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VOLUME 15 NUMBER 5 April 2016
Table of Contents
Promoting Geoscience STEM Interest in Native American Students: GIS, Geovisualization, and
Reconceptualizing Spatial Thinking Skills .......................................................................................................................... 1
Donna M. Delparte, R. Thomas Richardson, Karla Bradley Eitel, Sammy Matsaw Jr. and Teresa Cohn
The Factors Affecting the Adaptation of Junior High School Students with Severe Disabilities to Inclusive or
Segregated Educational Settings ........................................................................................................................................ 27
Li Ju Chen
Supporting to Learn Calculus Through E-test with Feedback and Self-regulation .................................................... 43
Yung-Ling Lai and Jung-Chih Chen
Authentic Instructional Materials and the Communicative Language Teaching Approach of German as Foreign
Language in Uganda ............................................................................................................................................................ 61
Christopher B. Mugimu and Samuel Sekiziyivu
An Evaluation of the New School Administrator Assignment System Applied in Recent Years in Turkey ............ 75
Tark SOYDAN
Antecedents of Newly Qualified Teachers Turnover Intentions: Evidence from Sweden ...................................... 103
Dijana Tiplic, Eli Lejonberg and Eyvind Elstad
Multiple Intelligences in the Omani EFL context: How Well Aligned are Textbooks to Students Intelligence
Profiles? ............................................................................................................................................................................... 128
Fawzia Al Seyabi and Hind AZaabi
1
Native Americans have a rich and deep attachment to locale, especially within
their traditional homelands; it is the source of their cultural traditions and knowledge
(Cajete, 1994; 2000). Culture and history thus influence their conceptions of natural
events, where humanity is part of the natural world (Cajete, 2000; Semken, 2005).
Embedded within Native culture across North America, a strong sense of place is
evident; space is both culturally constructed and highly localized (Cajete, 1994, 2000;
Doering & Veletsianos, 2008; Semken, 2005). Therefore, spatial awareness (rather than
spatial thinking, per se) is of particular, embodied importance to many Native
Americans. This is a tradition that is dichotomous with the norms of Western Sciences
idea of space as an abstract set of Cartesian coordinates whereby the human and natural
environments are separated. Spatial thinking, as seen by Western Science, may be
perceived as reductionist in comparison to a more holistic sense of space and place
within Native American cultural traditions. This dichotomy between Western and
Native American perspectives on space has been expressed through hegemonic Western
cartographic practices (Harvey, 1984: Palmer, 2012); maps are used to categorize space in
non-Native terms. It is not surprising that studies have documented that American
Indian students, like other ethnic or racial minorities, are underrepresented in
geoscience education (Riggs & Semken, 2001; Semken, 2005) and STEM education in
general (Babco, 2003; Wang, 2013).
research occurs in the locale and is taught by and shared with those who live there; (4)
research efforts and results respect environmental and cultural sustainability; and (5)
teaching goals are to build a shared attachment to a place amongst students, instructors,
and researchers and can have the indirect benefit of promoting STEM engagement. A
recent study examining a place-based instructional model to teach geoscience in an
urban environment reported an increase in student science interest (DeFelice, Adams,
Branco, & Pieroni, 2013). Likewise, positive results with respect to place-attachment have
been reported with respect to indigenous-oriented geology courses (Semken & Freeman,
2008; Johnson, Sievert, Durglo, Finley, Adams & Hoffman, 2014), which may play a
factor in Native American students STEM interest.
Many theorists perceive strong relationships between Indigenous Science
and place-based education (Apple et al., 2014; Semken, 2005; Semken &
Freeman, 2008; Semken, Neakrase, Dial, & Baker, 2009; Zalles, Collins,
Montgomery, Colonesese & Updegrave, 2005). Place-based education is
advocated as a way to improve engagement and retention of students,
particularly members of indigenous or historically inhabited communities (e.g.,
American Indian, Alaska Native, Native Hawaiian, Mexican American) who
possess rich culturally-rooted senses of the places studied (Semken & Freeman,
2008, p. 1044). The place-based education model represents a critical
reinterpretation of Western education. Place-based learning is holistic, situated,
and opposed to globalization because of its emphasis on environmental and
socio-cultural sustainability. The constructivist learning modalities used in
place-based education include experiential learning, problem-based teaching
approaches, interdisciplinary focus on content delivery, peer teaching,
recognition of students unique abilities, and environmental awareness and
appreciation. Place-based education is a particularly useful educational
philosophy for engaging with Native American students because of its focus on
sense of place, community engagement, and holistic learning that uses creative
expression, as well as scientific observation, in studies of place. Rather than
basing itself in a cultural framework, however, place-based education uses local
environments and communities to teach an integrated curriculum (Sobel, 2004),
so it may lack the linguistic and cultural elements of many Native American-
specific traditional knowledge programs.
Place-based education in many Native communities is realized through formal
contexts via indigenous language immersion schools, such as the Aha Punana Leo
programs in Hawaii; Cuts Wood School of the Blackfeet Nation; Waadookodaading, the
Ojibwe Language Immersion Charter School; and the Nikaitchuat Ilisagviat immersion
school of the Qukiktagrukmiut people. In these language immersion programs, the
language does not make sense unless the place you inhabit becomes a part of you and
you a part of it. Because of this, it makes sense that place-based educations formal and
informal learning contexts agree with indigenous ways of thinking and communicating.
Other programs sponsored through school districts, such as the North Vancouver School
Districts Aboriginal Education Program, also provide opportunities for Native and non-
native students to learn Coast Salish traditions and practices within a place-based
learning milieu. Since place-based and Indigenous Science practices share numerous
attributes, the following sections will discuss their common strategies to promote STEM
interest.
(Semken, 2005). Complicating this is a shortage of mentors and science role models,
inadequate teaching facilities, under-trained teachers (Syed, Goza, Chemers &
Zurbriggen, 2012), as well as an absence of earth science courses beyond the middle-
school level in many states, perhaps another factor that reflects low completion rates of
STEM degrees in tribal colleges (Babco, 2003). Furthermore, traditional science curricula
and textbooks tend to present a linear, mechanistic, and process-driven view of
environmental systems, which runs contrary to the Native American understanding of
the non-linear, cyclical understanding of environmental interactions (Semken, .
Adolescents who experience STEM-related discrimination or stereotyping within the
structural power and knowledge relations inherent to public education may question
their own abilities or compatibility with STEM study and therefore may be reluctant to
explore or pursue these areas (Grossman & Porche, 2013). Yet recent advances in
managing and viewing geoscience data can offer new ideas on teaching and learning
that have the potential to engage students and teachers from western and non-western
pedagogies in new ways.
& Bednarz, 2009), as well as positive attitudes to science and technology (Baker & White,
2003). Studies on the use of GIS applications such as Google Earth and ArcGIS Explorer
(Doering & Veletsianos, 2008; Lee & Bednarz, 2009) and Virtual Globe (Schultz, Kerski &
Patterson, 2008) provide examples of successful, evidence-driven applications of existing
GIS tools for teaching both at the K-12 and college levels. GIS applications are, by their
very nature, embedded with web functionality, and are also suitable for advancing
spatial thinking and geographic knowledge in e-learning environments (Lynch, Bednarz,
Boxall, Chalmers, France & Kesby, 2008).
The Western Consortium for Water Analysis, Visualization and Exploration
program (WC-WAVE) sponsors the Undergraduate Visualization & Modeling Network
Program (UVMN), a training forum for undergraduate students and supporting faculty
at regional colleges in Idaho, Nevada, and New Mexico. Native American geoscience
students are included in this program and have an opportunity to work collaboratively
on GIS-enabled place-based studies and use novel techniques for visualization and data
exploration (National Science Foundation award # IA-1301346).
that may better suit the more nuanced, holistic understandings of space and how
it is linked to an individualized sense of place Although we acknowledge there
are likely to be potential dissimilarities between spatial thinking and spatial
awareness, we are cognizant of the risk of conflating these two concepts and
how that may be construed as deterministic; the Western view of spatial
thinking over-riding Indigenous Sciences sense of spatial awareness. We re-
purpose the concept of respatialization, defined as the transformation of spatially
referenced data from their original geographic representation to an alternative
geographic framework (Goodchild & Janelle, 2010, p. 7) to characterize a
process where Native Americans frame their own, unique understanding of
what it means to think spatially in a fashion that is grounded in their local
context and language. This proposition is informed by the efforts of qualitative
geographers to challenge Geographys positivist tradition (Harvey, 1984; Louis,
2007; Palmer, 2012; Pavlovksya, 2006).
Explicating the differences between these two perspectives and seeking
common ground is an important task for cognitive spatial researchers,
geoscientists and Indigenous Science practitioners and we recommend it as a
topic of further research. Nevertheless, common ground exists to build
consensus regarding what it means to think spatially. Western Science and
Native Science ontologies can be co-mingled, according to Cajete (1999), as
evidenced by a gradual recognition of indigenous knowledge by mainstream
science (Couzin, 2007; Semken & Freeman, 2008). Respect for indigenous ways
of knowing and a solid base of science knowledge and pedagogy should be
complementary (Semken & Freeman, 2008). Of the studies discussed in this
review, we regard Palmers (2012) iGIN model as an exemplar for future
research into how spatial knowledge can be conceptualized and labelled. It
argues for a nuanced hybridization of Western and Indigenous terminologies to
describe spaces and places and supports its claims with a description of an
indigenous-centric travel narrative map integrated into a conventional GIS.
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Weiwei Xu
College of International Studies,
Southwest University,
Chongqing, China
Ming Liu
School of Computer and Information Science,
Southwest University,
Chongqing, China
Introduction
Important constructs, central to ESL writing and proposed by several
researchers, are grammatical and spelling errors. Cohesion is also important,
although it is a much more difficult aspect of writing to account for due to its
deeper nature (Rus & Niraula, 2012). This study focuses on grammatical and
spelling errors and cohesion which are directly observed through the explicit
presence or absence of specific tokens. Errors may be caused by inappropriate
transfer of first language patterns and/or incomplete knowledge of the target
language, in this case, English. Researchers (Q. Liang, 2004; Liu, 2008) have
pointed out that Chinese college students, especially those with low proficiency
in English, often make errors at the surface level, such as spelling and
grammatical errors (e. g. run-on sentences); errors at high level, such as using
Chinglish (ungrammatical English expressions used in Chinese context, having
deprecating connotation); and low cohesion or incorrect use of connectives. Even
for students with high proficiency, like English majors, writing high quality
essays with high cohesion, well-established introduction and conclusion,
remains a challenge. Thus, a marking tool, specifically developed to analyze ESL
learners errors, is very much needed. It should be noted that errors are
categorized as word-level (spelling errors) and sentence-level (grammatical
errors) and, as mentioned above, are consequences of incomplete knowledge of
the target language or of the transfer difficulty due to major dissimilarities
between the foreign language and students native language. On the other hand,
cohesion is a discourse-level aspect of writing and lack of cohesion in an essay
may reflect lack of composition training and practice. This distinction is
important to make, because one can argue that the only net advantage of native
speakers of English over ESL speakers is their knowledge of English vocabulary
and grammar. Discourse-level aspects, on the other hand, are governed by
general cross-language principles of cohesion and coherence, and are equally
impacting for both native and EFL speakers. As is shown in this study, English
majors who presumably have mastered the mechanics of the language
(vocabulary and grammar) struggle mainly with the compositional aspect,
which is in contrast with non-English majors who struggle with both the
mechanics and composition aspect of essay writing.
Researches in computer-based essay scoring, referred to as Automatic Essay
Scoring (AES), have been going on for more than 40 years. The first known AES
system, called Project Essay Grader (Page, 2003) based on a regression model,
was developed by Ellis Page in 1966. With the advancement of Natural
Language Processing (NLP) and Information Retrieval (IR) techniques, four
more advanced AES systems were developed during the late 1990s (M. Shermis
& Burstein, 2003). In recent years, different approaches to AES were proposed
(McNamara, Crossley, Roscoe, Allen, & Dai, 2015; Mark D. Shermis, 2014). AES
systems in China is still at an early stage (Ge & Chen, 2007; Han, 2009; Li, 2009;
M. Liang & Wen, 2007; M. Liang, 2011). Most of researchers focus on the reviews
of existing AES systems and their potential applications to Chinese ESL context
(Ge & Chen, 2007; Han, 2009; M. Liang & Wen, 2007). Few researchers (Li, 2009;
M. Liang, 2011) have attempted to develop AES systems in Chinese ESL context
by using latent semantic analysis technique (Landauer, Foltz, & Laham, 1998).
This paper aims to explore what textual features are good predictors for writing
quality and investigate its implication for developing AES system in Chinese
ESL context. Textual features such as syntactic patterns, cohesions and
connectives were extracted by using the computational tool Coh-Metrix
(Graesser, McNamara, Louwerse, & Cai, 2004). Coh-Metrix is used to analyze
essays written by Chinese ESL students, and this study analyzed the correlations
between features and the quality of essays written by both English and non-
English majors.
