JiTT （Just-in-Time Teaching） and flipped classroom are two innovations in academia where high-tech and no-tech resources are blended to encourage more interaction and creativity among students. These two methods als...JiTT （Just-in-Time Teaching） and flipped classroom are two innovations in academia where high-tech and no-tech resources are blended to encourage more interaction and creativity among students. These two methods also help minimize the dependency on face-to-face lecture and make the class time more creative and effective. This study is the very first attempt of implementing these strategies in Bangladesh. It explores the prospect of JiTT and flipped classroom at tertiary level in Bangladesh. In the first part of this paper, recent studies on JiTT and flipped classroom are discussed to shed light on their effectiveness and problems. The latter part explains the data and research findings. Before collecting the data, JiTT and flipped classroom were used with 33 students of undergraduate level who were students of＂ELT Methodology＂ course. After the implementation of the methods, a questionnaire survey was conducted to collect data regarding their response to these two methods. The study reveals that JiTT and flipped classroom help cover more topics in a short time while enhancing students＇ interaction and participation. They make students come to the class prepared and reflect on their learning. Teachers can understand students need better and provide required feedback. The overall interaction among students and teachers can be improved using JiTT and flipped classroom since everyone is clear about each other＇s existing knowledge and learning objectives.展开更多
In this paper a class of networks with multiple connections are discussed. The multiple connections include two different types of links between nodes in complex networks. For this new model, we give a simple generati...In this paper a class of networks with multiple connections are discussed. The multiple connections include two different types of links between nodes in complex networks. For this new model, we give a simple generating procedure. Furthermore, we investigate dynamical synchronization behavior in a delayed two-layer network, giving corresponding theoretical analysis and numerical examples.展开更多
Women in Kenya are underrepresented in decision-making positions, which appears as a remnant of persisting cultural gender roles that limit women from participating in activities critical for personal, societal, and n...Women in Kenya are underrepresented in decision-making positions, which appears as a remnant of persisting cultural gender roles that limit women from participating in activities critical for personal, societal, and national development. Such retrogressive ideas regarding a large number of the country＇s citizens have to be addressed early in the life of a girl to build in girls＇ self-esteem and facilitate them to develop leadership skills. This study investigated the extent to which girls in primary schools in Voi sub-county are involved in leadership in their schools. The study was based on the 2010 Kenya＇s constitution which ruled that no more than two-thirds of elected or appointed public institutions leaders should consist of one gender. The new legal framework seeks to break down the barriers women face in realizing their political, civil, economic, and social rights. It also ensures that women are involved in decision-making at all levels of government. In this study, data was collected from three mixed primary schools in Voi sub-county given codes A, B, and C. School A had a total of 470 pupils; 225 were boys and 245 were girls and the school had 21 leadership positions. The findings showed that the majority 14 （66.7%） of the leadership positions were occupied by boys while the few 7 （33.3%） were occupied by girls. In school B, there were a total of 1,056 pupils; 498 were boys and 558 were girls. There were 13 leadership positions. The majority of the positions 7 （53.8 %） were occupied by boys and minority 6 （46.2%） were occupied by girls. In school C, there were a total of 1,450 pupils and 680 were boys and 770 girls. There were 13 leadership positions. The majority 7 （53.8%） of the positions were occupied by boys while 6 （46.2%） were occupied by girls. In all the schools, there were more girls than boys but boys occupied more leadership positions than girls. Boys also took senior positions and girls were their deputies and were not as active as boys in areas such as class discussions and debate. It was recommended that conscious effort should be made to develop leadership skills in girls during their formative years.展开更多
