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Article

The Experiences of Some Early and Elementary Education Living-Learning Community Participants

1Department of Educational Studies, Ball State University, Muncie, IN, USA

2Department of Elementary Education, Ball State University, Muncie, IN, USA


American Journal of Educational Research. 2014, 2(10), 856-861
DOI: 10.12691/education-2-10-3
Copyright © 2014 Science and Education Publishing

Cite this paper:
Tobin Richardson, James Stroud. The Experiences of Some Early and Elementary Education Living-Learning Community Participants. American Journal of Educational Research. 2014; 2(10):856-861. doi: 10.12691/education-2-10-3.

Correspondence to: Tobin  Richardson, Department of Educational Studies, Ball State University, Muncie, IN, USA. Email: tmrichardso2@bsu.edu

Abstract

Many factors may influence how a student experiences his or her residence community involvement. Ball State University, an institution with a history of innovative and effective housing programs, recently implemented a living-learning community comprised of students declaring majors within their Department of Elementary Education. A total of 15 participants who had resided within this living-learning community for a minimum of one academic-year were interviewed. Interviews focused on students overall experience within the Early and Elementary Education Living-Learning Community. Common themes emerging from the semi-structured interviews included participants feeling connected and comfortable quickly within their college transition, social benefit including the development and maintenance of long-term friendships, and academic benefit including better course performance and more commitment towards the field of study.

Keywords

References

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[9]  Inkelas, K., Daver, Z. E., Vogt, K. E., & Leonard, J. (2007). Living–learning programs and first-generation college students’ academic and social transition to college. Research in Higher Education, 48, 403-434.
 
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[14]  Pitt, R.N. & Borland, E. (2008). Bachelorhood and Men's Attitudes about Gender Roles. Journal of Men's Studies, 16 (2), 140-158.
 
[15]  Rohli, R. V., & Rogge, R. A. (2012). An empirical study of the potential for geography in university living–learning communities in the United States. Journal of Geography in Higher Education, 36 (1), 81-95.
 
[16]  Shushok, F., & Sriram, R. (2009). Exploring the effect of a residential academic affairs-student affairs partnership: The first year of an engineering and computer science living-learning center. Journal of College & University Student Housing, 36 (2), 68-81.
 
[17]  Stassen, M. A. (2003). Student outcomes: The impact of varying living-learning communitymodels. Research in Higher Education, 44 (5), 581.
 
[18]  Szelényi, K., Denson, N., & Inkelas, K. (2013). Women in STEM majors and professional outcome expectations: The role of living-learning programs and other college environments. Research in Higher Education, 54 (8), 851-873.
 
[19]  Yongyi, W., Arboleda, A., Shelley II, M. C., & Whalen, D. F. (2004). The influence of residence hall community on academic success of male and female undergraduate students. Journal of College & University Student Housing, 33, 16-22.
 
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Article

21st Century Curriculum Change Initiative: A Focus on STEM Education as an Integrated Approach to Teaching and Learning

1Department of Defense Educational Activity, Fort Rucker Alabama, United States of America


American Journal of Educational Research. 2014, 2(10), 862-875
DOI: 10.12691/education-2-10-4
Copyright © 2014 Science and Education Publishing

Cite this paper:
Kimberly Barcelona. 21st Century Curriculum Change Initiative: A Focus on STEM Education as an Integrated Approach to Teaching and Learning. American Journal of Educational Research. 2014; 2(10):862-875. doi: 10.12691/education-2-10-4.

Correspondence to: Kimberly  Barcelona, Department of Defense Educational Activity, Fort Rucker Alabama, United States of America. Email: kimbobkizzy@sbcglobal.net