Coh-Mextrix
Coh-Metrix is a computational tool that provides over 100 indices of cohesion,
syntactical complexity, connectives and other descriptive information about
content (Graesser et al., 2004). Due to space restriction, only a summary of Coh-
Metrixs key features is presented here. The current public version available is
Coh-Metrix 3.0, which can retrieve 108 scores of textual features. More
information can be found on the website
http://cohmetrix.Memphisedu/cohmetrixpr/index.html. A wide-range
overview is provided in (Graesser et al., 2004):
Descriptive Indices: It includes the number of paragraphs, sentences, words,
syllables in words, etc.
Cohesion: It is a key aspect for understanding the discourse structure of a
language and how connectives used in a text have an impact on cohesion
(Kintsch & van Dijk, 1978).
Sentence Complexity: It indicates human graders evaluations of the quality of the
text.
Lexical Sophistication: It refers to the writers use of advanced vocabulary and
word choice to express his or her thought.
New Features
This study proposes and extracts 8 new features that are not available in Coh-
Metrix. These features refer to characteristics of ESL learners writing styles and
reflect on the importance of the introduction section, conclusion section and
mechanics in errors including spelling and grammatical errors. Students often
make the mistake of jumping straight to answering the essay question in the first
paragraph without following a background statement, essay statement or
outline statement. In addition, students rush to finish up in conclusion. The
conclusion section should restate the author's stance with respect to the essay
question, make a brief summary of evidences and finish with some sort of
judgment about the topic. Moreover, spelling and grammatical errors are always
good indicators of essay quality.
Number of Words in Introduction: the total number of words in the first paragraph
considered as introduction.
Number of Words in Conclusion: the total number of words in the last paragraph
considered as conclusion.
Introduction Portion: the ratios of number of words in introduction to the total
number of words in the essay.
Conclusion Portion: the ratios of number of words in the conclusion to the total
number of words in the essay.
Spelling Errors: the number of spelling errors. This study employs an open source
spelling error checker called Language Tool (http://www.languagetool.org/),
which is a part of the Open Office suite.
Grammatical Errors: the number of sentences with grammatical errors. This study
uses the Link Grammar Parser (Lafferty, Sleator, & Temperley, 1992) to check
the grammar of a sentence, which is also widely used in ESL context.
Percentage of Spelling Errors: the ratios of the number of spelling errors to the total
number of words in the essay.
Methodology
Participants
Essays were collected from 90 freshmen at one of Chinas key universities.
Among them, 41 students were English majors at the College of International
Studies, while 49 students were chemistry majors at the School of Chemistry.
English majors are considered to have the higher English proficiency. For the
English majors, their average score in English as a testing subject in the National
Higher Education Entrance Examination (also called Gaokao) was 131.30, and
the standard deviation was 7.37. For the chemistry majors, their average score
was 110, and the standard deviation was 10.14. Three experienced English
teachers at the College of International Studies at the university volunteered to
rate the quality of essays. All of them have at least five years of experience in
teaching a composition course for both English and non-English majors.
Task and Instruments
The writing task was timed and considered as an assignment in English class.
Students were required to finish it within 30 minutes. The writing task was to
write a persuasive essay following the standard of college English essay writing
set by the Ministry of Education in China.
The essays were rated by the three experienced English teachers mentioned
above. They evaluated students essays based on the standardized rubric
commonly used to grade college English essay tests on the scale of 1 to 100. They
first evaluated 18 essays. If the correlations between the teachers did not exceed
r=.50 on each item, the evaluation process were rechecked until correlation was
greater an equal to 0.5. After they reached a moderate agreement, each teacher
then evaluated the 72 essays that comprised the whole sample used in this
study.
It was found out that their inter-rater reliability was high with r=.756, r=.745,
r=.607, respectively, p<.001. The scoring rubric included organization (e. g. clear
organization of subtopics), content (e. g. clearly expressing ideas, text coherence,
interesting and balanced introduction and conclusion) and mechanics (e. g.
errors in punctuation and grammar).
These essays were chosen because the types they represented better reflected the
conditions under which students usually completed prompt-based essays, such
as CET or TEM. In addition, these two student groups can be representatives of
most of the university students including English majors and non-English
majors. Hence, the results of the selected features and algorithms are more likely
to be accurate in the context of Chinese ESL writing. Indeed, the English majors
essays exhibit more discourse-level issues, while the non-English majors essays
exhibit both basic-level issues (spelling- and grammar-level) and discourse-level
issues. This is the case due to English majors more knowledge about the basics
of the target language, English.
English Chemistry
Features F(1,71) Hybrid
Majors Majors
Raters Essay
70.45(9.95) 73.30(7.64) 1.362 72.10(8.72)
Evaluations
Number of
17.23(3.87) 9.30(0.52) 72.23* 12.65(5.14)
Sentences
Number of
4.41(0.79) 3.03(1.03) 27.12* 3.62(1.16)
Paragraphs
Number of Syllables
1.41(0.06) 1.61(0.10) 73.03* 1.53(1.31)
per word
Number of Spelling
Errors per 2.9(1.94) 3(2.91) 8.77* 2.94(2.37)
Document of Words
Number of
Grammar Errors per
4.23(2.28) 6(2.23) 6.05* 4.98(2.40)
Document of
Sentences
The average scores of the English majors and chemistry majors essays were not
significantly different. The English majors and chemistry majors essays were
significantly different when number of words, sentences, paragraphs and
syllables per word are involved. It indicates that the essays written by the
English-major students contain more words, sentences and paragraphs, but less
complicated words (less syllables), compared with the essays written by the
chemistry majors. In addition, the English majors made less grammatical and
spelling errors than the chemistry majors did.
Key Features for English Majors Essays
Top six features were selected by using the same feature selection method used
above, but this time applied on the training set (21 essays) written by the English
majors. The linear regression yielded a significant model, F(6,14)=10.982,
p<0.001, r=.944, r2=.892. Table II shows the six features that correlate with the
essay scores. The conclusion portion was positively related to essay quality. But,
the feature of the introduction portion was negatively related to the scores. It
indicates the importance of the summarization of arguments in the final section
of essays, as found in previous study (Freeman & Freeman, 1998). Cohesion as
measured by content word overlap and Wordnet overlap were positively related
to essay quality, which was similar to the results reported in a previous study
(SA Crossley & McNamara, 2010). However, the argument overlap was
Feature Type R P
reported, weighted Cohens kappa for the categorical matches was 0.516,
demonstrating a moderate agreement. A confusion matrix for this analysis is
provided in TABLE III.
Distinction 2 0 0 0
Credit 0 2 0 0
Pass 0 1 1 1
Fail 0 1 1 2
Percentage of Grammatical
New Feature -.460 <.050
Errors
Acknowledgement:
This article was supported by Chongqing Social Science Planning Fund Program
[2014BS123], Fundamental Research Funds for the Central Universities
[XDJK2014A002], [XDJK2014C141] and [SWU114005] in China.
References
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Introduction
The National Center for Educational Statistics reported that fifty
percentage of students with disabilities spent more than eighty
percentage of their time in the general education system (Madden,
2012; Michael & Trezek, 2006). Educators believe social ski lls are
crucial to effectively integrate students with disabilities into the
general education system. It showed that children with disabilities
who study in typical life circle have developed more positive social
behaviors than the children studying in more segregated contexts
(Alquraini & Gut, 2012; Koegel, Koegel, Frea, & Fredeen, 2001).
Moreover, inclusive education allows students with disabilities to
interact with typical students, which prevents students from being
labeled. In past decades, many coun tries, including the United States
and Taiwan, enacted some regulations to ensure that students with
Alquraini and Gut (2012) noted that greater part of studies have
focused on students with mild disabilities and advocated that more
topics be conducted with the students with severe disabilities (SD).
Some researches claimed to explore the critical components to
include the students with severe disabilities into typical educational
settings (Brock, Biggs, Carter, Cattey, & Raley, 2016; Kurth, Lyon, &
Shogren, 2015). The present study focuses on students with SD.
Inclusion setting afforded conditions for the students with SD to
develop relationships and social abilities by contacting with their
typical classmates (Alquraini & Gut, 2012). It is advocated to find the
practice factors supporting the students with SD to effective ly study
in inclusive education setting (Brock, Biggs, Carter, Cattey, & Raley,
2016; Kurth, Lyon, & Shogren, 2015).
Children with disabilities in different types go through different
difficulties to school and social adaptation. Children with severe
cognitive impairment are worse at language of reception and
expression (Alberta Education, 2009). Most of them also have
difficulty learning words and speaking, and their language is
typically with spatial terms (Gabel, Cohen, Kotel, & Pearson, 2013).
Children with severe autism (AU) are not interested in
communicating; consequently, they lack the abilities needed to
effectively initiate, maintain, and end a reciprocal interaction. This
limits their opportunities to mentally build the word for social
behaviour (Low & Lee, 2011). Their language learning and
intervention outcomes therefore tend to be different from those of
children with other disabilities. On the children with a severe
physical disability (PD), their mobility is restricted and they have
restricted in participating in activities (Florian et al., 2006).
Moreover, students with different disability severities in different
education systems do not use the same abilities in their school
adaptation. It is obvious that the abilities required in an inclus ive
setting may be different from those required in segregated
environments because the two education systems have different
conditions and resource types. Therefore, the present study will
examine the relationships among intervention timing, language
skills, and school adaptation individually for each disability type
and education setting.
For the students with SD studying in inclusive school, it needs
ensuring them access positive social relationship and learning
opportunities (Carter et al., 2015). The purposes of this study are to
attempt, based on the research findings, to improve curren t early
intervention policies and allow the most students with SD to study
and adapt well in an inclusive environment. It also seeks to facilitate
the adaptation factors if the student with SD is placed in a segregated
environment. Here are some questions this research intends to
answer: (1) Do the students with SD adapt well in inclusive
education settings or segregated settings? What factors made the
children with SD be placed in an inclusive or a segregated education
Method
Research Design. There are three latent variables used for
analysis in this study: intervention timing, language skills, and
school adaptation. These variables were derived from survey data
collected from the parents of Taiwanese junior high school students
with SD. These data were retrieved from the database of the Special
Needs Education Longitudinal Study of Taiwan (SNELS). In
accordance with previous studies, a number of observed variables in
the survey data w hich were reviewed and revised by 12 special
specialist were considered to define the three latent variables. Next,
the three latent variables were quantified by Confirmatory Factor
Analysis (CFA). The CFA model contains the three latent variables,
and each latent variable is factored by observed variables. The
following explains what each latent variable measures and the
observed variables identified via CFA in them (see Table 1).
1. Intervention timing. It refers to the time a child starts to receive
treatment to improve his/her development. This intervention must be
afforded by professionals, who are be either special educators,
therapists, or medical professionals. The observed variables of
quantifying intervention timing were the earliest age of the child
involved the intervention, the earliest age of the childs disability was
identified, the earliest age of the child receiving a disability diagnose,
and the earliest age of the child involved special education. The first
two variables were chosen using the CFA to quantify the intervention
timing latent variable. The unit of the variables was age.
2. Language skills. They refer to the oral communicating skills in
expression and reception exhibited. The observed variables in
quantifying this latent variable included parents evaluations of their
kids language expression ability compared with peers, their kids
language comprehension ability compared with peers, their kids
verbal expression being understood by strangers compared with peers,
and their kids willingness to initiate language with others compared to
peers. The first three variables were determined by CFA to quantify the
latent variable. The score of the three observed variables distributed
from 1 to 4, where 1 indicated that the students language skills were as
good as his/her schoolmates, 2 indicated inadequate language skills, 3
indicated poor language skills, and 4 indicated that the student cannot
communicate with others at all.
3. School adaptation. In this study, school adaptation was represented by
the childrens social and academic performance in school. The observed
variables for quantifying school adaptation included parental
Table 1
Factor score weights from a CFA of intervention timing, language
skills, and school adaptation
Latent Variables Observed Variables Factor Score Weights
Intervention Timing Identification age 0.441
Intervention age 0.303
Language Skills Verbal expression 0.351
Language comprehension 0.475
Understood by strangers 0.307
School Adaptation Interaction with teachers 0.156
Interaction with peers 0.151
Activity participation 0.084
Academic performance 0.088
Overall education 0.197
Subjects. The subjects in SNELS were chosen with random from the
Taiwanese children with disabilities and age of 19 years or younger. The
survey data included the participants family background, demographic
information, medical histories, education, after-school activities, and responses
to several survey questions. The SNELS database was established in 2007 and
developed 20 survey waves from 2007 through 2012.
The data used in this study were collected in 2009 survey conducted
among the parents of 3180 junior high school students with disabilities.
Because the present study focused on students with SD, 866 subjects with SD
were included in the study. Among the 866 subjects, 519 subjects were male
and 347 were female. The subjects disability type profile is shown in Table 2.
