Volume 6, Issue 4, October 2013 Edition
Race to the Future: Innovations in Gifted and Enrichment Education in Asia, and Implications for the United States
Kathryn C. Ibata-Arens
Abstract
How are Asian countries preparing children to have skills—including creativity, innovation, and technical capability—to compete in the 21st Century global economy? Countries including China, Korea, Japan and Singapore have begun to integrate education policy and practice into a key component of national innovation strategies: human capital development. Asian countries are developing an emphasis on innovation and creativity at all levels of education, while the United States continues (via No Child Left Behind testing and budget cut-backs) to move away from that model. Developments in China (including Hong Kong and Taiwan), Korea and Singapore are complemented with comparisons to trends in national policy and private sector practice in Japan and the United States. Preliminary findings indicate that while progress has been made towards establishing education practices that enrich student learning, helping children to reach their highest potential in some countries, cultural practices and budgetary constraints have limited reform in others. The paper concludes with a summary of comparative best practices in enrichment education policy and practice and implications for globally competitive national innovation systems.
Key words: gifted education; GATE; Asia; China; Hong Kong; Japan; Korea; Taiwan; United States; innovation; talent; education policy; science education; enrichment education
Limited technology helps to deliver ‘e-Learning’ in a developing country
Simon Coelho, Amita Chatterjee
Abstract
The growing use of technology in education can surely be tapped into to help deliver learning, especially in developing countries. No doubt, there are limits placed on the computer-mediated communication that is accessible in these developing countries, yet effective use of cognitive principles in designing the learning package, can help to undoubtedly deliver ‘e-Learning’. This pilot study was undertaken to see how ‘e-learning’ or ‘Online’ learning (ON), would compare with Face-to-Face learning (F2F). While the numbers that could participate in the ON learning were very small, due to the limited capacity of the computer laboratory that was available, their results nevertheless reflect very positive outcomes. The tools used for presenting the learning material were power point slides which were hyperlinked, not merely for extended explanation, but also for immediate feedback and applauding the efforts of the subjects. The pilot study holds a lot of promise for what limited technology, in ‘learning spaces’ can help to deliver, when the learner is engaged in the process of constructing knowledge.
Key words: e-learning, cognitive theory, computer-mediated communication, technology in learning
Sustainability of Local Empowerment and Environmental Management Project in Enugu State
Onah Roseline C., Ayogu Gabriel I., Agboeze Matthias U.
Abstract
Disused and abandoned completed projects of LEEMP are common features of many communities in Enugu state, Nigeria. This situation prevails against the background of gross inadequacy of basic infrastructure and social amenities in rural communities in the country at large and the state in particular. Against this backdrop, this study attempts to find out the factors that are responsible for the non-sustainability of LEEMP projects, with particular focus on Enugu state. Data were gathered through both primary and secondary sources. Findings show that the non-sustainability of LEEMP projects in Enugu State was primarily as a result of a number of factors namely; poor follow up funding for maintenance, local politics/conflicts, improper location of LEEMP projects and lack of political will by indigenes. A number of recommendations are therefore made which if adopted, will significantly reduce if not totally eliminate those factors that impede project sustainability in the state.
Key words: Local Empowerment and Environmental Management Project (LEEMP); Project Sustainability; Community Driven Development (CDD)
Perceived Impact of Library use on the Research Productivity of Postgraduate Students at Babcock University, Nigeria
Onuoha, U.D., Ikonne, C. N & Madukoma, E.
Abstract
This study investigated the impact of library use on research productivity. The study was carried out using the survey research method. The population was made up of 359 postgraduate students at Babcock University, Ogun state. Sampling was enumerative as all members of the population were used for the study. A self designed questionnaire was used for data collection. Results showed that library services are of utmost importance to the research productivity of postgraduate students as all the respondents who were able to have at least one publication within the last two years affirmed using the library. However, printed books were ranked as the most important library service for research. Although personal assistance of library staff was ranked very low in importance, suggestions made by the respondent for the training of library staff in order to improve staff-user relationship show that the respondents value the assistance of library staff but may not be happy with the way library staff relate to users presently.