Abstract

The objective of this paper is to apply Kotter’s 8-Stage Process for Change in transforming traditional school organizationsinto models for 21st century instruction and explore research that suggests the change process was effectively implemented in order to improve student achievement. This paper is developed through inquiry and research that describes a course of action for a change initiative to enrich curricula and meet a vision for competency-based curricular reform. Two analyses were conducted including (1) review of literature and statistics driving the need for curricular reform and (2) a qualitative analyses of data collection from studies conducted on schools which instituted curricular reform to develop interdisciplinary curricula in the areas of science, technology, engineering and math (STEM). Analyzing and using the statistics and data from school systems in the state of Maine, which have made changes in their curricula and instructional methods, allows for critical review of the success of the change process. Results reveal that curriculum reform in the areas of STEM that creates a shift towards a more integrated approach in curriculum design has improved student achievement. Improving curriculum and instruction would be a hollow gesture without identifying and reviewing the research that suggests the use and application of the principles from John Kotter’s 8-Stage Process for Change outlined in his book Leading Changewas applied to deeply root successful change. Curriculum reform is a response to the growing need for educating future innovators that can continue to keep our world moving forward. Kotter’s first step to creating change begins with a sense of urgency and currently we have a wealth of studies that are conducted that speak loudly to our society that we must focus on curriculum that involves students in problem solving challenges and innovative thinking activities to prepare them for the needs our society today and in the future. The educational system we have today is a product of the industrial age and was organized like an assembly line to produce a standardized product, which was considered the educated. At the time, it fit the needs of businesses. It is time that we begin asking what skills we will need our learners to know in the next twenty years. Engineers work in teams to solve large, complex problems and educational systems lack necessary skill building activities to foster what industries will need for the future success of our global society (Senge, 2014). As our economy moves from a manufacturing-based economy to, an information and service-based economy, the demand for a workforce well educated in science, technology, engineering and math (STEM) is growing. Unfortunately, the number of students who choose STEM fields continues to decline (US Bureau of Labor Statistics, 2009; Galloway, 2008; National Research Council Committee on Science, Engineering Education Reform, 2006; Mooney & Laubach, 2002). As such, there is a great need to spark interest among our K-12 youth in STEM, and to develop and facilitate quality engineering experiences for K-12 students (National Science Board, 2003; Frantz, DiMiranda & Siller, 2011) (Table 1).

Keywords

References

[1]  Anderson, R.D. (2000). Study of Curriculum Reform. [Volume I: Findings and Conclusions.] Studies of Education Reform. Office of Educational Research and Improvement (ED), Washington, DC.
 
[2]  Barker, B. S., &Ansorge, J. (2007). Robotics as Means to Increase Achievement Scores in an Informal Learning Environment. Journal of Research on Technology in Education, 39(3), 229-243.
 
[3]  Becker, K. & Park, K. (2011). “Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis.” Journal of STEM Education, Volume 12.
 
[4]  Brown, J. (2013). “The Current Status of STEM Education Research”. Journal of STEM Education. Retrieved from http://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path[]=1652&path[]=1490.
 
[5]  Foy, P., Martin, M.O., & Mullis, I.V.S. (2012). TIMSS 2011 International Results in Mathematics and TIMSS 2011 International Results in Science. Chestnut Hill, MA: International Association for the Evaluation of Educational Achievement (IEA), TIMSS and PIRLS International Study Center, Lynch School of Education, Boston College.
 
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[6]  Honey, M., Pearson G., &Schweingruber, H. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research.National Academy of Engineering; National Research Council. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=18612&page=5.
 
[7]  Horn, M. (2014). Disrupting Class. Retrieved from http://www.youtube.com/watch?feature=player_detailpage&v=i3Xzz2T59eU#t=137.
 
[8]  Kotter, J.P. (2012). Leading Change. Boston, MA: Harvard Business Review Press.
 
[9]  Kuenzi, J.J. (2008). Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action. Education Policy and Domestic Social Policy Division.
 
[10]  Lake, C. (1994). Integrated Curriculum. School Improvement Research Series. Office of Educational Research and Improvement (OERI), U.S. Department of Education.
 
[11]  Levy, F. &Murnana, M. (2004).The New Division of Labor--How to Prepare for America's Changing Job Market. Harvard Graduate School of Education. Retrieved from http://www.gse.harvard.edu/news_events/features/2004/murnane05132004.html.
 
[12]  Maine STEM Collaborative (2014). Maine Mathematics & Science Alliance. Augusta, ME. Retrieved from www.umaine.edu/epscor/STEMCollab.htm, www.mmsa.org, www.mainestem.org.
 