Research Instrument. The SNELS data used in this research were obtained
from surveys conducted from 2008 to 2009. The SNELS team manage the
survey process, which includes questionnaire development, subjects sampling,
survey administration, survey data verification, and report the primal data in
their data bank. SNELS group is a survey organization supported by the
Table 2
Numbers and means of intervention timing, language skills, and
school adaptation by disability types and educational setting
Total
Disability type VI HI PD HeI MR AU MD OD a 2
Inc b N
31 111 65 66 3 6 44 19 345 334.02***
(N)
%
(%) 55.4 66.9 66.3 97.1 7.0 8.5 13.1 65.5 39.8
Seg (N) 25 N 55 33 2 40 65 291 10 521
(%) 44.6% 33.1 33.7 2.9 93.0 91.5 86.9 34.5 60.2
Inter- Inc (M) 1.36 1.53 1.39 0.72 0.82 2.36 1.01 0.72 1.22
ventio
n Seg (M) 0.95 1.50 1.04 NA 1.24 2.06 1.19 1.03 1.29
Lang- Inc (M) 1.08 1.97 0.99 0.93 2.43 2.51 1.68 1.12 1.44
uage
Seg (M) 1.08 2.87 2.38 3.27 3.10 4.00 3.57 3.29 3.31
Adapt Inc (M) 2.08 1.86 1.90 1.93 2.25 1.60 2.00 1.91 1.92
-
ation Seg (M) 1.61 1.95 2.08 2.58 1.98 2.10 2.01 1.70 1.99
***p<.001
a OD indicates other disabilities
b Inc: inclusive educational setting; Seg: segregate educational setting
Table 3
ANOVA of intervention timing, language skills, and school
adaptation by educational setting and disability type
VI HI PD HeI MD MR AU OD Total
Interv- F 1.50 0.04 2.40 / 1.86 / / 1.69
ention Post /
Lang- F 0.00 26.51*** 38.31*** / 62.83*** / / 39.45***
uage Post Seg>Inca Seg>Inc Seg>Inc / Seg>Inc Seg>Inc
Adap- F 9.60** 0.98 1.64 / 0 / / 1.45
tation Post Inc>Seg
**p<.01. ***p<.001
/ indicates that one of the compared groups sample size is less than 10 and
inappropriate for ANOVA
a Seg: the children were placed in segregate educational setting; Inc: in
Table 4
Correlation among the three latent variables versus disability type
in inclusive setting and in segregate setting.
Inclusive Segregate
type L-A I-L I-A L-A I-L I-A
VD .12 .67** .16 .44* .16 .13
HI .26** -.07 -.18 -.01 -.24 -.29
PD .41** -.18 -.04 .43** -.05 -.18
HD .13 -.09 -.29* / / /
MR / / / .14 .13 -.1
AU / / / .07 -.36* -.14
MD -.13 .13 -.04 .31** .03 -.01
OD .30 -.06 .11 -.14 .48 .15
Total .09* .16** -.13* .26** .06 -.02
*p<.05 **p<.01 ***p<.001
/ indicates the sample count is less than 10, and not appropriate to
perform Pearson correlation anal ysis.
1.9
1.8
1.7
1.6
language skill
1.5
1.4
1.3
1.2
1.1
1
0 1 2 3 4 5 6
Intervention Timing (age)
i
Conclusion
Typically, the severer disabilities receive earlier intervention, and for some
disabilities, the severity of the impairment negatively impacts students
language skills and school adaptation. However, it appears that intervention
timing affects language development if the intervention begins before 2 years
of age. Overall, this study identified three factors that influence the choice of
education system (inclusive or segregated) for junior high school students
with SD: Early intervention did not make a student more likely to be in an
inclusive education system or adapt well to it if the early intervention could
not improve the childrens language skills, visual ability, or cognitive ability.
The study found that, except for the students with VI, the current education
placement system in Taiwan is appropriate. Because school adaptation is
determined by multiple factors, including language skills, visual ability, and
cognitive ability, unless the intervention targets these factors directly,
intervention timing does not correlate with school adaptation.
Suggestions
The findings suggest that language skills are critical for the school
adaptation of children with SD, especially for those with certain types of
disabilities. Even for non-language-related disabilities, early interventions
should also include a language development program to help the children
develop sufficient language skills. In these programs, childrens language
skills should be regularly examined and tracked to facilitate timely and
appropriate training.
Our findings also suggest that it may be more advantageous to begin
language development intervention before children are 2 years old. Therefore,
a more aggressive identification system is needed to identify children with
References
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Introduction
In this era of educational reforms, all teachers are searching for ways to improve
learning environments and instructional approaches. For example, in recent
years, flipped classroom has widely challenged attention in the world, students
are usually expected to watch video at home then do the exercises in the
classroom and discuss the unsolved problem with classmates and teachers.
Basically teacher facilitates the learning environment and provides scaffolding in
cases of discussion and interaction. Under this situation, students may feel that
such learning process is more funny than boring, and they certainly should have
interest and motivation to achieve in these processes (Cleary & Chen, 2009).
_______________________________________________________________________
*The corresponding author. ** This study was supported in part by the Ministry
of Science and Technology (MOST) in Taiwan (Grant number: MOST
103-2511-S-415-008). However, any opinions reflected here are solely those of the
authors. ***We are grateful for the valuable comments provided by the reviewers.
For each unit about calculus, we provide video materials on the campus
Moodle E-teaching platform for students reviews at any time, and set up
discussion forums for communication. Moreover, we offer E-test for each unit
volume with feedback (see appendix) to examine students understanding
quickly. Basically, E-test is usually open on Friday and Saturday, and students
can take test at any place and any time. However, students are only given one
hour to take each test, and each item is randomly presented during the test.
For convenient consideration, samples are selected from the computer
science department. There are more than fifty freshmen to participate this
study for one semester in calculus (II), and they are divided into two groups;
Exp group and Control group; depending on the even or odd of their student
identification numbers. At the beginning, please note that students in Control
group have a bit higher (2 points in average) than students in Exp group
regarding their background in calculus (I).
All problems in each E-test are multiple choices, please see samples in
appendix. When students in Exp group provide incorrect answer in the first try,
then Hint feedback will present immediately. At this moment, students can
think about again, and they can provide next answer in the second try, and the
like. When students in Control group provide incorrect answer in the first try,
then there is no Hint feedback, but they can provide next answer in the
second try based on their knowledge. On the other hand, no matter when
students can employ the discussion forums to seek help or clarify their
concepts. Actually, many critical data can be collected from the Moodle
E-teaching platform, including their spent time in each test. Besides
quantitative data, researchers also collect and analyze the interviews data from
several samples.
Incorrect
Ans. Display
Hint/scaffold
Retry
Next p. Correct
Scored
Test Ends
Display scores/keys
E-testCon Group
Incorrect
Ans. Display
incorrect
Retry
Next p. Correct
Scored
Test Ends
Display scores/keys
Comments:
(1) This is the first E-test on line, students try to understand some operating
environments.
(2) At the first try, students in Control group perform a bit better.
(3) At the second try, students in Exp group perform slightly better.
(4) Research indicates that feedback(or hint) can assist students in improving
their achievement (Nitko & Brookhart, 2010). Also, it can promote students
motivation (Wigfield, Kauda, & Cambria, 2011) and self-regulation.
Comments:
(1) Students in Control group obviously perform better than students in Exp
group do at the first try.
(2) However, at the second try, the outcomes between two groups look very
close.
(3) It looks evident that students in Exp group generally spend longer time to
take this test.
Comments:
(1) At the second try, students in Exp group perform slightly better than
students in Control group do.
(2) In case we consider the outcomes of the first try and the second try together,
two groups almost make no differences.
Comments:
(1) At the first try, students in Exp group perform a bit better than the students
in Control group do.
(2) No big differences between two groups exist at the second try.
Comments:
(1) There is no big difference between two groups.
(2) It seems evident that students in both groups generally spend longer time
to take this test.
Comments:
(1) At the first try, students in the Exp group perform a bit better than the
students in the Control group do.
(2) At the second try, students in the Control group perform a bit better than
the students in the Exp group do.
(3) Obviously, students in Control group generally spend longer time to take
this test.
Comments:
(1) At the first try, students in Exp group perform a bit better than students in
Control group do. Conversely at the second try.
(2) Generally, outcomes between two groups look very close.
Comments:
(1) This E-test only contains eight items because each has more computation
involved.
(2) Students in experimental group perform clearly better than students in
control group do.
(3) Close examination on the performances of Exp group indicates that they
really make progress in E-test.
Conclusion
Note that this study basically covers the content of calculus (II). We know that
the road to learn calculus is not always straight and smooth, and successful
learning usually requires appropriate pressure and self-regulation, as well as
stamina and patience. We believe that It is sometimes tough, but learners stick
with it necessarily. Based on analyses of collected data, we did find that most
students agreed these approaches to help their learning. Comparing with
calculus (I) last semester, the results from interviews indicated that students
were less anxious about calculus (II) in midterm or final comprehensive tests. In
general, more students in experiment group have a higher self-learning
motivation, a high percentage of students rated this course as more than
interesting and dynamic organization, and more students use video materials
for reviews after class. Indeed, almost all students perform calculus (II) better
than calculus (I).
Although students in control group perform E-test a bit better than the students
in experimental group do in several times. However, students in experimental
group increase 11.5% from midterm to final comprehensive test, and students in
control group only increase 7.9%. Much more, among 6 (in the experimental
group) of 7 students (in the whole class) overwhelmingly increase their scores
(more than 20 points) from midterm to final comprehensive test. Thus, our
approaches obviously arouse the interest of students.
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Appendix: (E-test 4)
ln 4
1. Evaluate the definite integral. ln 2
e x dx =?
(A) 6
1
(B)
16
3
(C)
4
1
(D)
4
(E) No answer
Hint: (A)(B)(C)(E): Note the derivative: D(e x ) e x and recall the identity:
e ln X X .
e5 x 1
2. Differentiate the function f ( x ) ln 2 x .
e 1
2e 2 x 1
(A)
5e 2 x 1
5e5 x 2e 2 x
(B) 5 x 2x
e 1 e 1
5e5 x 2e 2 x
(C) 5 x 2x
e 1 e 1
e2 x 1
(D) 5 x
e 1
e5 x e2 x
(E) 5 x 2x
e 1 e 1
A
Hint: (A)(C)(D)(E): Use the property ln( ) ln A ln B first, then differentiate
B
both sides..
3. Find the indefinite integral. 65 x dx = ?
1 5x
(A) 6 C
ln 6
1 5x
(B) 6 C
5
ln 6 5 x
(C) 6 C
5
1 5x
(D) 6 C
5ln 6
(E) 5(ln6)65 x C
Hint: (A)(B)(C)(E): Recall D(65 x ) ?
4. Find an equation of the tangent line to the graph of y log2 x at the point
(32,5) .
1
(A) y 5 ( x 32)
ln 2
1
(B) y 5 ( x 32)
2ln 32
1
(C) y 5 ( x 32)
32ln 2
1
(D) y 5 ( x 32)
ln 2
1
(E) y 5 ( x 32)
32
Hint: (A)(B)(D)(E): Recall D(log 2 x) ? Note that slope of tangent line is
y(32).
5. Write the following expression in algebraic form. sin arccos(2 x) = ?
(A). 1 4x 2
(B). 1 2x 2
(C). 1 2x 2
(D). 1 4x 2
(E). 1 2x 2
Hint: (B)(C)(D)(E) : Recall that if arccos( 2 x), then cos 2 x
t
6. Find the integral 4 dt = ?
t 81
1
(A) arctan 9t 2dt C
18
1 t2
(B) arctan dt C
18 9
2
t
(C) arctan dt C
81
1
(D) arctan81t 2dt C
9
t2
(E) arctan dt C
9
du
Hint: (A)(C)(D)(E): Recall a 2
u2
?
5
7. Find the area of the shaded region for the function y .
4 x2
(A)
6
5
(B)
6
(C)
2
2
(D)
3
(E)
3
du
Hint: (A)(C)(D)(E) : Recall a2 u2
?
e7 7
e7
(D)
14
2(e7 7
e7 )
(E)
7
Christopher B. Mugimu
Makerere University, Department of Foundations and Curriculum Studies,
Kampala, Uganda
Samuel Sekiziyivu
Makerere University, Department of Humanities and Language Education,
Kampala, Uganda
Introduction
The communicative language teaching (CLT) approach has in recent years
gained popularity because of its strength in enabling learners acquire the
language skills needed in real-life situations. Communicative language
Teaching (CLT) is based on the concept of communicative competence by which
learners of a language are expected to possess the ability to understand a foreign
language and be able to use that language for purposes of effective
communication (Sekiziyivu & Mugimu, 2015). However, in order for learners to
learn to use a language in real-life situations, the classroom learning
environment has to be organized in such a way that it closely reflects, as much
as possible, the real-life situation outside the classroom. This can be achieved by
utilization of authentic instructional materials.