The claim of philosophy connection with academic education is based upon the assumption that philosophy can change students＇ critical status （such as surprising, demanding standard...） and train them with reasoning...The claim of philosophy connection with academic education is based upon the assumption that philosophy can change students＇ critical status （such as surprising, demanding standard...） and train them with reasoning, conception forming, changing, and investigating skills. Philosophy in school, on the one hand, is a progressive discussion about our future educational system so that it can provide safe training about how philosophy can be performed and mixed in school classes and auditoriums. Therefore, philosophy for children explains that how each teacher in each subject is able to accept a model of philosophical search and adapt it to the class situation. Philosophy is much better understood if considered as a public activity and a conversation according to what Socrates did, than just considered as an education subject which should be inserted in child＇s memory. On the other hand, philosophical opening, questioning, and surprising toward the word--the characteristics which are undeniable, admirable, and comprehensive----can be remained superficial and even bare. Unless, it founts from Socrates＇ dialectic insight： ＂I know that I don＇t know.＂ Philosophy for children is a program which involves them in every class discussion in the field of philosophical subjects. The aim of this program is the improvement of children though via introducing them numerous ＂Big Question＂ and enables them in considering these questions. Using this program, teachers encourage children to think more deeply on ideas about their schoolwork. This strategy mainly takes place in project community of classes. Children will deeply concentrate on their thoughts and skill and then improve them while considering and reinforcing their own and others＇ ideas in response to philosophical puzzles. This article aims to reply the following questions： What is philosophy for children？ What aims does it follow？ What is its content？ What skills does it consider？ How does it compose with the current educational programming？ What strategies does this curriculum follow？展开更多
Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study a...Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.展开更多
Communicative Language Teaching （CLT） lays emphasis on communication in the classroom, pair and group activities and student involvement in the learning process. Amid the classroom activities, group discussion predo...Communicative Language Teaching （CLT） lays emphasis on communication in the classroom, pair and group activities and student involvement in the learning process. Amid the classroom activities, group discussion predominates in almost all EFL classroom teaching, characterized by maximized participation of language learners. Several elements contribute to a fruitful group discussion, namely, grouping, topic selection, process control and outcome presentation. The interdependence and interaction of all the elements help to build up a productive group discussion and finalize with novice ideas. In spite of all the advantages, some constraints on group discussion still deserve our attention.展开更多
This paper presents a new approach of conducting group discussions in oral communication classes by teaching students to follow the IRE (Initiation-Reply-Evaluation) discourse pattern and speak like a teacher. This ap...This paper presents a new approach of conducting group discussions in oral communication classes by teaching students to follow the IRE (Initiation-Reply-Evaluation) discourse pattern and speak like a teacher. This approach emphasizes the use of specific conversational skills to accomplish the process of meaning negotiation in discussions and has obtained satisfactory classroom results.展开更多
文摘JiTT （Just-in-Time Teaching） and flipped classroom are two innovations in academia where high-tech and no-tech resources are blended to encourage more interaction and creativity among students. These two methods also help minimize the dependency on face-to-face lecture and make the class time more creative and effective. This study is the very first attempt of implementing these strategies in Bangladesh. It explores the prospect of JiTT and flipped classroom at tertiary level in Bangladesh. In the first part of this paper, recent studies on JiTT and flipped classroom are discussed to shed light on their effectiveness and problems. The latter part explains the data and research findings. Before collecting the data, JiTT and flipped classroom were used with 33 students of undergraduate level who were students of＂ELT Methodology＂ course. After the implementation of the methods, a questionnaire survey was conducted to collect data regarding their response to these two methods. The study reveals that JiTT and flipped classroom help cover more topics in a short time while enhancing students＇ interaction and participation. They make students come to the class prepared and reflect on their learning. Teachers can understand students need better and provide required feedback. The overall interaction among students and teachers can be improved using JiTT and flipped classroom since everyone is clear about each other＇s existing knowledge and learning objectives.
基金Supported by National Natural Science Foundation of China under Grant No. 10672146the Key Disciplines of Shanghai Municipality under Grant No. S30104
文摘In this paper a class of networks with multiple connections are discussed. The multiple connections include two different types of links between nodes in complex networks. For this new model, we give a simple generating procedure. Furthermore, we investigate dynamical synchronization behavior in a delayed two-layer network, giving corresponding theoretical analysis and numerical examples.