[13]  National Research Council (2011). STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
 
[14]  Pinnell, M., Rowly, J.,Preiss, S., Franco, S., Blust, R. & Beach, R. (2013). “Bridging the Gap Between Engineering Design and PK-12 Curriculum Development Through the use of the STEM Education Quality Framework.”Journal of STEM Education, Volume 14. Retrieved from http://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path[]=1804&path[]=1562.
 
[15]  Rhoten, D., & Parker, A. (2004). “Research and Evaluation on Education in Science and Engineering (REESE) Risks and rewards of an interdisciplinary research path.”Science, Vol. 306, p. 2046.
 
[16]  Riskowski, J. L., Todd, C. D., Wee, B., Dark, M., & Harbor, J. (2009). “Exploring the Effectiveness of an Interdisciplinary Water Resources Engineering Module in an Eighth Grade Science Course”. International Journal of Engineering Education, 25(1), 181-195.
 
[17]  Scott, C. (2012). “An Investigation of Science, Technology, Engineering and Mathematics (STEM) Focused High School in the U.S.”.Journal of STEM Education. Volume 13. Retrieved from http://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path[]=1629&path[]=1493.
 
[18]  Senge, P. (2014). Organizational Dynamics, Culture and Generational Leadership. Retrieved from http://www.youtube.com/watch?v=AAkJqzJYHJc.
 
[19]  Singer, S.R., Nielsen, N.R. & Schweingruber, H.A. (2012). Discipline-based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering Committee on the Status, Contributions, and Future Directions of Discipline-Based Education. Research Board on Science Education Division of Behavioral and Social Sciences and Education. National Research Council of the National Academies.
 
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Article

Analyzing the Labours of Hercules

1Associate Professor of Persian Language and Literature, University of Qom.


American Journal of Educational Research. 2014, 2(10), 876-882
DOI: 10.12691/education-2-10-5
Copyright © 2014 Science and Education Publishing

Cite this paper:
Alireza Nabilou. Analyzing the Labours of Hercules. American Journal of Educational Research. 2014; 2(10):876-882. doi: 10.12691/education-2-10-5.

Correspondence to: Alireza  Nabilou, Associate Professor of Persian Language and Literature, University of Qom.. Email: dr.ar_nabiloo@yahoo.com

Abstract

In this research, Labours of Hercules has been studied from the viewpoint of Greimas. Features of story have been explained and then narration and narratology has been studied. Greimas is one of the narratologists who modified Propp’s theory about seven scops of fictional actions and mentioned new attitude for studying structure of narration by mentioning six actants (Object/subject; sender/receiver; helper/ Opposer). He also introduced three separate sequences in narration which were known as contractual, the performative and the disjunctive. By studying this story from the viewpoint of Greimas, we find valuable points. In this narration, Hercules is subject and the goals are expiation, atone and immortalize. Senders are Eurystheus and oracle Pythoness. Hercules is helped by Thespius, Athena, Iolaus, Artemis, Atlas, Zeus, Hermes etc. Hera, Nessus, creatures and agents in Labours decide to fight against Hercules and defeat him. Sender and receiver are common in labours of Hercules; Eurystheus is Sender and Receiver. As we see, Hercules is Receiver and Subject. Of other issues of Greimas which have been studied in this story are three narrative sequences i.e. contractual, the performative and the disjunctive and as shown, these sequences are available in the discussed story. Therefore it is proved based on Greimas’ theory that Labours of Hercules has fixed design and pattern and systematic narrative structure.

Keywords

References

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Article

The Assessment Process of Pupils’ Learning in Saudi Education System: A Literature Review

1Centre for Computing and Social Responsibility, De Montfort University, Leicester, UK

2General Administration of Education in Najran region, Ministry of Education, Riyadh, Kingdom of Saudi Arabia


American Journal of Educational Research. 2014, 2(10), 883-891
DOI: 10.12691/education-2-10-6
Copyright © 2014 Science and Education Publishing

Cite this paper:
Yahya Al Alhareth, Ibtisam Al Dighrir. The Assessment Process of Pupils’ Learning in Saudi Education System: A Literature Review. American Journal of Educational Research. 2014; 2(10):883-891. doi: 10.12691/education-2-10-6.