According to (Jian, 2005), texts meant for classroom language teaching should in
effect not be moderated to fit the different levels of language learning, but they
should be used in their natural form. This, however, creates a challenge in the
case of beginning German language learners in Uganda, who will find the
comprehension of such texts very difficult.
The materials are learner-centred and carter for the needs and
interests of the student.
The texts place greater emphasis on the social function of the
communication than on grammatical correctness. In other words, the
language activities in the texts lead to free communication.
The texts provide practice with natural and meaningful
communication.
The texts enhance real life language practice.
The texts allow for a great deal of learners interaction, for example
group work and pair work, role plays, problem solving tasks.
The texts are usually accompanied by tapes for listening.
On the other hand, Liao (2011, p. 14) notes that because authentic instructional
materials are designed for native speakers, they may be too difficult to many
foreign language learners with lower proficiency. He suggests the use of
simpler authentic instructional materials and realia. This suggestion however
falls short of the fact that in a country like Uganda where the German language
being introduced is not commonly used, as such, getting even the simpler
instructional materials may be very difficult if not impossible for the teacher.
Therefore, teacher training institutions have a duty to prepare the teachers.
According to Oguz and Bahar (2008, p. 333) the use of authentic materials in
foreign language teacher training programs is useful both for developing the
prospective teachers foreign language skills and developing knowledge related
to teaching profession adapting to real learning environments.
The instructional materials used take into account the needs and interests
of the learners.
The language activities in the texts lead to free communication.
The texts provide practice with natural and meaningful communication.
The texts use authentic instructional materials.
The texts call for a great deal of student interaction i.e. group work, pair
work, role play and problem solving tasks.
The texts are accompanied by tapes for listening which include authentic
language use.
Purpose
The purpose of the study was to establish the availability and suitability of
authentic instructional materials being used to promote the learning of German
in secondary schools through the CLT approach.
Methodology
The study used a descriptive case study design in order to fully understand the
availability and suitability of authentic instructional material utilized in the
teaching of German. Both qualitative and quantitative methods of data collection
and analysis were used. The study scope covered all the ten secondary schools
offering German in Uganda. Questionnaires: A questionnaire probing for
teachers understanding of authentic instructional materials with particular
emphasis on their availability and suitability, relevance in meeting the needs
and interests of learners, and appropriateness towards enhancing meaningful
communication was utilised. Observation check list: an observation checklist
was used to find out (1) the types of instructional materials available, and (2)
their relevance to the characteristics of authentic instructional materials
necessary for CLT in secondary schools. Video recording; video recording was
carried out during the process of going around the schools to observe the
availability and suitability of authentic instruction materials. Interviews:
interviews for eight teachers were conducted to probe for their knowledge of
availability and suitability of authentic instructional materials for teaching
German language in their schools. The interviews were audio recorded and
transcribed.
Data Analysis
Qualitative data obtained through the use of open-ended questions and
interviews, was organised into themes and then summarised according to four
categories representing CLT based on Grounded Theory (Strauss & Corbin,
1990). Similarly, data obtained through the observations was video recorded and
then organised into themes that describe the characteristics of instructional
materials for CLT. The video recordings were carefully observed and interpreted
in conjunction with the observation checklist to identify details. On the other
hand, quantitative data obtained from questionnaires were analyzed using
statistical computer software (SPSS) to generate descriptive statistics such as
frequencies, and percentages. These parameters were used to determine the
importance placed to each principle of CLT, and then presented using tables and
bar graphs.
Results
This section presents salient findings from the study on the availability and
suitability of authentic instructional materials to support the communicative
teaching approach of German in Ugandan secondary schools.
Findings in Table 1 show that course books were the major materials available in
all the schools under study (100%) followed by fiction and poetry (59%). Results
also revealed that other critical instructional materials for the CLT such as
restaurant menus, traffic sign posts, appeals, and petitions were unavailable in
all schools. This was an indication of lack of authentic visual instructional
materials that could actually aid the effective teaching and learning processes of
German with a meaningful communicative purpose. Table 2 gives the results on
the availability of audio materials as reported by the teachers.
The findings in table 2 clearly revealed that the most common source of audio
texts in the schools was the radio followed by tapes. As illustrated in Table 2,
there was a general agreement between the report given by teachers and the
observation of the researcher that radio was the major audio resource used in the
classrooms readily available in most of the schools. Observations also revealed
that there were a few newly acquired alternative audio materials (CD players)
available in the schools. As reflected in the following quotation: We have of late
acquired a CD player in the department. However, we lack CDs with lessons prepared
for listening comprehension. Therefore, the CD player is not optimally utilised.
[TOG02]
It should be noted, however, that even in these cases, there was still lack of the
CDs required to carry out a lesson using the CLT approach. This is an indication
that most schools were not well equipped with the necessary audio instructional
materials for use in effective teaching of German language.
On the other hand, results from the teachers interview on availability and
suitability of authentic instructional materials show that the instructional
materials available in most of their schools were to a large extent not suitable for
supporting the CLT approach. For instance, one teacher commented that,
Materials used are got from old course books which were specifically adopted to fit
classroom use. There is lack of authentic instructional materials which would actually
portray a real-life-like situation. [TOG06]
This means that the instructional materials available do not necessarily represent
the current language use in Uganda and can therefore not be effectively used to
teach learners through the CLT approach.
In the same vein, teachers were of the view that, The available texts do not
encourage free interaction. Learners simply work out the exercises individually to come
up with the required responses. The teacher normally requires each individual learner to
read the texts and work out the answers in their exercise books.[TOG04] This means
that the available instructional materials are not designed to promote learners
communicative language use but are more suitable for teaching about the
language, including the rules of grammar as it is in traditional language teaching
approaches such as the grammar translations approach. In fact, a teacher
commented that, Most of the texts available mainly aimed at making learners practice
grammatical structures. Very little emphasis is put on teaching learners to communicate
in the German language, within particular situations.[TOG01]
The findings in this section have demonstrated that the instructional materials
available in the schools to a great extent were not authentic enough to promote
the CLT approach. This is consistent with Ngoc and Iwashita (2012, p. 29)
observation that even when teachers made an attempt to utilize the CLT
approaches they were only able to make surface changes to activities, practices
and materials.
35
30
25
20
15
10
0
1 2 3 4
However, findings from the observation were somewhat in line with the
teachers view that it was difficult to claim that they were teaching using the
CLT approach, when the instructional materials available had not been designed
for that purpose. This was evidenced in such teachers responses as, Since the
instructional materials available are not suitable for use in the communicative teaching
approach, it is difficult to rearrange them for that purpose. We therefore use them the
way they are and end up having teacher-centered lessons with very limited learners
interaction. [TOG03]
The findings in this section have demonstrated that the available instructional
materials in the schools are not actually suitable for teaching the German
language through the CLT approach.
Discussion
This article presented findings of the study on availability and suitability of
authentic instructional materials to support the CLT approach in teaching
German language in Ugandan secondary schools. The findings of the study
have revealed that a variety of both visual and audio instructional materials for
teaching German are available in the schools. Course books were the major
materials available in most of the schools followed by fiction and poetry.
However, results also revealed that the key authentic instructional materials
such as restaurant menus, traffic sign posts, appeals, and petitions that are
critical in the CLT approach were not available in all schools. This was an
indication that instructional materials utilized in the teaching of German
language in secondary schools were not authentic enough as required for
effective teaching and learning of German within the concept of CLT approach.
Furthermore, many of these instructional materials could not even permit free
interaction of learners as reflected in the following teachers response, The
available texts do not encourage free interaction. Learners simply work out the exercises
individually to come up with the required responses.[TOG04] Yet, free interaction of
learners is critical in enabling them construct their own knowledge thus, it
compromises the effective teaching and learning process of German through
the CLT approach.
Moreover, it was also not easy for the teachers to construct their own authentic
instructional materials from their local environment given that German is not a
widely spoken language in Uganda. Therefore, it is not surprising that even the
way the outdated materials were actually being used in classrooms did not
reflect the principles of the CLT approach.
As such, these findings are inconsistent with the argument of Omaggio (1986, p.
313) that relevance and authenticity of instructional materials was important to
motivate learners in acquiring communicative language skills. The fact that
authentic instructional materials are essential in CLT was further emphasized by
numerous scholars (Harmer, 1991; Jian, 2005; Jordan, 1997; Marcella, 1998;
Morrow, 1977; D. Nunan, 1989; Taylor, 1994). Nevertheless, in the Ugandan
context, much as it may be ideal to use authentic instructional materials, these
were not always readily available for use in secondary schools. The reason for
this is that German is not a language used by many in Uganda. As such, teachers
find it extremely difficult to capture appropriate and relevant authentic
instructional materials as the case may be in a German speaking country.
However, given that German has been taught in Uganda for over forty years
there must be a modest number of German speaking individuals. An important
question is: how could such German speaking individuals be used as resource
for teachers to generate authentic instructional materials? Hence, there is need to
sensitize teachers of German about the importance of developing new
innovative styles to create authentic instructional materials from the local
environment. This approach should be in line with Weir (1990, p. 39) who notes
that, although full genuineness of text or authenticity of task is likely to be
unattainable in the second language reading texts that we develop, we still need
to select appropriate texts, to be read for realistic purposes, and we expect the
reader to extract an agreed level of meaning under specified performance
conditions. Although, it may be very difficult to find authentic instructional
materials that could be used to teach learners communicative competence
effectively. Teachers are challenged to exercise their creativity and improvisation
to make locally available instructional materials authentic and therefore suitable
for supporting the CLT approach and promoting acquisition of the German
language communicative competences.
Generally, the CLT approach is quite demanding in the Ugandan context. For
instance, communicative language exercises require that the classroom is large
enough and that it is well arranged to allow for free interaction of the learners.
As noted by Galloway (1993) the scene of a classroom during a communicative
exercise is active, with learners leaving their seats to complete a task. This was
not the case for most of the schools, classrooms were much smaller than
required to allow adequate free interaction of learners. It is evident from the
respondents views that even if teachers were willing to introduce CLT
approach, their effectiveness was still questionable. This is so because of the
amount of space available in Ugandan schools as compared to the number of
learners in each class. Organising learners into work groups to perform
communicative tasks such as dialogues, skits and games is such a difficult
undertaking, that teachers would rather do without it and use only such tasks
that do not require learners to move from their seats. Where the classroom
practices do not involve such practices that allow for free interaction among the
learners, then CLT approach is compromised. Teachers end up, therefore, by
Conclusion
It is evident that the availability and suitability of instructional materials is
extremely vital in supporting the appropriate teaching of German through the
CLT approach. However, results from the investigations show that the
instructional materials available for teaching German in Uganda do not conform
to the principles of communicative language teaching (CLT) approach. This
article therefore has identified the challenge of using the CLT approach in teaching and
learning of German in Ugandan schools due to the lack of authentic materials.
Consequently, the implementation of the CLT approach is undermined.
References
Azri, R. H. A., & Al-Rashidi, M. H. (2014). The effect of using authentic materials in
teaching. Internationa Journal of Scientific & Technology Research, 3(10), 249-254.
Galloway, A. (1993). Communicative language teaching: an introduction and sample activities.
Washington DC.: The ERIC ClearingHouse on Languages and Linguistics.
Harmer, J. (1991). The practice of English language teaching (New edition ed.). London:
Longman.
Tark SOYDAN
Ankara University, Faculty of Educational Sciences
Ankara, Turkey
Introduction
Almost all of the literature in educational administration mentions that
there has been great shift in the World caused by technological changes, which
has great impact on economy, social and political life. Also, this shift has had
massive effects on education as a social institution. Besides the historical and
social reasons, and the structure of the shift, it is obvious that education itself has
great changes over time. Schools are the base of education systems. In order for
school system to accomplish all its expected functions and aims, school
administrators and teachers should effectively fulfil their missions.
School administrators roles and responsibilities change over time as a
consequence of changes in the world. School administrators are now considered
to be more humanistic rather than being bureaucratic leaders and are perceived
as educational leader who can develop multitasking school systems (Lashway,
2003). In this context, it is very important to construct effective systems for
training, selecting and placement strategies for school administrators.
Nowadays, there has been enormous amount of changes occur in Turkish
educational system, and one of the important area of the reconstruction is
placement and replacement of educational and school administrators. The
policies of recruitment and/or placement of the administrators has been
changed many times in Turkish history. For example, it can be observed that
since 2003 there has been lots of new regulations regarding to school and
institution administrators; however, each regulation causes different legal
problems and some unjust treatment. Latest regulations in specific are resulted
with many trials which are against Ministry of National Education. Yet, Ministry
prefer to prepare another regulation in order to solve the problems caused by
the previous one.
