implication for these findings is the need for teacher professional development through reflective practice.
文摘This paper starting from the current issue of computer teaching profession, proposes action-oriented approach for employment -oriented in the computer teaching. The implementation of action-oriented approach breaks the traditional teaching model, combine the learning of specialized knowledge and cultivation of professional expertise organically, and thus enhance the students＇ active learning, the ability to take the initiative to explore, making them develop in professional competence, social skills and personality
文摘For generations, the potential of Nigerian women to contribute effectively to national development seems to be suppressed by many factors which cut across religious, environmental and cultural constraints. Consequently, women have strongly resolved to renegotiate their relevance through the adoption and utilization of various initiatives. At the forefront, one of these initiatives early in time was Margaret Ekpo （1914-2006）, a Nigerian female political activist who unilaterally began radical movements in parts of Nigeria to transform the political consciousness of the Nigerian women, and to reverse gender-related inequalities in the country. This paper sets out to evaluate her approaches to what could be described as political re-engineering. It develops a framework drawing from theories of conflict resolution and the principles of liberalism and feminism. Findings show that despite of the limited formal education and political ideologies to which she was exposed to, she was able to rise above the prevailing challenges of her time to build a firm pedestal upon which many women politicians in Nigeria have stood to launch themselves to political limelight. The study concludes that the principles of liberalism and a desire to foster the political development of Nigeria account for Margaret Ekpo＇s venture into the political field.
基金supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region,China(GRF Project No.HKBU 12403214)
文摘Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