Correspondence to: Yahya  Al Alhareth, Centre for Computing and Social Responsibility, De Montfort University, Leicester, UK. Email: alhareth_y@yahoo.com

Abstract

Assessments are essential components of teaching and learning programmes and help shape individual learning. Assessment at secondary and higher education levels in the Kingdom of Saudi Arabia (KSA) uses an examination system and it relies solely on the teacher to assess students. The assessment does not assess the ability of students to design and carry out experiments or even evaluate their understanding of mathematical and scientific concepts. Thereby, this paper will review the literature of the assessment process in the Saudi General Education System by considering several different aspects. This consideration will include the definitions and purpose of assessment as a means of learning about students and the progression of their learning. The different forms of assessment will also be considered as well the assessment practices in mathematics, and in particular in intermediate schools in Saudi Arabia as it can provide insights into the quality of assessment practices.

Keywords

References

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Article

Evaluating the University's Governing Board: A Comprehensive Review of Its Domains and Indicators

1Health Management and Economics Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

2Department of Health Services Management, Iran University of Medical sciences, Tehran, Iran

3Vice Provost for Diversity and Academic Initiatives of Kent State University, Ohio, USA

4Chancellery Office, Isfahan University of Medical sciences, Isfahan, Iran


American Journal of Educational Research. 2014, 2(10), 892-897
DOI: 10.12691/education-2-10-7
Copyright © 2014 Science and Education Publishing

Cite this paper:
Haniye Sadat Sajadi, Mohammadreza Maleki, Hamid Ravaghi, Steve o. Michael, Mohammad Hadi. Evaluating the University's Governing Board: A Comprehensive Review of Its Domains and Indicators. American Journal of Educational Research. 2014; 2(10):892-897. doi: 10.12691/education-2-10-7.

Correspondence to: Mohammad  Hadi, Chancellery Office, Isfahan University of Medical sciences, Isfahan, Iran. Email: hadi@mui.ac.ir

Abstract

Background: Existing evidence with regard to the indicators of board performance evaluation of the University demonstrated that a comprehensive review of literature is required. The aim of this article is to add to the literature on performance evaluation of the universities’ governing boards by providing a summary of literature-based perspectives. Methodology: Systematic literature searches were undertaken, and relevant studies identified using specific inclusion and exclusion criteria. The selected studies were appraised, and their findings synthesized.Principal Findings: Fourteen relevant studies were identified, mostly from the USA. Fifty six indicators, categorized in seven domains, were identified to evaluate board performance in different universities. Conclusion: Our results showed a gap in the literature with respect to the performance evaluation of universities’ governing boards. Given the unique context of these universities, it is suggested that more research need to be done in order to understand the indicators of the board performance evaluation in these institutions.

Keywords

References

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Article

Leadership and Competence Development in Higher Education: Reconstituting the Human – Machine Interfaces in the Space of Digital Systems

1Philosophical Studies, Newcastle University, Newcastle upon Tyne, NE1 7RU, United Kingdom


American Journal of Educational Research. 2014, 2(10), 898-905
DOI: 10.12691/education-2-10-8
Copyright © 2014 Science and Education Publishing

Cite this paper:
Milan Jaros. Leadership and Competence Development in Higher Education: Reconstituting the Human – Machine Interfaces in the Space of Digital Systems. American Journal of Educational Research. 2014; 2(10):898-905. doi: 10.12691/education-2-10-8.

Correspondence to: Milan  Jaros, Philosophical Studies, Newcastle University, Newcastle upon Tyne, NE1 7RU, United Kingdom. Email: Milan.Jaros@ncl.ac.uk

Abstract

It is an outstanding intellectual and leadership challenge in higher education to develop effective ‘competence’ delivery and evaluation practices complementary to and building upon the traditional programs. The key obstacle is the growing generic gap between systems of thought and organization governing the established curriculum and those required for decision making conditioned by the radical changes in the divisions of labor. It is argued that this decision making takes place in an open problem space in which success depends on being able to recognize and make use of the pathways imposed upon us by digitalization of knowledge systems and work practices. These are the highways along which the current thoughts and material exchanges travel and collide, and which condition the much needed synergy of inputs spanning disparate knowledge and power systems. Two aspects of this structural problem are of particular interest here. Firstly, the boundary separating human and machinic contributions have become blurred beyond repair. Secondly, the failure to recognise fully the impact of new work practices amounts to de facto abdication by humans from taming runaway complexification. This rapidly reduces the space in which to make efforts required to ensure that the human condition - and the standing of higher education as a guardian of the consititutive role of human –human engagenment in particular - remain open for debate and perpetual re-positioning in rapidly changing circumstances. The aim here is to establish pedagogy for a fresh re-appraisal of this constitutive process in the liminal space of human and machinic contributions, and one capable of engendering the human-centered character of University without depriving staff and students of benefits brought by the maturing post-mechanical culture.