According to the regulation number 29494 and date 06.10.2015, people
who can be assigned as an administrator, should be graduated from higher
education, work for public education (for Ministry of Education) at that time,
who has not been dismissed from his/her managing position as a result of a
judicial and governmental investigation in the last four years. Also, people to be
assigned as administrators are to have fulfilled, postponed or have been
exempted his/her compulsory services (item 5)
According to the same regulation, under special conditions, people who
are to be appointed as principals are to work previously as a vice principal, head
vice principal for at least two years, founding principal, vice principal and
teacher with managerial prerogative or head vice principal for at least three
years. Besides, working as departmental administrator or higher positions at the
ministry is also claimed (item 6). People to be assigned as head vice principal
and vice principal should at least meet one of the requirements which are to
have worked as principal, founding principal, head vice principal, vice principal
or teacher with managerial prerogative; to have worked as departmental
administrator or higher positions at the ministry; to have worked at the ministry
at least four years including candidateship (item 7).
Among the candidates who meet the requirements mentioned above,
people to be appointed for head vice principal and vice principal status are
Purpose
The main purpose of this study is to analyse and assess the existing
school administrator assignment system based on the opinions of teachers and
school administrators. Questions to be answered in this context as follows:
*How is the new administrator assignment system, in terms of
-providing an objective evaluation
-selection based on competence
-improving the effectiveness of school system and
-encouraging teachers and administrators for professional development.
*According to the dimension mentioned in the first question, what kind
of a school administrator appointment system should be implemented?
Method
In this section, research model, study group, data collection tools, data collection
process and data analysis methods utilized in this study are elaborated.
Research Model
This study is a qualitative research designed with a survey model.
Survey model is a research approach which aims to describe a past or present
situation as it was/is (Karasar, 2009). On the other hand, qualitative research is a
research paradigm which uses data collection tools such as observation,
interview and document analysis and wherein the qualitative aspects of events
and phenomena are aimed to be revealed realistically and holistically in their
natural contexts (Yldrm and imek, 2011).
In this study, semi-structured interviews and focus group interviews
were used as qualitative data gathering techniques. Interview is a research
technique based on asking direct questions and claiming answers. The most
well-known form of interview is face to face conversation with either a single
person or a group. In addition to face to face format, interviews can also be
conducted via mailing, phone conversation or question form that can be filled by
the subjects themselves (Punch, 2005). In this study, in order to access more
participants, the question forms that are to be filled by the participants
themselves were preferred.
Interviews can be classified according to their objectives, the number of
participants, strictness of rules and to the subjects to be interviewed. Due to the
strictness of the rules, they can be categorized as fully-structured, semi-
structured and unstructured interviews (Karasar- 2009). In this study, semi-
structured interview form was used. In other words, when and where needed
interviews were accompanied by sub-questions and brief explanations that
guides and clarifies the participant responses.
In this study, focus group interview was another technique that was
utilized. The reason why focus group interview was also used besides semi-
structured interview form is that this technique makes it possible to gather
deeper and more detailed data regarding some special issues. Focus group
discussion -which is conducted about a predetermined and limited topic, in an
environment in which participants feel comfortable and by a researcher who is
an expert in his/her field and skilled at moderating the discussion- should be
carried out with groups composed of 6 to 12 people (there is a risk with greater
group of splitting sub-groups) whose awareness on the topic are high and who
are willing to discuss at periods that last 1 to 2 hours around four or five main
high-quality questions and if and when necessary by using also a number of
sub-questions (Anderson, 1990; Yldrm and imek, 2011 and Corrine, 2014).
Study Group
Study group of this research consists of teachers and school administrators
working at the public elementary schools, public secondary schools and public
high schools in Ankara during 2014-2015 academic year. Interviews and focus
group interviews were carried out with 34 and 12 people respectively. While
selecting the participants for both semi-structured interviews and focus group
interview, a sampling method which yields maximum participant diversity was
used. Table 1 presents the information about participants who replied the
interview request and filled the interview forms.
Table 1. Information about Teachers and School Administrators Replied and Filled
the Semi-Structured Interview Form
Variable Level n
Elementary School 9
Secondary School 12
Workplace
High School 13
Total 34
Woman 14
Gender Man 20
Total 34
Teacher 21
Vice Principal 8
Professional Status
Principal 5
Total 34
1-5 Years 7
6-10 Years 10
Seniority
11 Years and More 17
Total 34
Bachelors 19
Master without
8
Education Status Thesis
Master 7
Total 34
presents the information about teachers and school administrators who attended
the focus group interviews.
Table 2. Information about Teachers and School Administrators Attended the Focus
Group Interviews
Variable Level n
Elementary School 4
Secondary School 3
Workplace
High School 5
Total 12
Woman 4
Gender Man 8
Total 12
Teacher 8
Vice Principal 2
Professional Status
Principal 2
Total 12
1-5 years 1
6-10 years 2
Seniority
11 years and more 9
Total 12
Bachelors 8
Master without
3
Education Status Thesis
Master 1
Total 12
Findings
In this section, data gathered for this study was analysed with descriptive
statistics, the themes were determined and the themes that emerged were
evaluated with the subjects that are relevant. While assessing the research data,
internal interpretations were partially presented. Internal and external
interpretations regarding findings were presented in Discussion, Conclusion and
Suggestion sections.
educational. All they desire is to give positions to their people, people who support
them.
Secondly, participants were asked whether the new school administrator appoint
system selects people depending on their competence or not. When the answers were
classified as negative and positive, it was seen that 2 participants support that
the system relies on competence when selecting administrators while 3
participants partially agree this opinion. One participant decided not to express
his/her opinion regarding this issue while one participant told that it solely
depended on luck. The rest of the participants (n=27) consider new school
administrator system not fair to select administrators based on competence.
Participants consider selection depending on competence from measurement
and evaluation process (n=18) and criteria (n=11). They frequently express their
critics (n=17) about politicization and favouritism.
Some common opinions regarding this issue as follows:
This new system is not competence based as it does not evaluate people according
to their seniority, level of education and exam results (T-27).
The only purpose of this new system is to give positions to their people (T-6).
As the criteria-in a very unofficial way- for the selection is people who support
the ideology that the government has and who are members of a union which is heavily
under influence of the government, favouritism as a selection criterion is not surprising
at all (T-13).
In fact, luck plays a huge part. If there happens a good conversation between you
and your assessors, then you can get high grades (P-2).
A male school administrator (P-5) who has 14 years seniority remarks that
Appointed administrators are unfairly judged, as competence is not well understood. It
is important to observe the success they have accomplished in the schools they worked
rather than their personal characteristics
Thirdly, participants were asked if the new system improves the efficacy
of the school. When the answers were analysed as negative and positive, most of
the participants (n=26) agreed that this new system will have/already has had
negative effects on efficacy of the school. Two participants clearly expressed that
this new system provides an opportunity to select active and hardworking
school administrators. Therefore, efficacy of the school will be improved.
Another participant defended that people who are to be selected as an
administrator should act in a harmony with directorate of national education of
state and province. With this way, efficacy of the school could be improved.
Some of the participants (n=5) demonstrated no clear opinion to be classified
regarding this issue.
Some typical prominent expressions related this question are given below:
Those who are appointed are generally governing forces own followers. Tension and a
chaotic atmosphere is arising at the school. There is no effectiveness as there is no
qualification (T-18).
Problems arise as the school administrators are selected according to specifically
fabricated criteria instead of qualification. Teachers fulfil their duties but school is not a
place where you only fulfil your duties, things like human relations, organizational
climate have importance (T-19).
Difficulties will occur between the person and his/her colleagues inside the institution in
terms of justice and equality and this will have an effect on school, student and even on
the students parents (T-15).
More effort is needed to be made in order to provide the intended competencies in the
situation and performance assessment form. Thus, this reflects credit on the operation of
the school (V-2).
I think that that those who do not know how to handle the duties of the position and who
are brought to their position without deserving it (I think that the majority have these
characteristics) cannot display an effective administration.
School administrators establishing healthy relations with Province and District
National Education Directorate provides some advantages for the school. For example
needs of the school are met and this increases the productivity of the school (VP-4).
Having looked at the answers given to this question, clearly the attention
taking finding is that the participants who obtained an administrative position
as a consequence of the new assignment system generally tend to affirm the
characteristics of the system.
The participants were fourthly asked how they interpret the new school
administrator assignment system in terms of encouraging the school
administrators and the teachers to improve themselves. Considering the answers
to this question as positive and negative, the majority of the participants (n=26)
think that the new school administrator assignment system does not encourage
the school administrators and the teachers to improve themselves. While 4
participants stated the contrary, 4 of the participants did not provide a view that
can be categorized as positive or negative. Considering the answers given to this
question, the participants, along with the topics such as attaining in-service
educational means (n=9) and as post-graduate study (n=8), mostly developed
arguments to support their positive or negative views.
Some typical prominent expressions relating this question are given below:
The new system proposes a multi consideration. Gaining a good deal of competences and
doing the business adequately are required to become the principal again. Therefore you
make effort and improve yourself (V-2).
With regards to the administrators, the answer to the question of What should I do to
make them choose me? is given as if I become a member of x union, if I fulfil whatever I
told unconditionally and if I keep my good relations with the administrators and this
answer is sufficient. An administrator giving such an answer to this question is natural,
therefore he/she does not need to improve himself/herself. On the other hand, this
situation is not much different for the teacher (T-18).
The way for a teacher to become a principal goes through the interview and the result of
the interview depends on the interviewers initiative. He/she also does not need to
improve himself/herself to become a vice-principal. Someone who has good relations with
the principal or who knows some others who can pressure/command the district-province
National Education Directorates or those who moves through unions can become a vice
principal. These make teachers effort unnecessary to go further (T-14).
Benefiting from in-service training brings points but it is not possible for everyone to
reach these trainings (VP-6).
Besides thinking that self-development could not be completely achieved with the
previous assignment system, I am of the opinion that the situation will become more
desperate with the new system (T-6).
In this respect, the answer of a male participant, who, before the new
system and currently has been officiating as a vice principal, who has 9 years of
teaching and 6 years of administrating seniority and who studied masters with
thesis, is such as to show the reality and summary of the situation: Why does
he/she need to improve himself/herself!
Lastly, the participants were asked how the school administrators
appointment/assignment system should be considering the measures of
objectivity, selection based on competencies, improving the effectiveness of the
school, and teachers and school administrators self-development, which were
brought into question towards the participants in the first four questions of the
interview form. The participants expressed that they found examination (n=24),
seniority (n=20), post-graduate study (n=12) and decision/selection of the school
constituents (n=5) important in terms of a selection based on objectivity and
competencies. According to the participants, concrete criteria must be set and
political/favouritist approaches must be avoided in the administrator
assignment (n=13). One of the necessities that the participants put emphasis on
either in the selection or the assignment of the school administrators is in-service
training (n=11). Participants also suggested that the administrator candidates
must be trained for a certain period of time by the experienced teachers (n=7)
and a kind of administration job training system must be implemented (n=6).
Lastly, some participants stated that the administrators must be monitored by
the school constituents, particularly the teachers (n=5), moreover it would be
good if the administrators could be unseated if needed (n=2).
Some typical prominent expressions relating this question are given below:
Examination must be held. In case an interview will be held, then the commissions must
be built up with individuals representing all the walks, such as union representatives
and academicians (T-21).
Competencies of the administrators must be objectively determined. This must be taken
out of the effect of the power (T-15).
I think the problem in the assignments can be solved by appointing those who deserve to
be appointed, by making an objective assessment (examination, seniority, educational
background). In my opinion, assignment with a fair assessment will increase the
effectiveness of the school as well as the motivations of the students (T-13).
Seniority must be given importance, experienced teachers must be given priority, and
deficiencies must be overcome with in-service trainings (V-1).
The view uttered by a male teacher (T-12), who has 16 years of seniority
within this context and who studied for master degree, is quite striking.
According to this participant: School administrator must be selected by teachers
commission, students and students parents among those who have certain competencies.
He must be able to be unseated by the same way if necessary. This will allow the
subjectivation of the teachers and the students on the decisions to be taken that will have
impact on their lives by directly achieving the democracy at schools and it will allow the
relationship among the teacher, the student, the students parents and the administrators
to be established more healthily.
are some limitations. You cannot select those whom the union does not approve as vice
principal even if you want to. District National Education Directorates send lists as
Those individuals can become a vice principal. A male principal having 15 years of
seniority (V-2) explained the fact that principals are granted with such an
opportunity as: Carrying the business together. In terms of coordination. It was also
brought to agenda in the seminars we attended. There were terrific conflicts between the
principals and the vice principals. Inspectors said they could not focus on our own
business anymore because of dealing with these. This system was brought based on this.
Another sub-dimension of the same topic is whether the principals have
the power to discharge the vice principals whom they selected by themselves, or
make them discharged from their positions. Because, how the things will
proceed will be an important problem if serious disagreements occur. Vice
principals will only be able to be discharged after an investigation as they are
appointed by the confirmation of the governorate. In short, in the vice principal
assignment system brought with the June 2014 regulations, there is technically
no limitations for the principals on selecting the vice principals, but they dont
have direct authorization to discharge the vice principals.
