Pub Date : 2010-12-01DOI: 10.18848/1447-9494/CGP/V17I05/47027
G. K. Sidhu, C. Y. Fook, Parmjit Singh
{"title":"Management of homework: Looking through the eyes of the learners","authors":"G. K. Sidhu, C. Y. Fook, Parmjit Singh","doi":"10.18848/1447-9494/CGP/V17I05/47027","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I05/47027","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124565304","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}
Pub Date : 2010-12-01DOI: 10.18848/1447-9494/CGP/V16I12/46770
Myra Thiessen, M. Dyson
Preference inluences how an individual chooses graphic material and is therefore an important consideration in the design of literacy materials for children with reading dificulties, such as those associated with dyslexia. However, little is known about what this group of children like and dislike about the typography and the illustrations in their reading materials. Children with reading dificulties are likely to be less motivated to practise their literacy skills, and as luency in literacy can only be gained through practice, it is important to understand how reading materials can be created that these children will be more motivated to read. Through case-studies of six children with reading dificulties, their typographic (parts one and two) and illustrative (part three) preferences were tested. Parts one and two were concerned with the effects of typesetting and looked at the inluence of letter, word, and line spacing, and also type size. The typographic preferences of these six children were analysed and were then compared to their reading performance. Part three focused on the illustrative preferences of these children and looked at the use of colour and the level of detail included in this kind of visual information. By creating reading materials that correspond to the preferences of children with reading dificulties it is more likely that they will be motivated to read those books. These casestudies are part of ongoing research into the development of alternative materials for teaching literacy skills to children with dyslexia.
{"title":"'Clearer and Better': Preferences of children with reading difficulties for the typography and illustration in literacy materials","authors":"Myra Thiessen, M. Dyson","doi":"10.18848/1447-9494/CGP/V16I12/46770","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I12/46770","url":null,"abstract":"Preference inluences how an individual chooses graphic material and is therefore an important consideration in the design of literacy materials for children with reading dificulties, such as those associated with dyslexia. However, little is known about what this group of children like and dislike about the typography and the illustrations in their reading materials. Children with reading dificulties are likely to be less motivated to practise their literacy skills, and as luency in literacy can only be gained through practice, it is important to understand how reading materials can be created that these children will be more motivated to read. Through case-studies of six children with reading dificulties, their typographic (parts one and two) and illustrative (part three) preferences were tested. Parts one and two were concerned with the effects of typesetting and looked at the inluence of letter, word, and line spacing, and also type size. The typographic preferences of these six children were analysed and were then compared to their reading performance. Part three focused on the illustrative preferences of these children and looked at the use of colour and the level of detail included in this kind of visual information. By creating reading materials that correspond to the preferences of children with reading dificulties it is more likely that they will be motivated to read those books. These casestudies are part of ongoing research into the development of alternative materials for teaching literacy skills to children with dyslexia.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127984859","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}
Pub Date : 2010-12-01DOI: 10.18848/1447-9494/CGP/V17I09/47241
Fatin Aliana Mohd Radzi, M. Razak, Nor Hashima Mohd Sukor
This is a preliminary study exploring primary school teachers' perception and concerns on encouragingparents'participationinschooltoimproveprimaryschoolpupils'academicachievement. Parents'participationinMalaysianschoolsinimprovingacademicachievement,especiallyinprimary levelisanewconceptinMalaysia.Thus,thisstudyaimstoinvestigatetheaspectofparentalinvolvement favoured by primary school teachers and to identify the type of parental involvement favoured by parents from the teachers' view. A model developed by Epstein containing six aspects of parental in- volvement in school is adapted in forming questionnaires for this study. The six areas based on the modelarecommunication,parenting,volunteering,homeinvolvement,schoolgovernanceanddecision making and also community service. Questionnaires consisting of 40 questions with 6 different areas were distributed to 60 respondents. Findings indicate that the respondents' perception regarding parental involvement is at a satisfactory level. It was also discovered that the aspects of involvement preferred by teachers are parenting and communication. The type of parental involvement favoured by parents from the teachers' point of view is parenting as well as communication.