Keywords

References

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Article

The Issue of Residential Mobility in the Congo; Case of the City of Brazzaville

1School of Public Administration, China University of Geosciences, Wuhan, China


American Journal of Educational Research. 2014, 2(10), 906-910
DOI: 10.12691/education-2-10-9
Copyright © 2014 Science and Education Publishing

Cite this paper:
Nzoussi Hilaire Kevin, Li Jiang Feng, Koua Stephen Faller, Mabiala Koyo Grace, Mouele Mboungou Patrick Joe Stivell, Naoueyama Corine Elsa. The Issue of Residential Mobility in the Congo; Case of the City of Brazzaville. American Journal of Educational Research. 2014; 2(10):906-910. doi: 10.12691/education-2-10-9.

Correspondence to: Mouele  Mboungou Patrick Joe Stivell, School of Public Administration, China University of Geosciences, Wuhan, China. Email: nzoussik@yahoo.fr, Stephen_faller@yahoo.fr, mamamyalove@yahoo.fr

Abstract

Urbanization is the developing process of cities. For over a decade, African cities in general have had a very high population growth. We have observed the same trend within the same time period in Brazzaville, the political capital. This is probably due to the Political and Economic stability particularly marked by urbanization and the boom of the oil industry. This significant population growth, especially not controlled results in jeopardizing all the urbanization planning and cause a lot problems. Cities have certainly some advantages because they are opened to the world, however, it is a big challenge for everyone to live and comply with cities ‘constraints and requirements. Feeding, clothing and getting a decent accommodation are undoubtedly big issues the economically weak have to challenge. This article aims to study first the causes and consequences of residential mobility’s in Brazzaville, then offers some possible solutions in order to reduce this problem. These are the main objectives assigned to this work.

Keywords

References

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Article

‘Teaching the Way I Was Taught’: We Can and Should Do Better

1Centre for Learning Innovation and Professional Practice, Federation University Australia, Ballarat, Australia


American Journal of Educational Research. 2014, 2(10), 911-918
DOI: 10.12691/education-2-10-10
Copyright © 2014 Science and Education Publishing

Cite this paper:
Lorraine Bennett. ‘Teaching the Way I Was Taught’: We Can and Should Do Better. American Journal of Educational Research. 2014; 2(10):911-918. doi: 10.12691/education-2-10-10.

Correspondence to: Lorraine  Bennett, Centre for Learning Innovation and Professional Practice, Federation University Australia, Ballarat, Australia. Email: lorraine.bennett@federation.edu.au

Abstract

Consideration of the quality of higher education is a complex and multifaceted issue. A number of stakeholders contribute to this debate and have very diverse perspectives and distinctive opinions on what constitutes quality of, and quality in, higher education and how it should be described, fostered, measured and reported. Discussion at the meta-level tends to focus on aspects such as: national quality frameworks and standards; rankings; benchmarking; and, graduate employment outcomes. Over the past decade, in Australia and in other countries with similar higher education ideologies and structures, there have been concerted efforts to identify and map characteristics of teaching effectiveness and attributes of an effective teacher to better understand how these factors contribute to quality of higher education. Some research studies and educational commentators nominate the capacity and effectiveness of the teacher as critical components in providing a quality education experience. The irony is that in Australian universities, and similarly in higher education in many other countries, a tertiary teaching qualification is not required for employment as a teacher/lecturer in universities. Consequently, for many of our universities the practice of ‘teaching the way I was taught’ has become the default approach to engaging with increasingly diverse and mobile higher education student populations. This paper describes how a personalised Graduate Certificate in Education (Tertiary Teaching), for newly appointed and early career tertiary teachers, taken post-employment, is addressing this issue to some extent. However, in the final analysis the questions that need to be asked are: ‘What is the impact on the quality of higher education of not requiring our teaching staff to have a tertiary teacher education qualification as a pre-requisite for employment?’ and ‘Are we doing a disservice to our students by not requiring university teachers to have appropriate tertiary teacher education preparation?