The participants, secondly, were asked how they evaluate the new school
administrator assignment system in terms of competence based selection and the
question was materialized as Does this evaluation system give onto gaining the
individuals, who have educational efficacy, whose human relations and
organizational skills are high and who distinguish with their leadership skills, to
the school system? Considering the answers to this question as positive
answers and negative answers, while the majority of the participants presented
their opinions on the system not providing a competence based selection (n=8),
some participants stated that the system partially provided competence based
selection (n=3) and 1 participant did not give any opinion that could be
categorized within this scope. Having looked at the answers to this question, the
participants addressed the competence based selection generally in terms of
assessment and evaluation process and criteria (n=10) and especially those who
had given negative expressions on the system often made criticisms relating
politicisation and favouritism (n=7).
In this regard, according to a female teacher (T-8) who has 11 years of
seniority, administrator assignment system is not a system for predicting the
competency. If you are searching for competency somewhere, you exhibit the
requirements of the competency normatively and you make job duty analysis.
According to a male teacher who has 18 years of seniority and who served as a
principal before (T-2) union belongingness of the individuals is rather
determinant, not their competences. According to a female teacher having 8
years of seniority (T-8) if your beard, clothes, lifestyle is in not a certain shape,
they do not appoint you. What a female teacher having 5 years of seniority
expressed is quite striking: A principal from my school was discharged after
the new evaluation system and a new principal was brought. One year passed
but I still cannot understand what the new principal is good at doing.
According to a male vice principal having 9 years of seniority (VP-1) who
finds the new system positive in terms of competence based selection, the
previous regulation did not involve the trainings the individuals participated,
from this point the new system actually includes points relating the prediction of
the competences. Based on this point of view, the participants were reminded
that the court, in the regulation for the teacher career steps in the past, cancelled
the provision of the regulation relating with in-service training on the grounds
that everybody who wants should be able to reach the in-service training
opportunities, however it is not like that and they were asked how the points
obtained through the trainings received can be evaluated in this respect in the
assignment of the school administrator. The participants generally indicated
that reaching the trainings was not possible for everyone and they put
emphasize on the fact that this caused injustice.
The participants were thirdly asked how they assess the new school
administrator assignment system in terms of improving the effectiveness of the
school system. Considering the answers given to this question as positive
answers and negative answers, majority of the participants stated that the new
system has influenced/will influence the school system in a negative way (n=8),
and some other participants indicated that the system would improve the
effectiveness of the school system by encouraging the administrator candidates
and the administrators to improve themselves (n=3) and 1 participant did not
give a clear opinion.
Regarding the effectiveness of the school system, some thoughts were
asserted on that the new school administrator assignment system caused tension
and polarisation at the schools. Fr example, the statement of a male teacher who
has 18 years of seniority and who served as a principal before the new system
(T-2) is as follows: Currently, 4 teachers at my school have ended the term.
They have disagreements with the administrators. They are always absent due
to sickness. Similarly, a statement of a female teacher with 11 years of seniority
(T-8) is quite remarkable: We have similar situations, too. They are either on
leave, or sick or they have dispatch note. Uneasiness in the school system creates
such problems. In a similar way, according to a male vice principal having 9
years of seniority (VP-1): Tension and conflict is arising at the school system. It is
being hidden with them being on leave, or being absent due to sicknesses. Experiences
of a male teacher with 11 years of seniority, who stated that tension and
polarization arose after the new assignment system, is quite striking: I
encountered something recently. Vice principal came to the classroom to make an
announcement. And I realized that he was making the announcement of his trade union.
I objected. He did not insist on much. There are more politics and polarisation at school
compared to the past due to the system. People are treated according to their political
views. Educational competencies, training activities are being left aside. According to
a male teacher who has 17 years of seniority and who served as a principal
before the evaluation process (T-5), common purposes of the school is not coming to
the forefront due to the increasing polarisation and grouping. Teachers, now, are trying
to uncover each others mistakes. Lets say a mistake was made while carrying out a
formal duty. The opposite side is immediately choosing to write the minutes down and
punish this person. According to a female teacher who has 11 years of seniority
and who gives a striking explanation on the same topic (T-8), teachers lounge is
sometimes not used as a common room. People are gathering in different rooms. We call
them as parallel rooms. There sometimes can be 4-5 different rooms. Even the tea is
brewed separately.
Regulations, ceremonies If you are carrying out such a verbal interview but still
asking the regulations, then it does not mean anything. Psychological evaluations
regarding whether he can carry the duties of the position out or not can be made by
experts, by people from different disciplines. Or the person may be asked to solve a given
case study related with the school system.
After the approaches bringing examination into the forefront, when the
participants were asked Can school administration be degraded to efficacies that can
be predicted by one or more examinations? For example isnt the application process
needed to be considered, too? the participants were seen to refer to seniority factor.
According to a male principal with 15 years of seniority (V-1), not only teaching
experience must be required, but also the condition of having served as a vice
principal for a certain number of years must be established for being a
principal.
The number of the participants who think that the interview as an
evaluation method must be abandoned is not few (n=7). Having looked at the
remarks of these participants, it can be said that the matter of who, how, and
with what content will carry out the interview creates doubts. In this respect, the
expression of a female teacher having 11 years of seniority (T-8) is quite striking:
What will we do if they again ask the elephants in the interview? According to
a vice principal who considers the interview as a method of evaluation and who
has 9 years of seniority (VP-1), interview instructions must be set, interviews
must be recorded and they must be objective.
According to a female teacher who has 5 years of seniority and who
brings the post-graduate education to the foreground (T-6), Post-graduate
education must be effective but it must be quality! n-service training is a suggestion
that the participants often emphasize. In this regard, according to a male vice
principal with 13 years of seniority Administrators must be audited at the end
of each year and in-service trainings must be conducted according to the
determined needs.
In the interview, response to the remark of a male teacher with 11 years
of seniority in which he stated points such as base control, teachers and even
students participating the process, resigning school administrator on certain
conditions was given as reliance is needed.
During the interviews, one of the topics mentioned but not included in
the research questions was professionalising the school administration. In this
regard, according to a male principal having 16 years of seniority (V-2), school
administration must be taken out of the education class and the school administrators
must be considered within the directorate class. Within the progress of the
interview, the common answer given by the participants to the question asked
by the researcher, which was how would it be to consider the school administration
as a non-teachership based job?, was it would be bad. The participants generally
consider having experienced the school system as a teacher as an essential
requirement to become an administrator. In this regard, according to a male
teacher, who officiated as a principal and who has 18 years of seniority (T-2),
those who will be school administrators must definitely have experienced the
teachers lounge. The answers given to Must he become estranged against
teachership, must he take one of his feet out of teachership? were not clear.
At one side of the doubts on the functions of the province governors, there is the
fact that the province governors may act with their political powers and on the
other side that they may not have the opportunity to know the candidates
sufficiently.
Secondly addressed topic within the study was how the system would be
considered in terms of making competence based selections. This brings the
efficacies of the school administrators to the foreground. According to Baaran
(2004), efficacy in the administration is being knowledgeable and skilled in the
administrational notions and models, administration technology, human
relations, establishment and improvement of the organizational structure,
functions of the administration and administrational processes. This efficacy,
from the stage of identifying the knowledge and skills related to the
administration to the stage of applying the requirements of the administration,
may be on different levels
School administrators have responsibility areas such as educational
situation at school, physical conditions of the school, personnel affairs, student
affairs, works related to accounting and belongings and assessment and
evaluation (Taymaz, 2005). The mission of the school administration is to keep
the school up according to its purposes by using all the human and material
sources at the school efficiently. The principals success on this mission depends
on his view of school as a system of roles, and on adjusting his behaviours
according to the roles and the expectations of the teachers and the other
personnel in which he/she is always in contact with (Bursalolu, 2005).
An examination of the literature indicates that it has commonly been
emphasized that the topics of pre-service and post-service training for the school
administrators, their selection and appointment in line with leadership
efficacies according with the time must be searched for and some standards
must be established (Gmeli, 2006 ; Aslan ve Karip, 2014). In this regard, it
was stated that the administrators, as educational leaders, have many duties and
responsibilities such as having a vision, creating a positive learning and teaching
environment at school, giving importance to professional development,
improving interpersonal communication and collaboration to create a team
atmosphere in the school, establishing good relations with the environment of
the school, having strategic planning capacity, having the vision for being in the
highest position at the school and making the school a part of life-long learning
(Balc, 2002).
It can be said that the new administrator assignment system has serious
negative aspects in bringing profession members having the competencies
indicated above to the school administration. Hence, according to the findings
based on the data obtained within the scope of this study, the system generally
has serious problems in terms of assessment and evaluation process criteria and
is associated with polarisation and favouritism by the participants.
The topics of improving the effectiveness of the school system and
encouraging the school administrators and teachers to improve themselves in
the professional context, which were addressed within the scope of the study,
were found to be significantly coinciding especially during the stage of focus
group discussion. Using the material and human sources in the most effective
and efficient way for the organisational targets resides in identifying the
functions of the administration (Taymaz, 2005). If a public institution is being
addressed and if the notion of public service given importance, the term on
which the functions of the administration is based must be effectiveness rather
than activity and efficiency. Because, while the activity and efficiency is
addressed as creating maximum quantity and quality with the minimum cost on
the basis of input-output relations, effectiveness is a term based on targets. The
aim in the public service is to achieve the public welfare.
According to the results obtained based on the findings of the study, the
relation between the new assignment system and the effectiveness of the school
system is considered as negative by the majority of the participants. While
forming their opinions, the participants generally support their opinions with
the thoughts that the selections are not made objectively or are not based on
competencies and they emphasize on the tension arising/may arise at the school
and the organisational climate being affected by this situation.
When addressing the new assignment system in terms of encouraging
the school administrators and the teachers improving themselves in the
professional context, factors such as in-service training, post-graduate study,
developing various projects and/or taking roles in the projects come to the
foreground. According to Bursalolu (2005), if the mission of the administration
is keeping the school up according to its purposes, the mission of school
administration is also keeping the school up with its purposes. In order for the
school administrators to fulfil their responsibilities and duties, they must know
the notions and processes regarding the school administration and must be able
to actualize them and they must have had academic education in this field.
Although the new assignment system technically seems to encourage the
candidates for self-development, its standards which are deemed as encouraging
are flexible and unclear, benefiting from the activities to which it is thought to be
encouraging is unequal and the consequences of benefiting from the activities
are uncertain.
Arbitrary procedures and flexible executions brought up by the school
administrator assignment system brings non-objectivity during the assignment
process and lobbying based on politisation during the post-processes into the
foreground. Therefore the system is not a motivator for the education servants
who want to pass the revaluation successfully or who becomes a candidate for
administrative roles to improve themselves in the professional context.
One of the topics coming to the fore within the scope of the study was the
professionalization of the school administration. According to Taymaz (2000),
one of the biggest barriers on front of the professionalization and
institutionalization of the administration in Turkish educational system is
confusing the missions and values of the teachership and the administration
with each other. Teacher-administrator type of profession emerged in Turkey.
Individuals are educated for being a teacher, but they are expected to carry on
both teachership and administration related efficacies and adopt these roles.
According to Bursalolu (1997), until the educational administration is cut free
from being an additional duty to the teachership, the school system will not be
able to be made effective and efficient. School administrators must be educated
according to the administrational requirements and then employed.
The topic of professionalization of the school administration was
addressed as transferring from the educational statue to the administrative
statue as a permanent staff within the scope of the study. At one side of the
problem, there are the argumentations given above. On the other side, there is
gaining the required competencies for becoming an educational leader in the
school system and having experienced the teachers lobby. From another
perspective, when the administration is defined and designated as an area of
expertise based on the current assignment system, numerous problems may
occur considering the relativity and dynamism of the assignment. For example,
what will the situation of someone who previously was within the
administrative services staff but found unsuccessful during the administrator
reassignment process be? During the study, an ironic solution suggested by a
participant was taking these people into a pool.
Following suggestions can be made on the school administrator
appointment/assignment system through the conclusions based on the analysis
of the data obtained during the study:
Primarily, school administrators must not be assigned, but appointed.
School administrator appointment system must be cleaned of political
factors.
A general frame related to the efficacies of the school administrators and
concrete criteria having certain borders and edges related to this frame must be
created.
The multi-evaluation approach must be adopted in the selection of the
administrators.
In this respect, teachership seniority/experience for becoming a school
administrator, teachership experience/seniority as well as vice principal
experience/seniority for becoming a principal must be a condition in general
terms.
Examination and verbal interviews can be carried out for the selection of
the school administrators. Examination and interview topics must be formed by
the support of academic units and experts, examinations and interviews must be
oriented at predicting the administrators efficacies, and they must be conducted
far from chicanes. For this reason, it can be helpful if the Ministry receives
support from the corresponding units of the universities and includes the trade
unions in the process equally.
In order to increase the effectiveness of the school system, the school
administrator and the teachers must be encouraged to improve themselves. Post-
graduate studies and in-service trainings must be given importance in this
context and the educational opportunities must be accessible for all educational
servants who are interested and who have efficacies.
