The recent COVID-19 pandemic has brought the supply chain to the attention of everyone. In order to make supply chains work effectively and efficiently, a number of automated supply chain management systems are needed. This paper looks at the need to conduct curriculum reviews in order to ensure that the students in supply chain programs are not being harmed by the lack of exposure to the various systems needed in the supply chain. The analysis looks at the systems required for an Enterprise Certification compared to the systems reflected in a sample of supply chain management syllabi. The conclusions include the need to conduct curriculum reviews on a regular basis to ensure the best possible education of the students. This recommendation is critical for all education systems and not just supply chain management systems courses.
{"title":"Supply Chain Management Systems and Curriculum Reviews: What Are We Teaching About Supply Chain Management Systems? Do We Need to Modify Our Curriculums?","authors":"Joseph L. Walden","doi":"10.11114/ijce.v3i2.4861","DOIUrl":"https://doi.org/10.11114/ijce.v3i2.4861","url":null,"abstract":"The recent COVID-19 pandemic has brought the supply chain to the attention of everyone. In order to make supply chains work effectively and efficiently, a number of automated supply chain management systems are needed. This paper looks at the need to conduct curriculum reviews in order to ensure that the students in supply chain programs are not being harmed by the lack of exposure to the various systems needed in the supply chain. The analysis looks at the systems required for an Enterprise Certification compared to the systems reflected in a sample of supply chain management syllabi. The conclusions include the need to conduct curriculum reviews on a regular basis to ensure the best possible education of the students. This recommendation is critical for all education systems and not just supply chain management systems courses.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125948624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 3, Number 1Alexandra Ingram, University of Tennessee, USAÁlvaro Manzano Redondo, UCJC University, SpainAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBlessing Dwumah Manu, Jiangsu University, GhanaBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGraziano Serragiotto, Ca' Foscari University of Venice, ItalyIosif Fragkoulis, Hellenic Open University, GreeceLi Li, Bath Spa University, UKMatthew Schatt, University of Florida, USAMurat Tezer, Near East University, CyprusNesrin Ozturk, Ege University, TurkeyRaymond Aaron Younis, ACU Australia, AustraliaSuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, IndonesiaTeresa Pozo-Rico, University of Alicante, SpainVassilios Papadimitriou, University of Thessaly, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education---------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
{"title":"Reviewer Acknowledgements","authors":"W. Oscar","doi":"10.11114/ijce.v3i1.4791","DOIUrl":"https://doi.org/10.11114/ijce.v3i1.4791","url":null,"abstract":"International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 3, Number 1Alexandra Ingram, University of Tennessee, USAÁlvaro Manzano Redondo, UCJC University, SpainAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBlessing Dwumah Manu, Jiangsu University, GhanaBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGraziano Serragiotto, Ca' Foscari University of Venice, ItalyIosif Fragkoulis, Hellenic Open University, GreeceLi Li, Bath Spa University, UKMatthew Schatt, University of Florida, USAMurat Tezer, Near East University, CyprusNesrin Ozturk, Ege University, TurkeyRaymond Aaron Younis, ACU Australia, AustraliaSuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, IndonesiaTeresa Pozo-Rico, University of Alicante, SpainVassilios Papadimitriou, University of Thessaly, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education---------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121772184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.
{"title":"In-Service Reading Teacher Efficacy","authors":"B. Wissink","doi":"10.11114/ijce.v2i2.4529","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4529","url":null,"abstract":"The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128584267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research article is setting up an outlined-linguistic-overview regarding to the use of the “Tilde” in the writing context of Spanish Language. The study looked over various-literature-materials from different sources and added new-insights into its contextual framework to expose Spanish-language-Orthography such as Words-Type; Accents-Type; Vocabulary and Grammar-Patterns. The use of the “tilde” in teaching and learning Spanish as Second Foreign Language (ELE) continue to be a focus of concern and discussion among Spanish language teachers as well as the learners of this particular foreign language subject (FLs). Numerous studies have emphasized on the need to provide accuracy-learning-materials in relation to this orthography-linguistic-trait. Consequently to this observation, the study aimed to deliver valuable text-references through which Spanish language learners know about the application of the “Tilde” in the writing system of Spanish language. Furthermore, methodological schemes are provided to assist Spanish language teachers in formatting and delivering Spanish-language-assignments that fit into the subject-matter-discussed.
