All posts by amp21

C

Change in Education: By Whom? For Whom?

Heraclitus has been credited with saying that “change is the only constant in life”. In education, change is definitely constant, but this has many different meanings. Both in the classroom and in the corridors of policy, change is continuous, often under the banner of ‘education FOR change’. However, the deeper questions revolve around for whom

T

Teaching Through the Multiple Intelligence Theory for the Beginners: Implications for an Indonesian Culture Folktale Class

Gardner’s theory of multiple intelligences and the multiple intelligences perspective on learning, teaching, curriculum, and assessment are briefly described. According to this idea are learning through engaging the full aspects of student’s intelligences. This study offers the implementation of Multiple Intelligence in an Indonesian Culture class. The main point of an Indonesian Culture Class is

O

Operative Fiscal Management Mobility and Its Implications to School Performance in Compostela Valley Division

The main purpose of the quantitative descriptive correlation study was to determine the significant relationship between the level of operative fiscal management and the level of school performance in Compostela Valley Division for School Year 2016-2017. Data were collected from the 44 school heads and 146 teachers both from elementary and secondary schools through a

S

Structured Learning Experience Towards Competence in the K to 12 Mathematics Curricular Trends of DepEd Tagum City Division North District

This mixed – method sequential explanatory research design investigated the efficacy of the Structured Learning Experience (SLE) is a training methodology towards competence attainment in the K to 12 Mathematics curricular trends among the twenty – four (24) selected teachers in DepEd Tagum City North District. The Skills Inventory revealed that both the control and

E

Extraversion and Introversion in Young Adult ESL Learners

Why do some ESL intermediate classes seem so energized while others seem so much more subdued? And why do even some of the most proficient students in our classes simply not perform to our expectations when asked an open-ended question? This short presentation will delve into the psychological dichotomy of extraversion (E) and introversion (I)

A

Attitude Toward Problem-Based Learning (PBL) of the Second and Third Year Medical Students at Faculty of Medicine, Thammasat University

Introduction: Faculty of Medicine, Thammasat University has implemented the PBL curriculum since 1992. In pre-clinical years, all medical students must enrolled in PBL curriculum. However their attitude toward PBL has never been assessed.This study aims to assess the attitude toward PBL of the second and third year medical students.Method:The questionnaires included 16 attitude-assessment questions and

C

Change in Education: By Whom? For Whom?

Heraclitus has been credited with saying that “change is the only constant in life”. In education, change is definitely constant, but this has many different meanings. Both in the classroom and in the corridors of policy, change is continuous, often under the banner of ‘education FOR change’. However, the deeper questions revolve around for whom

E

Exploring Japanese University Students’ Perceptions of Peer Feedback in Oral Presentations

While there are many benefits of using oral presentations in EFL (English as a Foreign Language) classroom, learner difficulties with making an effective presentation are often addressed in the Japanese EFL context (Brooks & Wilson, 2014; Kawachi, 2012). In order to help learners to make effective presentations, the author believes that implementing peer feedback in

A

An Effective and Efficient Way of Teaching Academic Vocabulary When Time is a Constraint

For many teachers and course designers, deciding what vocabulary to teach can be difficult; designing efficient strategies that allow large numbers of words to be acquired without being too time-consuming or burdensome on students can also be a further restraint. A pilot study last year found some supporting evidence for the relative success of a

C

Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools

Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences. They gain skills, interests, knowledge, aspirations, and motivation to learn more. But how can we provide these rich opportunities in densely populated urban areas where resources and access to natural areas are