Keywords

References

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Article

Lesson Study in Improving the Role of E-Portfolio on the Metacognitive Skill and Concept Comprehension: A Study on Cell Biology Subject in IKIP PGRI Madiun, Indonesia

1Faculty of Mathematics and Natural Science Education, IKIP PGRI MADIUN, Madiun, Indonesia

2Faculty of Mathematics and Science, State University of Malang, Malang, Indonesia


American Journal of Educational Research. 2014, 2(10), 919-924
DOI: 10.12691/education-2-10-11
Copyright © 2014 Science and Education Publishing

Cite this paper:
Marheny Lukitasari, Herawati Susilo, Ibrohim, A. Duran Corebima. Lesson Study in Improving the Role of E-Portfolio on the Metacognitive Skill and Concept Comprehension: A Study on Cell Biology Subject in IKIP PGRI Madiun, Indonesia. American Journal of Educational Research. 2014; 2(10):919-924. doi: 10.12691/education-2-10-11.

Correspondence to: A.  Duran Corebima, Faculty of Mathematics and Science, State University of Malang, Malang, Indonesia. Email: durancorebima@yahoo.com

Abstract

The purpose of the study was to examine the potency of the implementation of e-portfolio supported by the implementation of Lesson Study to improve the metacognitive skill and concept comprehension of Cell Biology. The activities of the lesson study aimed for developing and enhancing e-portfolio implementation habit carried out done seventh times with the same Cell Biology material. The study was followed by quasi experimental study conducted on two classes, consisting of 26 and 27 students. One class underwent seven meetings of portfolio and another class underwent seven meetings of e-portfolio. The data of the study related to the concept comprehension were obtained by valid and reliable pretest and posttest. The data related to the metacognitive skill were obtained too by the pretest and posttest supported by a special rubric. The data of the lesson study were analyzed qualitatively. The data of the quasi experimental study were analyzed by ANACOVA test, to uncover the difference between the two treatments. The results of the study showed that there were significant effects of the implemented treatment on the metacognitive skill and the cell biology concept comprehension of the students. The average score of the metacognitive skill of e-portfolio class supported by lesson study was 39,4% higher than that of the portfolio class. The average score of the concept comprehension of e-portfolio class supported by lesson study was 15% higher than that of the portfolio class without lesson study. The implementation of lesson study was significantly effective in improving the metacognitive skill and the concept comprehension of e-portfolio class compared to that of portfolio class, regardless the previous research reported that the implementation of e-portfolio had unsignificant effect.

Keywords

References

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Article

Complex System Theory and College English Teaching Developments

1School of Foreign Languages, University of Jinan, Jinan City, China

2Room 704, No. 8 Building, No. 155-2, Yingxuongshan Road, Jinan City, Shandong Province, China


American Journal of Educational Research. 2014, 2(10), 925-931
DOI: 10.12691/education-2-10-12
Copyright © 2014 Science and Education Publishing

Cite this paper:
Liang Aimin, Cong Rizen. Complex System Theory and College English Teaching Developments. American Journal of Educational Research. 2014; 2(10):925-931. doi: 10.12691/education-2-10-12.

Correspondence to: Liang  Aimin, School of Foreign Languages, University of Jinan, Jinan City, China. Email: sfl_liangam@ujn.edu.cn

Abstract

Complex systems are composed of elements or agents that are of many different types and that interact in different ways. Complex System Theory, originating in the fields of physics and mathematics, and also popularly known as Chaos Theory or Dynamic System Theory, attempts to describe the interactions of different elements and agents with the features of heterogeneity, dynamics, openness, adaptation, non-linearity, and sensitive dependence on initial conditions etc and supplies new perspectives to the researches of Applied Linguistics. This article tries to reveal the prospect of the application of Complex System Theory in College English Teaching of China with the purpose to explore effective approaches to its developments of the following elements: such as, needs analysis, teaching objectives, teaching materials, testing, teaching models and evaluations.

Keywords

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