{"title":"Parental Involvement in School to Improve Academic Achievement: Primary Teachers' Views","authors":"Fatin Aliana Mohd Radzi, M. Razak, Nor Hashima Mohd Sukor","doi":"10.18848/1447-9494/CGP/V17I09/47241","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I09/47241","url":null,"abstract":"This is a preliminary study exploring primary school teachers' perception and concerns on encouragingparents'participationinschooltoimproveprimaryschoolpupils'academicachievement. Parents'participationinMalaysianschoolsinimprovingacademicachievement,especiallyinprimary levelisanewconceptinMalaysia.Thus,thisstudyaimstoinvestigatetheaspectofparentalinvolvement favoured by primary school teachers and to identify the type of parental involvement favoured by parents from the teachers' view. A model developed by Epstein containing six aspects of parental in- volvement in school is adapted in forming questionnaires for this study. The six areas based on the modelarecommunication,parenting,volunteering,homeinvolvement,schoolgovernanceanddecision making and also community service. Questionnaires consisting of 40 questions with 6 different areas were distributed to 60 respondents. Findings indicate that the respondents' perception regarding parental involvement is at a satisfactory level. It was also discovered that the aspects of involvement preferred by teachers are parenting and communication. The type of parental involvement favoured by parents from the teachers' point of view is parenting as well as communication.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132021757","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}
Pub Date : 2010-10-08DOI: 10.18848/1447-9494/CGP/V17I04/46997
Nadia Ainuddin Dahlan, N. Noor, Sharifah Muzlia Syed Mustafa, Khadijah Said Hashim, Voviana Zulkifli
a common problem shared by many institution of higher learning around the world today is the wide discrepancy in the enrollment of males and females.although the gender gap inpublic universities has been widely highlited in malaysia.it is believed this problem may be inextricably linked to gender differences in achievement at the school level.it has been suggested that accommodating gender differences in learning styles in school could help bridge the gender gap.therefore,this study attempted to identify the extent of the gender gap by comparing the self-reported results of a national standardized test,the lower secondary examination or penilaian menengah rendah(PMR) of 411 form four students from four secondary schools in kuala lumpur.respiondents also completed the felder and soloman (1991) index of learning styles(ILS)which determined their learning styles on four subscales:active-reflective, sensing-intuitive, visual-verbal and sequential-global.the study found a significant gender difference in achievement but not for learning styles.the majority of respondent were active,visual and sequential-global.the study found a significant gender difference in achievement but not for learning styles.the majority of respondents were active,visual and sequential.however,a binary logistic regression model found gender,sensing and visual learning styles to be significant predictors of achievement.therefore,accommodating these learning styles in particular,may promote the academic achievement of students.future teachers should consequently be equipped with practical knowledge of learning styles in the hope of increasing achievement across genders,thus narrowing the gender gap in schools and lead to more gender-balanced university classrooms capable of nurturing quality human capital amongst both women and men.