{"title":"Orthography Analysis-Spanish Graphical Accentuation Setting","authors":"J. L. Rivera","doi":"10.11114/ijce.v2i2.4528","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4528","url":null,"abstract":"This research article is setting up an outlined-linguistic-overview regarding to the use of the “Tilde” in the writing context of Spanish Language. The study looked over various-literature-materials from different sources and added new-insights into its contextual framework to expose Spanish-language-Orthography such as Words-Type; Accents-Type; Vocabulary and Grammar-Patterns. The use of the “tilde” in teaching and learning Spanish as Second Foreign Language (ELE) continue to be a focus of concern and discussion among Spanish language teachers as well as the learners of this particular foreign language subject (FLs). Numerous studies have emphasized on the need to provide accuracy-learning-materials in relation to this orthography-linguistic-trait. Consequently to this observation, the study aimed to deliver valuable text-references through which Spanish language learners know about the application of the “Tilde” in the writing system of Spanish language. Furthermore, methodological schemes are provided to assist Spanish language teachers in formatting and delivering Spanish-language-assignments that fit into the subject-matter-discussed.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127819506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amir Saif, T. Javed, Muhammad Nauman Mirza Fca, Iqra Touqeer
The aim of this paper is to find the impact of pay & promotion, work load a teacher’s job satisfaction. This study was used SPSS and SMART-PLS to analyze a data using quantitative research method. The research to which have distributed the question among teachers, graduates and a different professional. This study is significant for universities, colleges and schools, academic and non-academic staffs. Because this study have helpful for the administration in institute to better understand needs and demands of their teachers and what will be the factors which could make them satisfied. This study have conducted in Multan, Khanewal, Vehari, Bahawalpur G.D khan and it is targeting to cover approximately 7721 population with the sample of 350 as defined by Sekaran (2012) that for 7000 to 8000 required samples sized is 372. This research also examines the influence of compensation and promotion upon job satisfaction at educational institution level. The reveals that pay and promotion not significant impact on job satisfaction of teacher. (Yee 2018) investigate in his study that pay and promotion are insignificant. Work load can also be significant association with job satisfaction of teachers. Raza et al (2015) investigate that work load significant impact on job satisfaction. The influence of these factors calls for the further research. There is also need to carry out a similar but comparative study in rural setting.
{"title":"Does A Human Resource Effect of Job Satisfaction of Teachers? A Case Study of Education Institutions in Punjab, Pakistan","authors":"Amir Saif, T. Javed, Muhammad Nauman Mirza Fca, Iqra Touqeer","doi":"10.11114/ijce.v2i2.4515","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4515","url":null,"abstract":"The aim of this paper is to find the impact of pay & promotion, work load a teacher’s job satisfaction. This study was used SPSS and SMART-PLS to analyze a data using quantitative research method. The research to which have distributed the question among teachers, graduates and a different professional. This study is significant for universities, colleges and schools, academic and non-academic staffs. Because this study have helpful for the administration in institute to better understand needs and demands of their teachers and what will be the factors which could make them satisfied. This study have conducted in Multan, Khanewal, Vehari, Bahawalpur G.D khan and it is targeting to cover approximately 7721 population with the sample of 350 as defined by Sekaran (2012) that for 7000 to 8000 required samples sized is 372. This research also examines the influence of compensation and promotion upon job satisfaction at educational institution level. The reveals that pay and promotion not significant impact on job satisfaction of teacher. (Yee 2018) investigate in his study that pay and promotion are insignificant. Work load can also be significant association with job satisfaction of teachers. Raza et al (2015) investigate that work load significant impact on job satisfaction. The influence of these factors calls for the further research. There is also need to carry out a similar but comparative study in rural setting.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"164 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127535688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
21st Century Learning is a student-centered learning process that has been introduced in Malaysia since 2014. This study aims to integrate the 4C elements, which are collaboration, communication, creativity, and critical thinking in the interventions to improve English writing skill among 3K class students. Also, the study was conducted to determine how peer guidance can help 3K class students, who were weak in writing, to improve their English writing skills. The action research was carried out based on Kurt Lewin's Model. The research instruments involved were pre-test, post-test, and semi-structured interview. A total of 32 students sat for both pre-test and post-test before and after the interventions. A semi-structured interview consisting of five questions was conducted after the student completed the post-test. Descriptive statistics involving mean and percentage scores were used to analyze pre-test and post-test findings, while the interview findings were summarized. The results showed that there was an improvement in their English writing skills, where the mean score for the pre-test was 19.34, while the mean score for post-test was 22.66. The findings indicate that weaker students agreed that guidance of students who possess better writing skills helped them improve their English writing skills. The results of the pre-test and post-test showed that the intervention conducted has successfully helped 3K class students to improve their English writing skills.