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Introduction
& Kain, 2005). Sweden is among the countries with expected teacher shortages
(Lrarfrbundet, 2015). Previous research on turnover intentions amongst newly
qualified teachers illustrated that organisational and contextual factors are
strong predictors of turnover intentions (Tiplic, Brandmo, & Elstad, 2015). In the
present study, we use a similar approach to explore the antecedents of turnover
intentions amongst newly qualified Swedish teachers. This study aims to
evaluate the statistical associations concerning the turnover intentions of this
Swedish teacher population and several organisational antecedents, specifically
self-efficacy, conflict of roles, a trusting relationship between school
professionals, affective commitment and organisational support.
However, this estimate is too low: The Swedish Public Service Broadcaster (2016)
reported on January 11th, 2016 that the increased migration to Sweden will
induce the need for 90 000 full-time teachers. Several goals have been proposed
in response to these challenges. The Swedish Ministry of Education has stated
that the teaching profession must be made more attractive (Ministry of
Education and Research, 2015). Rewards should be introduced to draw well-
educated people who are currently in other occupations towards teaching
(Dagens Nyheter, 2015). Furthermore, better integration between teacher
education and the actual work of teachers has been emphasised as a new policy
direction (Ministry of Education and Research, 2015).
Theoretical Framework
Teacher Efficacy
(Skaalvik & Skaalvik, 2010). Bandura (1977) introduced the concept of self-
efficacy beliefs as the individuals perception that he/she is able to attain a target
objective in a particular task. According to Bandura (1977), an individuals
confidence in his/her abilities is a powerful force affecting the motivation to act,
the amount of effort put into the task and the persistence of his/her coping
mechanisms when setbacks occur.
In Banduras (1977) proposal, four major factors have an influence on the self-
efficacy beliefs of newly qualified teachers. These are as follows: mastery
experiences, vicarious experiences, verbal persuasion and physiological arousal.
The most powerful of these factors is mastery experiences; for newly qualified
teachers, such experiences arise through teaching pupils in practice. If a newly
qualified teacher considers his/her teaching to be successful, self-efficacy is
enhanced; this increases the expectation that future endeavours are likely to be
successful. Greater self-efficacy amongst newly qualified teachers may inspire
them to put more effort into tasks, whereas failures will tend to decrease self-
efficacy beliefs, thereby leading to lower motivation (Guskey, 1988; Tschannen-
Moran, Hoy, & Hoy, 1998).
1
http://skl.se/skolakulturfritid/skolaforskola.85.html
strong relationships with other professionals at the same institution. Thus, this
study defines trust in schools as a two-dimensional construct comprising that
between teachers and that between teachers and the principal (Bryk & Schneider,
2002). These two elements have been found to ease relations amongst colleagues
in the school organisation; thus, they improve the relationships between school
employees by leading to job satisfaction (Bryk & Schneider, 2002). A lack of
relational trust may induce friction in the school machinery and foster an
intention to leave the profession amongst newly qualified teachers. Therefore,
we hypothesise that both teacherteacher trust and teacherprincipal trust
influence newly qualified teachers intentions to leave their jobs:
attachment to, identification with and involvement in the school where he/she
works. Affective commitment has attracted educational scholars because of its
consequences for teacher retention (Choi & Tang, 2011; Ingersoll et al., 1997;
Kelchtermans, 2005; Mayer, 2006; Smethem, 2007; Troman, 2008; Yu, Leithwood
& Jantzi, 2002). In a Norwegian study of teachers attitudes and behaviours,
mutual trust amongst professionals in schools and goal-oriented leadership were
clearly associated with teachers feelings of affective commitment
(Christophersen, Elstad, & Turmo, 2015). In terms of affective commitment, prior
research has determined that commitment also has a positive relationship with
job satisfaction amongst teachers (Culver, Wolfe, & Cross, 1990; Fresko, Kfir, &
Nasser, 1997; Meyer, Allen, & Smith, 1993) and negatively related to newly
qualified teachers turnover intentions (Tiplic et al., 2015). Low affective
commitment may result in an intention to leave teaching as a profession. Thus,
we have developed the following hypothesis:
Working Conditions
Starting from their first day at work, newly qualified teachers are expected to
behave professionally. There are difficult challenges that arise in the attempt to
provide instruction appropriate for individual students (Burke & Greenglass,
1993; Chan, 2002; Grace, 2012; Schwab & Iwanicki, 1982). Lack of clarity
concerning the roll of the teacher (Rizzo, House, & Lirtzman, 1970) affects newly
qualified teachers intention to leave (Tiplic et al., 2015). Teachers are expected to
manage contradictory expectations. There are several competing sources of
influence in terms of the teachers activities: On the one hand, students have a
right to co-determination in issues that pertain to them in their school life. On
the other, the teacher carries the responsibility for what the students learn in
school. Further, there is a mutually contradictory relationship between taking
account of pupils immediate desires and the desire for the school to limit the
learners free will and exert pressure to influence their actions. Good learning
demands academic commitment and effort on the part of the pupil, while the
student may prefer the teacher to produce inspiring teaching so that the pupils
can attain good results. In other words, a tension exists between pupils desire to
be led easily through a progression of demands resulting in the desired
qualification and the professional teachers emphasis on problem-solving tasks
requiring the pupils effort to attain a deep understanding of the subject.
Another example is that in the educational policy in several countries,
communication technology has not been directed as a support for the exercise of
the teacher's role. When teachers lose their desired control, a typical rational
response is to limit the use of technology (Elstad, 2006).
Clear leadership induces role clarity (Christophersen et al., 2015), which may in
turn reduce a newly qualified teachers uncertainty. Reduced uncertainty may in
turn reduce turnover intention. Thus, we propose the following:
Methods
Sample
Data were collected through a digital survey questionnaire that was distributed
to 457 newly qualified Swedish teachers with up to 5 years of experience. A step-
wise process was used to select the sample. First, a request was distributed to
3687 Swedish institutions registered at the Swedish National Agency for
Education (Skolverket), including not only schools but also other educational
and non-governmental institutions. Out of these 3687 institutions, we received
feedback from schools principals who were interested in nominating newly
qualified teachers in their respective schools for further investigation. The school
types in this case involved primary, lower secondary and upper secondary
schools. Contact information for 457 newly qualified teachers was collected. A
questionnaire was then distributed to each nominated teacher, and 249
completed responses were returned, resulting in an overall response rate of 54%.
Measures
The questionnaire contained items that were adapted to match the context, as
follows: the Siegel Scale of Support for Innovation (Siegel & Kaemmerer, 1978);
an internationally validated instrument called the Norwegian Teacher Self-
Efficacy Scale (NTSES; Skaalvik & Skaalvik, 2007); the Three-Component Model
of Organizational Commitment (Meyer et al., 1993); the TeacherTeacher Trust
and TeacherPrincipal Relations Survey (Bryk & Schneider, 2002); the Role
Questionnaire (Rizzo et al., 1970); the Survey of Perceived Organizational
Support (Eisenberger, Huntington, Hutchison, & Sowa, 1986); and a four-item
scale that measured turnover intentions, one of which was adapted from Kuvaas
(2007).
A four-item scale was used to measure turnover intentions; one of these items
was adapted from Kuvaas (2007). The following items were included: I am
actively searching for another job; As soon as I find another job, I will quit this
school; I am thinking seriously about changing my workplace; and I often
think about quitting my present job.
Analysis
Table 1
Inter-correlations and reliability of the latent variables
Variable 1 2 3 4 5 6 7 8 9 10 11
1 Instructio
2 nal
Self-self- .53*
efficacy
efficacy
Teachers in **
.35* .35*
3
maintaini
collective ** **
4 Trust .11 .008 .53*
ng
efficacy
amongst
5 Trust .23* .16* **
.41* .52*
discipline
teachers
between * ** **
6 Role
in the -.12 -.06 - - -
the
conflict .37* .38* .69*
7 Role
classroom .47* .37* .37* .19* .41* -
teachers ** ** **
8 clarity
Perceived **
and
.23* ** .014 **
.45* *.54* **
.86* .39*
- .47*
**
9 organisati
Innovatio
principal
*.32* *.12* **
.67* **
.57* **
.59* .68*
- **
.31* .53*
onal **
1 n support
Affective **
.22* .22* **
.42* **
.51* **
.58* .46*
- **
.35* **
.56* .47*
support **
0 commitme
1 Turnover *
- *- **
- **
- **
- .46*
.50* **
- **
- **
- - -
1 nt intention
Cronbach .28* .80 .19*
.90 .41*
.83 .46*
.81 .53*
.72
**
**
.81 .35*
.84 .52*
.89 .39*
.92 .62*
.94 .9
s alpha * * ** ** ** ** ** ** ** 4
* p < .05, ** p < .01, *** p < .001
We first determined the descriptive item statistics using the Statistical Package
for the Social Sciences (SPSS). The item scores were normally distributed in all
variables. The hypothesised model was tested using Mplus and the incorporated
latent variables. The structural model assessments considered the root mean
square error of approximation (RMSEA), the standardised root mean square
residual (SRMR), the p-value for the 2 statistic, the comparative fit index (CFI)
and the Tucker-Lewis index (TLI). Standard criteria were used to determine a
good fit (p > .05, RMSEA < .06, SRMR < .08, CFI > .95, and TLI > .95; Brown, 2006;
Byrne, 2010; Hu & Bentler, 1999; Kline, 2005).
Results
The results showed that the associations between the three teacher efficacy
measures and turnover intentions were not significant in either of the two
models. Therefore, hypotheses 1, 2 and 3 were not supported in the data.
However, the associations between the two relational trust measures and
turnover intentions were significant in Model 1. Therefore, hypotheses 4 and 5
were supported in the data.
Finally, the results demonstrated that the associations between perceived role
conflict and turnover intentions were significant, thereby supporting hypothesis
9. However, the associations between perceived role clarity and turnover
intentions were not significant. Thus, hypothesis 10 was not supported in the
data.
Table 2 shows both the hypothesised model and the results of the analysis.
teachers.
Model 1.
Teacher self-efficacy, trust and collective teacher efficacy as predictors of the turnover
intentions of newly qualified teachers. Sef instruc = teacher self-efficacy for instruction,
sef discipl = teacher self-efficacy for maintaining discipline in classroom, collect efficacy
= collective teacher efficacy, teach trust = teacherteacher trust, princip trust = teacher
principal trust. Note: The figure displays standardised coefficients. All correlations
between independent variables above .10 were significant at the 5% level, while those
above .20 were significant at the 1% level. **p < .01, *** p < .001
Discussion
The findings showed that relational trust between teachers and teacher-principal
trust were negatively associated with newly qualified teachers turnover
intentions. This suggests that when newly qualified teachers develop trust in
their colleagues and principals, they become less likely to want to leave their
workplace or the profession as a whole. In schools, relational trust is a mutual,
multifaceted type of social exchange (Bryk & Schneider, 2002). Such an exchange
relation can be characterised by the elements of competence, respect, personal
regard for others and integrity; these features facilitate the accomplishment of
objectives at both the personal and organisational levels. The Swedish findings
support the importance of relational trust amongst colleagues, whereas the
Norwegian findings concern principalteacher trust (Tiplic et al., 2015).
Although the teacherprincipal relationship exhibits power asymmetry, both
parties are vulnerable. A teacher can undermine the schools goals, thereby
impeding the development of the organisation development. However,
principals also make many decisions that directly affect teachers. Thus, it is
crucial to establish respectful, professional relationships amongst employees and
between new employees and their principals.
In this study, another factor that was found to predict newly qualified teachers
turnover intentions was role conflict. This result supports previous research on
the topic (Tiplic et al., 2015) and suggests that ambiguities of newly qualified
teachers roles represent a significant challenge; this has significant ramifications
for their intentions to leave their profession or workplace. While previous
research has assessed the presumed effects of perceived role conflicts in schools
(Miles & Perreault, 1976), including diminished job satisfaction amongst teachers
(Skaalvik & Skaalvik, 2010), few have considered role conflict per se occurring in
school settings (some researchers have considered perceived role conflict
pertaining to school leaders, e.g. Eckman, 2004; Gross, Mason, & McEachern,
1958). An earlier study of Norwegian beginning teachers revealed significant
associations between role conflict and turnover intention (Tiplic et al., 2015). This
similar finding supports the importance of role conflict amongst newly qualified
teachers. These findings imply that the prevention of role conflict in schools may
also mitigate teacher turnover. In this regard, the inter-correlations between the
variables might widen the understanding of role conflict and how to limit it. The
results showed that collective efficacy, support and affective commitment were
negatively correlated with role conflict (r(CERCo) = -0.37 in Model 2,
(POSPCo) = -0.68 in Model 2, (ISPCo) = -0.46 in Model 2 and (ACRCo) = -
0.46 in Model 2). These results indicate that efforts to strengthen collective
Our results did not support the hypothesis that newly qualified teachers
perception of organisational support in schools would reduce their intentions to
leave their profession or workplace. However, Goddard and OBrien (2003)
previously reported that a lack of staff support is an important predictor of
newly qualified teachers intentions to leave their workplace or profession in
Australia. Mentoring in a Swedish context has historically followed the classical
arrangement of supportive mentoring in which individual mentors work with
individual mentees. However, in 2011, a new law imposed a probationary
process for new teachers that included a process of mentoring as supervision
characterised by mentors assessing mentees (Kemmis, Heikkinen, Fransson,
Aspfors, & Edwards-Groves, 2014). In sum, in this mentoring practice, new
teachers competence is evaluated against established teaching standards. It
could be that this extensive mentorship in Sweden satisfies newly qualified
teachers need for support (Kemmis et al., 2014). To some extent, the presence of
supportive mentors could replace the requirement for general organisational
support.