当今世界上许多高等院校面临的一个共同问题是男女入学人数的巨大差异。尽管马来西亚公立大学的性别差距已经被广泛强调。据信，这一问题可能与学校成绩的性别差异有着千丝万缕的联系。有人建议，在学校里适应学习方式的性别差异可以帮助弥合性别差距。因此，本研究试图通过比较来自吉隆坡四所中学的411名四年级学生的国家标准化考试、初中考试或penilaian menengah rendah(PMR)的自我报告结果来确定性别差距的程度。被调查者还完成了felder and soloman(1991)学习风格指数(ILS)，该指数在四个子尺度上确定了他们的学习风格:主动反思、感觉直觉、视觉语言和顺序全局。研究发现，在成绩上存在显著的性别差异，但在学习方式上却没有。大多数被调查者是活跃的、视觉的和顺序全局的。研究发现，在成绩上存在显著的性别差异，但在学习方式上却没有。大多数受访者是主动的、视觉的和顺序的。然而，二元逻辑回归模型发现性别、感觉和视觉学习风格是成绩的重要预测因素。因此，特别适应这些学习方式，可能会促进学生的学业成绩。因此，未来的教师应该具备学习方式的实用知识，以期提高男女之间的成就，从而缩小学校中的性别差距，并导致更多性别平衡的大学教室，能够培养男女之间的优质人力资本。
{"title":"Exploring the gender gap in achievement in Malaysia: a case for learning styles","authors":"Nadia Ainuddin Dahlan, N. Noor, Sharifah Muzlia Syed Mustafa, Khadijah Said Hashim, Voviana Zulkifli","doi":"10.18848/1447-9494/CGP/V17I04/46997","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I04/46997","url":null,"abstract":"a common problem shared by many institution of higher learning around the world today is the wide discrepancy in the enrollment of males and females.although the gender gap inpublic universities has been widely highlited in malaysia.it is believed this problem may be inextricably linked to gender differences in achievement at the school level.it has been suggested that accommodating gender differences in learning styles in school could help bridge the gender gap.therefore,this study attempted to identify the extent of the gender gap by comparing the self-reported results of a national standardized test,the lower secondary examination or penilaian menengah rendah(PMR) of 411 form four students from four secondary schools in kuala lumpur.respiondents also completed the felder and soloman (1991) index of learning styles(ILS)which determined their learning styles on four subscales:active-reflective, sensing-intuitive, visual-verbal and sequential-global.the study found a significant gender difference in achievement but not for learning styles.the majority of respondent were active,visual and sequential-global.the study found a significant gender difference in achievement but not for learning styles.the majority of respondents were active,visual and sequential.however,a binary logistic regression model found gender,sensing and visual learning styles to be significant predictors of achievement.therefore,accommodating these learning styles in particular,may promote the academic achievement of students.future teachers should consequently be equipped with practical knowledge of learning styles in the hope of increasing achievement across genders,thus narrowing the gender gap in schools and lead to more gender-balanced university classrooms capable of nurturing quality human capital amongst both women and men.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124560243","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}
Pub Date : 2010-10-01DOI: 10.18848/1447-9494/CGP/V17I04/47013
A. Asmawi
{"title":"Working with Blog Discourse","authors":"A. Asmawi","doi":"10.18848/1447-9494/CGP/V17I04/47013","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I04/47013","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114288880","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}
Pub Date : 2010-08-20DOI: 10.18848/1447-9494/CGP/V17I04/46984
Alice V. Brown, Ann Dashwood, Jill Lawrence, Lorelle J. Burton
For international teachers the experience of ‘crossing over’ and moving from one higher education context to another for employment can be confronting. Not only does this transition often involve a physical location change but as part of a growing borderless workforce many international academic staff still need to cross borders in terms of having to align their past experience of pedagogical practice, beliefs and teaching contexts with new institutional expectations and strategic directions. This paper draws upon a wide range of theory to address the challenges and tensions that international teacher’s experience. The study presents a model based on capacity building that helps reveal strategies for supporting tertiary teachers in transitioning into a new workplace and includes an example to illustrate how this model is currently being applied at a regional Queensland university. We conclude by encouraging others to consider using these strategies in their own context for supporting international tertiary teachers to align their past ideologies, experiences, pedagogical practices and teaching contexts with new institutional learning and teaching principles.