{"title":"Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students","authors":"Tang Yu, Wan Mohammad","doi":"10.11114/ijce.v2i2.4498","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4498","url":null,"abstract":"21st Century Learning is a student-centered learning process that has been introduced in Malaysia since 2014. This study aims to integrate the 4C elements, which are collaboration, communication, creativity, and critical thinking in the interventions to improve English writing skill among 3K class students. Also, the study was conducted to determine how peer guidance can help 3K class students, who were weak in writing, to improve their English writing skills. The action research was carried out based on Kurt Lewin's Model. The research instruments involved were pre-test, post-test, and semi-structured interview. A total of 32 students sat for both pre-test and post-test before and after the interventions. A semi-structured interview consisting of five questions was conducted after the student completed the post-test. Descriptive statistics involving mean and percentage scores were used to analyze pre-test and post-test findings, while the interview findings were summarized. The results showed that there was an improvement in their English writing skills, where the mean score for the pre-test was 19.34, while the mean score for post-test was 22.66. The findings indicate that weaker students agreed that guidance of students who possess better writing skills helped them improve their English writing skills. The results of the pre-test and post-test showed that the intervention conducted has successfully helped 3K class students to improve their English writing skills.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132992755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper intends to shed light on understanding of Mathematical Pedagogical Content Knowledge (MPCK) from an empirical angle. Examples are utilized to explicitly demonstrate how a class activity in a capstone course of preservice secondary mathematics teachers (PSMTs) could be structured for PSMTs to build MPCK.
{"title":"Helping Preservice Secondary Mathematics Teachers Construct Pedagogical Content Knowledge","authors":"Su Liang","doi":"10.11114/ijce.v2i2.4514","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4514","url":null,"abstract":"This paper intends to shed light on understanding of Mathematical Pedagogical Content Knowledge (MPCK) from an empirical angle. Examples are utilized to explicitly demonstrate how a class activity in a capstone course of preservice secondary mathematics teachers (PSMTs) could be structured for PSMTs to build MPCK.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127508643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.
{"title":"Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten","authors":"M. Kotob, Doha Arnouss","doi":"10.11114/ijce.v2i2.4479","DOIUrl":"https://doi.org/10.11114/ijce.v2i2.4479","url":null,"abstract":"Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127051813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The experience of the education for the social responsibility program at the University of Concepción suggests the viability of large-scale moral education forming a functional, realistic, and socially unifying ethical conscience. Three educational principles supported by scientific findings are proposed to guide moral education: understanding, participation, and empathy from experience. Taking as an example the 'structural trap' by which the good intention of complying with social human rights such as health, ends up discouraging economic investment, it is suggested that good large scale moral education is capable of facilitating the overcoming of structural obstacles to solutions to social and ecological problems.
{"title":"Moral Education for Structural Change","authors":"Howard Richards, S. Watson","doi":"10.11114/IJCE.V2I2.4399","DOIUrl":"https://doi.org/10.11114/IJCE.V2I2.4399","url":null,"abstract":"The experience of the education for the social responsibility program at the University of Concepción suggests the viability of large-scale moral education forming a functional, realistic, and socially unifying ethical conscience. Three educational principles supported by scientific findings are proposed to guide moral education: understanding, participation, and empathy from experience. Taking as an example the 'structural trap' by which the good intention of complying with social human rights such as health, ends up discouraging economic investment, it is suggested that good large scale moral education is capable of facilitating the overcoming of structural obstacles to solutions to social and ecological problems.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126259168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The hidden crisis in education has come to light since the past decade. Millions of school-going children remain illiterate, even after spending 2-3 years in school. This paper explores a cognitive neuroscience driven method to improve children’s reading in two local languages--Chichewa (Malawi) and Telugu (Telangana, India). The paper first presents the science behind how children learn using this science-driven model. It then presents the process of contextualization of this literacy method for Malawi and Telangana, India. The contextualization and adaptation processes lead to some generalized principles that could be applied to other local language literacy programs. The study looks at sequencing of letters, font size and type, teacher training modalities as well as classroom delivery processes, which are all key components for any early literacy intervention. The study also focuses on cost-cutting measures to aid in full implementation and scale-up for a low resourced educational setting.
{"title":"Using Cognitive Neuroscience Principles to Design Efficient Reading Programs: Case Studies from India and Malawi Cognitive Neuroscience to Design Literacy Programs","authors":"Radhika Iyengar","doi":"10.11114/IJCE.V2I2.4394","DOIUrl":"https://doi.org/10.11114/IJCE.V2I2.4394","url":null,"abstract":"The hidden crisis in education has come to light since the past decade. Millions of school-going children remain illiterate, even after spending 2-3 years in school. This paper explores a cognitive neuroscience driven method to improve children’s reading in two local languages--Chichewa (Malawi) and Telugu (Telangana, India). The paper first presents the science behind how children learn using this science-driven model. It then presents the process of contextualization of this literacy method for Malawi and Telangana, India. The contextualization and adaptation processes lead to some generalized principles that could be applied to other local language literacy programs. The study looks at sequencing of letters, font size and type, teacher training modalities as well as classroom delivery processes, which are all key components for any early literacy intervention. The study also focuses on cost-cutting measures to aid in full implementation and scale-up for a low resourced educational setting.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132489591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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