We did not find confirmation of the hypothesis that support for innovation in
schools mitigates the turnover intentions of newly qualified teachers. The
correlation between support for innovation and teachers turnover intentions
was negative when the other predictors were controlled for; however, this
association did not reach statistical significance. It may be that newly qualified
teachers, unlike experienced teachers, are not necessarily striving to incorporate
new ideas into their everyday tasks in the classroom. Before they start to engage
in novel solutions in the classroom, newly qualified teachers may focus on
building their self-confidence by gaining greater familiarity with managing
challenging everyday tasks. Given that schools innovation support is a positive
characteristic, the level of innovation in the schools where newly qualified
teachers are working may have significant ramifications for their professional
development in future (Siegel & Kaemmerer, 1978).
In summary, this study showed that contextual and organisational factors had a
significant effect on intentions to leave their profession or workplace amongst
newly qualified teachers in Sweden, while perceptions of individual competence
did not. Similar patterns were found in the analysis of the sample of Norwegian
beginning teachers (Tiplic et al., 2015). These similarities are not surprising. The
countries are neighbours, and they share a common teacher ethos, educational
values and educational policies (Helgy & Homme, 2006). Furthermore, from
the 1960s onward, educational policies in Norway and Sweden have been
oriented to a similar comprehensive educational project (Arnesen & Lundahl,
2006; Telhaug, Medis, & Aasen, 2006), in which schools should be inclusive,
comprehensive, with no streaming and with easy passages between the levels
(Blossing, Imsen, & Moos, 2014, p. 1). It is expected that these similarities are
extended to the values and beliefs amongst Norwegian and Swedish teachers. In
addition to the perceived attitudes of employees, the relationships of newly
qualified teachers with their organisations and with significant school
professionals were the most significant predictors of intentions to leave the
workplace or profession.
The results showed only partial support for previous research findings relating
to significant factors in confidence on the job and the wellbeing of teachers
(Tiplic et al., 2015). For example, in the analysis of the Norwegian material, we
found significant negatively associations between teachers collective efficacy
and their turnover intention. This pattern is not present in the Swedish material.
Further, in the Swedish data, we found significant negative associations between
teacherteacher trust and teachers turnover intentions. This pattern is not
present in the Norwegian material.
Limitations
Conclusion
This study contributes to the literature by showing that the quality of human
relations amongst school professionals makes a difference in how teachers
perceive attrition and retention. One of our main conclusions is that the quality
of the relationships between teachers, as well as between principals and newly
qualified teachers, is an important predictor of turnover intention for new
teachers. Good relationships between principals and teachers can contribute to
reducing the uncertainty and vulnerability of newly qualified teachers, which
can benefit the entire school. Another possibility is that mutual trust amongst
teachers supports the social norms that generate shared obligations, thereby
influencing teachers judgement related to the amount effort they should put
into their work. Assuming that the statistical correlations represent causality,
relational trust is crucial to collegiality in terms of school leaders desire to
enhance the retention of newly qualified teachers. We consider that the social
glue between colleagues influences their retention of their occupational beliefs
and wants. Teachers affective commitment to the school organisation is often
Finally, we found that role conflict was positively associated with turnover
intention. Role conflict was also negatively correlated with the potential
moderators of turnover intention. These findings are relevant in terms of
practice, policymaking and teachers perceptions of nation-wide school politics.
Our study provides empirical grounds for minimising newly qualified teachers
experiences of role conflict. Policymakers can increase teachers perceived role
conflict by communicating contradictory expectations. The findings presented in
this study indicate that in official discussions about schools and teaching,
politicians and other relevant actors should acknowledge the difficult issues in
teachers work, including the perception of role conflict.
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Fawzia Al Seyabi
College of Education, Sultan Qaboos University,
Sultanate of Oman
Hind AZaabi
Ministry of Education,
Sultanate of Oman
Introduction
The theory of Multiple Intelligence (MI) initially evolved out of Gardners work
in cognitive psychology in the 1980s (Gardner, 1984). Gardner sought to
revolutionize and widen the meaning of intelligence. Instead of defining
intelligence in terms of the traditional scholastic concepts of mathematical and
linguistic talents, Gardner stated that human intelligence entailed at least seven
talents and that people exhibit these intelligences in rather different ways
(Campbell, Campbell & Dickenson, 1999; Gardner, 1999).
Gardners new concept of intelligence was based upon the results of his studies
in cognitive psychology and his examination of both genius people and
mentally handicapped. Gardner (1999) confirmed that the brain seems to
activate separate psychological processes that produce linguistic, numerical,
pictorial, gestural, and other kinds of symbolic systems (p. 5). As a result,
Gardner concluded that there are seven distinct intelligences which all people
possess and exhibit in rather different ways. Later on Gardner added the
naturalist intelligence - observing patterns in nature (Campbell et al., 1999;
Gardner, 2006).
The nature of each intelligence and the way the intelligences interact with each
other are determined by the surrounding environment and the individuals
genetic makeup. Each intelligence is associated with certain end-states and
contains central processes (Gardner & Hatch, 1989). Table 1 demonstrates
Gardners original seven intelligences from 1984, along with their related end-
states and core components.
After a decade of proposing his theory, Gardner weighed the presence of two
more intelligences: the naturalist intelligence, and the existential intelligence.
Research Questions
The present study is guided by two main questions:
1-What are the MI (Multiple Intelligences) profiles of EFL grade twelve female
students?
2- To what extent do the MI profiles of grade twelve English textbooks align (or
misalign) with the students MI profiles?
Methodology
A. Population and Sample
confidence level of 95% and a confidence interval of 2.8. The student population
size comprised of 3486 grade twelve female students in Muscat Governorate for
the academic year 2014/2015 according to the Department of Statistics in
Muscat Educational Directorate. Cluster sampling was employed to determine
the sampled students. The MI surveys were distributed to 530 grade twelve
female students; the majority came from intact classes at four randomly
sampled schools.
B. Research Instruments
The present study used two instruments: (a) a student MI survey, and (b)
textbook analysis.
A panel of eight judges validated the textbook analysis. This was done by
providing them with a sampled textbook analysis of unit one in theme one
along with copies of the coursebook, workbook, related pages from the
teachers book as well as Campbell et al.s Instructional Menus (1999). Inter-
rater reliability was employed to ensure the reliability and consistency of
categorizing the textbook activities into the eight MI types
Table 2 presents the results according to the types of multiple intelligences. The
mean and the standard deviation of the sampled students responses towards
the statement are given, bearing in mind that the mean is out of a total of ten. By
considering the mean, it seems that students intrapersonal intelligence
dominates their MI profile since students responses to the intrapersonal
intelligence scored the highest mean of 8.44. The second strongest intelligence
for students is the bodily-kinesthetic with a mean of 7.78. Visual-spatial
intelligence ranks third with 7.60. Natural intelligence ranks fourth with a mean
of 7.33. Logical-mathematical intelligence occupies the fifth rank with 6.79.
Musical intelligence ranks sixth with 6.40. The interpersonal intelligence and the
verbal-linguistic intelligence rank seventh and eighth respectively.
When applying the concept of quartiles to the data obtained from the students
questionnaire, the intrapersonal, bodily-kinesthetic, and visual-spatial
intelligences occupy the upper quartile, whereas all other intelligences occupy
the middle quartile.
In terms of the standard deviation, the expected normal standard deviation for
this scale of data (out of 10) is 1.67. By considering the values of the standard
deviation of the eight variables as illustrated in Table 2, it seems that the
standard deviation of six intelligences falls within normal variance. However,
the standard deviation of the intrapersonal intelligence (1.182) and the standard
deviation of the naturalist intelligence (3.613) are rather different. To explain
further, the sample responses of the statements of intrapersonal intelligence
seem to be more homogeneous, while the sample responses of the statements of
the naturalist intelligence seem to be more heterogeneous than would be
expected in normal variance.
and reflect on their own rather than to work cooperatively in groups. Such an
inference comes from the fact that students rank intrapersonal intelligence first
while they rank interpersonal intelligence seventh. Hence, intrapersonal
activities that involve indulging in self-reflection, setting goals, having options,
and carrying out an assessment of ones own learning, feelings, and life can be
more attractive for grade twelve students. In terms of bodily kinesthetic
intelligence, which ranks second in students list of intelligences, grade twelve
students are more inclined to engage their bodily-kinesthetic performance to
show their understanding rather than sit still in one corner during lessons. The
visual-spatial talent of the students is also at a reasonable degree since it ranks
third in their MI profile. The involvement of colors, concept maps, posters,
collages, and active imagination in learning could enhance students
understanding as suggested by neuroscience research (Lazear, 2014).
Figure 1 shows the difference between students MI profiles and the textbooks
MI profiles in an ascending order as number one stands for the most dominant
intelligence while number eight stands for the least dominant intelligence in
both profiles.
To shed more light on the negative correlation between the students MI profile
and the textbooks MI profile, we should consider the verbal-linguistic, the
interpersonal, the intrapersonal and the bodily-Kinesthetic intelligences. To
begin with, number one intelligence in grade twelve English textbooks is the
verbal-linguistic domain with 100% prevalence. On the other hand, the verbal-
linguistic ranks last in students MI profile since its mean percentage is 63.60%.
By the same token, the interpersonal intelligence comes second in the textbooks
MI profile, but it occupies the reversed position in students MI profiles. In
terms of the visual-spatial intelligence, it ranks third in students MI profile
with a mean percentage of 76% while it ranks fifth with 11.20% presence in the
theme in the textbook is what accounts for the 10% presence of the naturalist
intelligence. Thus, the tasks and activities in themselves do not invoke
naturalist intelligence. Hence the 10% of naturalist material in the textbooks
needs to be raised both in quantity as well as quality through the adaptation of
more genuinely naturalist tasks.
Conclusion
Based on the apparent misalignments between the textbooks MI profile and the
students MI profile in almost all of the intelligences, it is fair to conclude that
there is an MI gap that separates students, on one hand, and the English
textbooks, on the other hand. It hence becomes urgent that future revisions of
the Omani EFL curriculum (Ministry of Education and the World Bank, 2011)
are done through the lens of MI theory in order to improve the quality of
students learning experiences.
Textbooks are essential tools for teaching English at schools. Thus, textbooks
plus their resources need to be reformulated in the light of the MI approach. As
Gardner (1999) points out there are three main stages in designing an MI
environment (p. 145). These steps are (a) establishing practical educational
goals, (b) carrying out practices or strategies (based on MI theory), and (c)
evaluating the process and the product (based on MI measurements). In this
case, syllabus designers need to be precise on their educational objectives. Then,
after grasping the concepts of MI theory, they can use MI strategies and
practices to achieve the clearly stated goals. Finally, syllabus designers along
with teachers, students, school administrators, and parents can be involved in
evaluating the success of the MI practices and modifying them if necessary.
Saying so, it is still important to acknowledge the fact that textbooks used to
teach at schools constitute only one part of school curriculum. Besides
textbooks, schools can create other conditions supportive to their students most
dominant intelligences. This can be achieved through a variety of methods such
as raising teachers awareness of the importance of considering students MI
profiles, varying teachers teaching techniques to accommodate students most
dominant intelligences and involving students in a wide range of extra-
curricular activities that address different intelligence types.
Acknowledgement
The authors would like to thank and acknowledge the participation of the grade
12 students from Muscat Governorate who contributed to the completion and
success of this study.
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Taase, Y., Satariyan, A. & Salimi, H. (2014). Investigating students with English
as a foreign language and their textbooks: an application of
multiple intelligences theory. International Journal of Humanities and
Social Science, 4(6), 285-294. Retrieved from
www.ijhssnet.com/journals/Vol_4_No_6_1_April_2014/31.pdf
Fawzia Al Seyabi has a PhD in TEFL from the University of Essex, UK in 2002.
She is a faculty member in the Department of Curriculum and Instruction in
College of Education, Sultan Qaboos University. Her research interests involve
EFL curriculum and teaching methods, intercultural communication,
humanistic approaches in teaching and the role of culture in foreign language
teaching and learning.