文摘Women in Kenya are underrepresented in decision-making positions, which appears as a remnant of persisting cultural gender roles that limit women from participating in activities critical for personal, societal, and national development. Such retrogressive ideas regarding a large number of the country＇s citizens have to be addressed early in the life of a girl to build in girls＇ self-esteem and facilitate them to develop leadership skills. This study investigated the extent to which girls in primary schools in Voi sub-county are involved in leadership in their schools. The study was based on the 2010 Kenya＇s constitution which ruled that no more than two-thirds of elected or appointed public institutions leaders should consist of one gender. The new legal framework seeks to break down the barriers women face in realizing their political, civil, economic, and social rights. It also ensures that women are involved in decision-making at all levels of government. In this study, data was collected from three mixed primary schools in Voi sub-county given codes A, B, and C. School A had a total of 470 pupils; 225 were boys and 245 were girls and the school had 21 leadership positions. The findings showed that the majority 14 （66.7%） of the leadership positions were occupied by boys while the few 7 （33.3%） were occupied by girls. In school B, there were a total of 1,056 pupils; 498 were boys and 558 were girls. There were 13 leadership positions. The majority of the positions 7 （53.8 %） were occupied by boys and minority 6 （46.2%） were occupied by girls. In school C, there were a total of 1,450 pupils and 680 were boys and 770 girls. There were 13 leadership positions. The majority 7 （53.8%） of the positions were occupied by boys while 6 （46.2%） were occupied by girls. In all the schools, there were more girls than boys but boys occupied more leadership positions than girls. Boys also took senior positions and girls were their deputies and were not as active as boys in areas such as class discussions and debate. It was recommended that conscious effort should be made to develop leadership skills in girls during their formative years.
文摘The claim of philosophy connection with academic education is based upon the assumption that philosophy can change students＇ critical status （such as surprising, demanding standard...） and train them with reasoning, conception forming, changing, and investigating skills. Philosophy in school, on the one hand, is a progressive discussion about our future educational system so that it can provide safe training about how philosophy can be performed and mixed in school classes and auditoriums. Therefore, philosophy for children explains that how each teacher in each subject is able to accept a model of philosophical search and adapt it to the class situation. Philosophy is much better understood if considered as a public activity and a conversation according to what Socrates did, than just considered as an education subject which should be inserted in child＇s memory. On the other hand, philosophical opening, questioning, and surprising toward the word--the characteristics which are undeniable, admirable, and comprehensive----can be remained superficial and even bare. Unless, it founts from Socrates＇ dialectic insight： ＂I know that I don＇t know.＂ Philosophy for children is a program which involves them in every class discussion in the field of philosophical subjects. The aim of this program is the improvement of children though via introducing them numerous ＂Big Question＂ and enables them in considering these questions. Using this program, teachers encourage children to think more deeply on ideas about their schoolwork. This strategy mainly takes place in project community of classes. Children will deeply concentrate on their thoughts and skill and then improve them while considering and reinforcing their own and others＇ ideas in response to philosophical puzzles. This article aims to reply the following questions： What is philosophy for children？ What aims does it follow？ What is its content？ What skills does it consider？ How does it compose with the current educational programming？ What strategies does this curriculum follow？
文摘Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.
文摘Communicative Language Teaching （CLT） lays emphasis on communication in the classroom, pair and group activities and student involvement in the learning process. Amid the classroom activities, group discussion predominates in almost all EFL classroom teaching, characterized by maximized participation of language learners. Several elements contribute to a fruitful group discussion, namely, grouping, topic selection, process control and outcome presentation. The interdependence and interaction of all the elements help to build up a productive group discussion and finalize with novice ideas. In spite of all the advantages, some constraints on group discussion still deserve our attention.
文摘This paper presents a new approach of conducting group discussions in oral communication classes by teaching students to follow the IRE (Initiation-Reply-Evaluation) discourse pattern and speak like a teacher. This approach emphasizes the use of specific conversational skills to accomplish the process of meaning negotiation in discussions and has obtained satisfactory classroom results.