Key words: Research productivity; Postgraduate students; Library services; Library use; Babcock University
Value-Based Education: Professional Development vital towards effective integration
Ranjani Balaji Iyer
Abstract
Value-based education promotes a thought provoking and interactive environment for the students through the values incorporated in the curriculum. It promotes quality education and holistic development of each child for a bright future. Teachers play an important role in helping students imbibe the values. Professional development is vital in integrating values in the classroom. Understanding the principles and aim of values education enable teachers to create effective learning environment for values education. This article suggests steps to construct a value based curriculum towards quality education. This also emphasizes the importance and need for teacher training for better outcome on the topic, and also suggests a plan to prepare teachers as values educators.
Key words: value-based, professional development, integration
The Behavior of Javanese Leadership in Colleges: Life History Research of Chairman of the Majapahit College of Arts Surabaya and Chairman of the Rajawali College of Informatics and Computer Malang Indonesia
Sri Setyowati
Abstract
This study aims to examine the leadership of the people of Java in two colleges in East Java. The theories that were discussed, were Javanese leader power theory of Antlov and Cederroth (2001), javanese leadership orientation of Koentjaraningrat (1994), the theory of Simuh (2003) on loyalty, as well as views of Reddin (in Kyle, 2003), and javanese leadership theory of Bratawijaya (1997). This study was a humanistic qualitative study based on the hermeneutics that uses life history studies conducted in the Majapahit College of Arts Surabaya, and at the Rajawali College of Informatics and Computer Malang Indonesia. Informants of this study are the Chairman of the College and its employees. Data collection techniques were using In-Depth interview, with triangulation of data validation techniques, and dependability with the independent auditor also confirmability, data analysis technique was using themes analysis. This study found that the behavior of the Javanese leadership in organizations is determined by the fineness of language education, positive reinforcement of humanistic, the ability to facilitate/serve the needs, the power of charisma, and solidarity
Key words: leadership, Javanese leader, power, Malang, East Java
An Approach for Teaching English Language Grammar To Arab Young Learners
Ebtesam A. O. BaSaeed
Abstract
Because English and Arabic are not from the same linguistic family, they display huge grammatical differences. Indeed, some elements in English grammar are not even found in Arabic. Therefore, Arab students face difficulties understanding these elements, particularly the usage and function of the verbs be, do, and have and applying the present perfect tense correctly. This paper aims to help Arab young learners overcome these difficulties by designing a new method to facilitate and accelerate learning English grammar. This method depends on teaching each verb as a main part of a unit rather than as a small part of a grammar rule that is covered at the end of a unit, which may not serve the unit's topic. In this way, students can learn the conjugation of the verb as well as how to form questions, make negatives, and, most importantly, apply it properly in real life. Further, the present perfect tense is connected with the present, present progressive, and present perfect progressive in one unit or one chapter in order for learners to better imagine the sequence of time.
Key words: Arab learners, English grammar, Foreign language, Language acquisition, Language and culture
Multiple group course integration: A case for improving lecturer efficiency and course quality
Allen Walker and Ronald Freeze
Abstract
There are numerous anecdotal accounts of course delivery in which multiple lecturers collaborate on both the content and instruction methods. Generally, coordinated efforts provide many advantages academically to the student body, as a whole as well as for lecturers through a reduction in course preparation. However, these same coordinated efforts may be discouraged or minimally supported due to various circumstances. A number of questions arise when considering the coordination of multi-course student groups: Is it a good idea for lecturers to develop team-produced curriculum across multiple groups of a courses? What are the advantages and disadvantages of teaching a course using unified materials and a combined “grade book”? How can it succeed? What pitfalls may be encountered as a result? This paper outlines the experience of teaching the same course over five semesters, starting at a low collaboration/coordinated effort and progressing to a high collaboration/coordinated effort. The use of Kolb’s Learning Cycle through the time period of the study assists in understanding how lecturers’ actions became unified and increased student learning was achieved. This study highlights the advantages of collaborating and coordinating both course materials and delivery.