{"title":"Crossing over: strategies for supporting the training and development of international teachers","authors":"Alice V. Brown, Ann Dashwood, Jill Lawrence, Lorelle J. Burton","doi":"10.18848/1447-9494/CGP/V17I04/46984","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I04/46984","url":null,"abstract":"For international teachers the experience of ‘crossing over’ and moving from one higher education context to another for employment can be confronting. Not only does this transition often involve a physical location change but as part of a growing borderless workforce many international academic staff still need to cross borders in terms of having to align their past experience of pedagogical practice, beliefs and teaching contexts with new institutional expectations and strategic directions. This paper draws upon a wide range of theory to address the challenges and tensions that international teacher’s experience. The study presents a model based on capacity building that helps reveal strategies for supporting tertiary teachers in transitioning into a new workplace and includes an example to illustrate how this model is currently being applied at a regional Queensland university. We conclude by encouraging others to consider using these strategies in their own context for supporting international tertiary teachers to align their past ideologies, experiences, pedagogical practices and teaching contexts with new institutional learning and teaching principles.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"405 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116687726","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}
Pub Date : 2010-06-01DOI: 10.18848/1447-9494/CGP/V17I02/46869
H. Shang, I-Ju Chang-Chien
The issue of self-questioning strategy use has been debated for its effectiveness on reading comprehension. Some scholars propose that there are no benefits for higher metacognition and lower mental development learners; however, self-questioning is still an effective strategy to enhance students’ reading comprehension because of three essential components including active, metacognitive, and schema processings. Since the effect of self-questioning strategy use is a controversial issue, the purpose of this study was to explore its effectiveness on EFL learners’ reading comprehension. One hundred and eighteen freshmen participated in the study. Both quantitative and qualitative research methods were used including t-test, ANOVA, and semi-structured interview techniques to explore its effect. Results of this study demonstrate that students’ reading comprehension is enhanced significantly by self-questioning strategy training, especially for low level students, and students have positive attitudes toward employing self-questioning strategy in their future reading activities. Pedagogical implications for EFL educators to recognize the directions of instructional practices for enhancing reading comprehension are presented.
{"title":"The Effect of Self-Questioning Strategy on EFL Learners’ Reading Comprehension Development","authors":"H. Shang, I-Ju Chang-Chien","doi":"10.18848/1447-9494/CGP/V17I02/46869","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I02/46869","url":null,"abstract":"The issue of self-questioning strategy use has been debated for its effectiveness on reading comprehension. Some scholars propose that there are no benefits for higher metacognition and lower mental development learners; however, self-questioning is still an effective strategy to enhance students’ reading comprehension because of three essential components including active, metacognitive, and schema processings. Since the effect of self-questioning strategy use is a controversial issue, the purpose of this study was to explore its effectiveness on EFL learners’ reading comprehension. One hundred and eighteen freshmen participated in the study. Both quantitative and qualitative research methods were used including t-test, ANOVA, and semi-structured interview techniques to explore its effect. Results of this study demonstrate that students’ reading comprehension is enhanced significantly by self-questioning strategy training, especially for low level students, and students have positive attitudes toward employing self-questioning strategy in their future reading activities. Pedagogical implications for EFL educators to recognize the directions of instructional practices for enhancing reading comprehension are presented.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116214232","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}
Pub Date : 2009-12-01DOI: 10.18848/1447-9494/CGP/V16I10/46686
Z. Ali
{"title":"'Powerless Language' for powerful communication: Delineating influence in group decision making","authors":"Z. Ali","doi":"10.18848/1447-9494/CGP/V16I10/46686","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I10/46686","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124482987","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}
Pub Date : 2009-12-01DOI: 10.18848/1447-9494/CGP/V16I02/46137
B. Cope, M. Kalantzis
{"title":"A grammar of multimodality","authors":"B. Cope, M. Kalantzis","doi":"10.18848/1447-9494/CGP/V16I02/46137","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I02/46137","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125526339","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}
Pub Date : 2009-12-01DOI: 10.18848/1447-9494/CGP/V16I03/46173
H. Hussin, S. Ramachandran, N. Bakri
{"title":"Reflective practice and professional development in engineering education","authors":"H. Hussin, S. Ramachandran, N. Bakri","doi":"10.18848/1447-9494/CGP/V16I03/46173","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I03/46173","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134250386","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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