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1.
Lawrence K. Ametepee Morgan Chitiyo Susan Abu 《British Journal of Special Education》2009,36(3):155-161
The problem of student indiscipline is an issue of concern for teachers and parents around the world. Teachers need to maintain student discipline and for them to do so it is important that they also understand the nature of discipline problems. This study, by Lawrence Kofi Ametepee, who is studying for a PhD in special education, Morgan Chitiyo, board certified behaviour analyst and Assistant Professor of Special Education, both at Southern Illinois University, Carbondale, USA, and Susan Abu, who is currently a graduate student in the Department of Women's Studies at Texas Women's University, was designed to examine the nature and perceived causes of student indiscipline in Zimbabwean secondary schools. The authors anticipate that such an examination will promote teachers’, parents’ and policy makers’ understanding of student indiscipline, which will, in turn, enhance disciplinary policies and practices, making schools safer for all students and more effective in their role as educational and socialising agents. 相似文献
2.
Hassan Abu Bakar Timothy Walters Haslina Halim 《Journal of Intercultural Communication Research》2014,43(2):87-112
The aim of the present study is to access communication style in the Malaysian workplace through the development and validation of a communication scale appropriate to the Malaysian workplace. The analysis involved data from 200 state development employees, and construct and criterion-related validation using data from 510 employees, representing three organizations in Malaysia. The results provided support for the use of language (pekerti) and communication and interaction (bicara) as crucial communication dimensions for the Malaysian workplace, which are identified from the item-generation procedure. 相似文献
3.
Donna Tangen Deborah Henderson Jennifer Alford Erika Hepple Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38
This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. 相似文献
4.
Jibrel Harb Nadzrah Abu Bakar Pramela Krish 《Education and Information Technologies》2014,19(4):805-816
This paper reports a quantitative study on gender differences in attitudes when learning oral skills via technology. The study was conducted at Tafila Technical University, Jordan, with 70 female and 30 male students, to find out if female students are better and faster in learning a language than male. Specifically, it seeks to investigate differences in attitudes between females and males in terms of practicality, confidence and anxiety. The results of the study show that there were no significant differences between female and male students when comparing the pre- and post-test mean scores. Both genders establish the same levels of attitudes before and after undergoing this course, which suggests that the exposure to language learning using technology did not contribute to any significant gender inequality. The paired sample t-test results showed improved attitudes toward learning oral skills in both females and males. The study also indicates female and male improvement in the anxiety dimension showing that their initial strong apprehension toward this course was greatly reduced at the end of the course. In terms of confidence, female showed better enhanced confidence level than male at the end of the course. 相似文献
5.
Salim Abu‐Rabia 《教育心理学》1996,16(4):379-388
This study investigated the effect of cultural background of second‐language (L2) readers in different social contexts: Israeli Arabs, a minority learning Hebrew in Israel; Israeli Jews learning Arabic as L3; and Arab immigrants in Canada learning English as L2. Participants had to read related and unrelated cultural stories in their L1 and L2/L3. Results revealed that Arab students in the multicultural Canadian context better understood the unrelated cultural stories, while in both Israeli social contexts Arab and Jewish students found it difficult to read unrelated cultural stories. Comprehension results are discussed in light of the role of multiculturalism and ‘melting pot’ policies in shaping minority students’ social orientations. 相似文献
6.
Sonia White Erika Hepple Donna Tangen Marlana Comelli Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2016,44(1):35-48
Internationally there is interest in developing the research skills of pre-service teachers as a means of ongoing professional renewal with a distinct need for systematic and longitudinal investigation of student learning. The current study takes a unique perspective by exploring the research learning journey of pre-service teachers participating in a transnational degree programme. Using a case-study design that includes both a self-reported and direct measure of research knowledge, the results indicate a progression in learning, as well as evidence that this research knowledge is continued or maintained when the pre-service teachers return to their home university. The findings of this study have implications for both pre-service teacher research training and transnational programmes. 相似文献
7.
Salim Abu‐Rabia 《教育心理学》1999,19(2):133-148
ABSTRACT This study investigated the social attitudes and academic skills in Russian and Hebrew of Russian‐Jewish immigrant students in northern Israel. The Russian community in Israel is unique in that its members maintain their language and culture and always show their singularity as a strong cohesive ethnic group. A total of 60 participants took part in the study. They answered an attitude questionnaire and the following tests in Russian and Hebrew: working memory, oral cloze, visual condition, phonological condition, orthographic condition, word attack, word identification and spelling test. Further, for validation of attitudes results beyond self‐report questionnaires, 30 open interviews were conducted. The results indicated that these Russian new immigrants were inslrumentally oriented towards learning Hebrew. They possessed moderate anxiety and did not learn Hebrew for army service purposes or to integrate into Israeli society. Their attitude towards the class‐learning situation was not very positive. The results of the linguistic skills in Russian and Hebrew indicated superiority of the former. Regression procedures indicated that only the spelling test score of the Russian language was a significant predictor of Hebrew word recognition. 相似文献
8.
This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face to face and online only counterparts. Three key elements will be presented as important ways for improving the blended learning environment: forging genuine collaborative partnerships between institutions in terms of the team-writing of Open and Distance Learning (ODL) material, adopting a more theoretically based instructional approach, such as the cognitive apprenticeship (CA) model, which emphasises making thinking visible and developing a comprehensive understanding of blended education in order to help students achieve their educational goals. 相似文献
9.
Khaled Abu Asbah 《Diaspora, Indigenous, and Minority Education》2018,12(1):1-13
Education for multiculturalism, founded on liberal-democratic values, is a frequent topic of educational discourse that has not been ignored by Muslim Arab schools in Israel. In general, Arab society is undergoing change processes, in transition from a traditional to a modern society; traditional values are challenged, engendering social crises. This paper discusses whether the multicultural approach can be successfully imparted in a society with preexisting structured values. It focuses on the school’s role as a socialization agent that needs to adapt itself to a changing sociocultural reality, discussing the school’s involvement in creating a value crisis, since it transmits the Islamic perception of the principles, foundations, and goals of education for multiculturalism. It is concluded that education for multiculturalism in Arab schools lacks internal logic, conflicts with and even undermines the Arab society’s sociocultural values system, is inappropriate as a means to supervise the necessary change processes, and thus contributes to a values crisis. 相似文献
10.
Jkamariah H. Abu Bakar Peter A. Rubba Audrey N. Tomera Abdel Rahman Zurub 《科学教学研究杂志》1988,25(7):573-587
The prominent perceived professional needs of 365 Jordanian and 1,162 Malaysian secondary-level science teachers were examined using the Science Teacher Inventory of Need. These were compared across subgroups of the respective samples and across the two samples. The Jordanian science teachers' needs were in the areas of delivering science instruction, managing science instruction, administering science instructional facilities and equipment, and improving one's competence as a science teacher. The Malaysian science teachers' needs came from those four areas plus the area specifying objectives for science instruction. Needs from the first four areas were shared across the two samples. These needs were similar to ones observed in U.S. samples. The reason for the similarities is questioned. 相似文献