Key words: curriculum design; educational processes; integration; learning objectives; collaboration
Race to the Future: Innovations in Gifted and Enrichment Education in Asia, and Implications for the United States
Kathryn C. Ibata-Arens
Abstract
How are Asian countries preparing children to have skills—including creativity, innovation, and technical capability—to compete in the 21st Century global economy? Countries including China, Korea, Japan and Singapore have begun to integrate education policy and practice into a key component of national innovation strategies: human capital development. Asian countries are developing an emphasis on innovation and creativity at all levels of education, while the United States continues (via No Child Left Behind testing and budget cut-backs) to move away from that model. Developments in China (including Hong Kong and Taiwan), Korea and Singapore are complemented with comparisons to trends in national policy and private sector practice in Japan and the United States. Preliminary findings indicate that while progress has been made towards establishing education practices that enrich student learning, helping children to reach their highest potential in some countries, cultural practices and budgetary constraints have limited reform in others. The paper concludes with a summary of comparative best practices in enrichment education policy and practice and implications for globally competitive national innovation systems.
Key words: gifted education; GATE; Asia; China; Hong Kong; Japan; Korea; Taiwan; United States; innovation; talent; education policy; science education; enrichment education
 [Full text-PDF]
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[References]
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1311-1336
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Limited technology helps to deliver ‘e-Learning’ in a developing country
Simon Coelho, Amita Chatterjee
Abstract
The growing use of technology in education can surely be tapped into to help deliver learning, especially in developing countries. No doubt, there are limits placed on the computer-mediated communication that is accessible in these developing countries, yet effective use of cognitive principles in designing the learning package, can help to undoubtedly deliver ‘e-Learning’. This pilot study was undertaken to see how ‘e-learning’ or ‘Online’ learning (ON), would compare with Face-to-Face learning (F2F). While the numbers that could participate in the ON learning were very small, due to the limited capacity of the computer laboratory that was available, their results nevertheless reflect very positive outcomes. The tools used for presenting the learning material were power point slides which were hyperlinked, not merely for extended explanation, but also for immediate feedback and applauding the efforts of the subjects. The pilot study holds a lot of promise for what limited technology, in ‘learning spaces’ can help to deliver, when the learner is engaged in the process of constructing knowledge.
Key words: e-learning, cognitive theory, computer-mediated communication, technology in learning
| [Full text-PDF]
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1337-1344
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Sustainability of Local Empowerment and Environmental Management Project in Enugu State
Onah Roseline C., Ayogu Gabriel I., Agboeze Matthias U.
Abstract
Disused and abandoned completed projects of LEEMP are common features of many communities in Enugu state, Nigeria. This situation prevails against the background of gross inadequacy of basic infrastructure and social amenities in rural communities in the country at large and the state in particular. Against this backdrop, this study attempts to find out the factors that are responsible for the non-sustainability of LEEMP projects, with particular focus on Enugu state. Data were gathered through both primary and secondary sources. Findings show that the non-sustainability of LEEMP projects in Enugu State was primarily as a result of a number of factors namely; poor follow up funding for maintenance, local politics/conflicts, improper location of LEEMP projects and lack of political will by indigenes. A number of recommendations are therefore made which if adopted, will significantly reduce if not totally eliminate those factors that impede project sustainability in the state.
Key words: Local Empowerment and Environmental Management Project (LEEMP); Project Sustainability; Community Driven Development (CDD)
| [Full text-PDF]
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1345-1353
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Perceived Impact of Library use on the Research Productivity of Postgraduate Students at Babcock University, Nigeria
Onuoha, U.D., Ikonne, C. N & Madukoma, E.
Abstract
This study investigated the impact of library use on research productivity. The study was carried out using the survey research method. The population was made up of 359 postgraduate students at Babcock University, Ogun state. Sampling was enumerative as all members of the population were used for the study. A self designed questionnaire was used for data collection. Results showed that library services are of utmost importance to the research productivity of postgraduate students as all the respondents who were able to have at least one publication within the last two years affirmed using the library. However, printed books were ranked as the most important library service for research. Although personal assistance of library staff was ranked very low in importance, suggestions made by the respondent for the training of library staff in order to improve staff-user relationship show that the respondents value the assistance of library staff but may not be happy with the way library staff relate to users presently.
Key words: Research productivity; Postgraduate students; Library services; Library use; Babcock University
| [Full text-PDF]
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1354-1359
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Value-Based Education: Professional Development vital towards effective integration
Ranjani Balaji Iyer
Abstract
Value-based education promotes a thought provoking and interactive environment for the students through the values incorporated in the curriculum. It promotes quality education and holistic development of each child for a bright future. Teachers play an important role in helping students imbibe the values. Professional development is vital in integrating values in the classroom. Understanding the principles and aim of values education enable teachers to create effective learning environment for values education. This article suggests steps to construct a value based curriculum towards quality education. This also emphasizes the importance and need for teacher training for better outcome on the topic, and also suggests a plan to prepare teachers as values educators.
Key words: value-based, professional development, integration
| [Full text-PDF]
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1360-1363
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The Behavior of Javanese Leadership in Colleges: Life History Research of Chairman of the Majapahit College of Arts Surabaya and Chairman of the Rajawali College of Informatics and Computer Malang Indonesia
Sri Setyowati
Abstract
This study aims to examine the leadership of the people of Java in two colleges in East Java. The theories that were discussed, were Javanese leader power theory of Antlov and Cederroth (2001), javanese leadership orientation of Koentjaraningrat (1994), the theory of Simuh (2003) on loyalty, as well as views of Reddin (in Kyle, 2003), and javanese leadership theory of Bratawijaya (1997). This study was a humanistic qualitative study based on the hermeneutics that uses life history studies conducted in the Majapahit College of Arts Surabaya, and at the Rajawali College of Informatics and Computer Malang Indonesia. Informants of this study are the Chairman of the College and its employees. Data collection techniques were using In-Depth interview, with triangulation of data validation techniques, and dependability with the independent auditor also confirmability, data analysis technique was using themes analysis. This study found that the behavior of the Javanese leadership in organizations is determined by the fineness of language education, positive reinforcement of humanistic, the ability to facilitate/serve the needs, the power of charisma, and solidarity
Key words: leadership, Javanese leader, power, Malang, East Java
| [Full text-PDF]
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1364-1371
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An Approach for Teaching English Language Grammar To Arab Young Learners
Ebtesam A. O. BaSaeed
Abstract
Because English and Arabic are not from the same linguistic family, they display huge grammatical differences. Indeed, some elements in English grammar are not even found in Arabic. Therefore, Arab students face difficulties understanding these elements, particularly the usage and function of the verbs be, do, and have and applying the present perfect tense correctly. This paper aims to help Arab young learners overcome these difficulties by designing a new method to facilitate and accelerate learning English grammar. This method depends on teaching each verb as a main part of a unit rather than as a small part of a grammar rule that is covered at the end of a unit, which may not serve the unit's topic. In this way, students can learn the conjugation of the verb as well as how to form questions, make negatives, and, most importantly, apply it properly in real life. Further, the present perfect tense is connected with the present, present progressive, and present perfect progressive in one unit or one chapter in order for learners to better imagine the sequence of time.
Key words: Arab learners, English grammar, Foreign language, Language acquisition, Language and culture
| [Full text-PDF]
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1372-1382
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Multiple group course integration: A case for improving lecturer efficiency and course quality
Allen Walker and Ronald Freeze
Abstract
There are numerous anecdotal accounts of course delivery in which multiple lecturers collaborate on both the content and instruction methods. Generally, coordinated efforts provide many advantages academically to the student body, as a whole as well as for lecturers through a reduction in course preparation. However, these same coordinated efforts may be discouraged or minimally supported due to various circumstances. A number of questions arise when considering the coordination of multi-course student groups: Is it a good idea for lecturers to develop team-produced curriculum across multiple groups of a courses? What are the advantages and disadvantages of teaching a course using unified materials and a combined “grade book”? How can it succeed? What pitfalls may be encountered as a result? This paper outlines the experience of teaching the same course over five semesters, starting at a low collaboration/coordinated effort and progressing to a high collaboration/coordinated effort. The use of Kolb’s Learning Cycle through the time period of the study assists in understanding how lecturers’ actions became unified and increased student learning was achieved. This study highlights the advantages of collaborating and coordinating both course materials and delivery.
Key words: curriculum design; educational processes; integration; learning objectives; collaboration
| [Full text-PDF]
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1383-1392
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