Teaching Learning Process

Nelle realtà vive della scuola italiana ci si interroga sulle vie migliori per superare quella frattura tra scuola e vita, i cui esiti sono leggibili da tempo da una pluralità di segnali, sistemici o esistenziali. Riconciliare la scuola con la vita non può avvenire se non con mutamenti dei curricoli, delle metodologie, delle forme di vita di una scuola, dei suoi ritmi e spazi per permettere un’esperienza diretta del reale, fondamentale alimento di ogni percorso educativo. La proposta pedagogica del Service-Learning tenta la strada di un umanesimo personalistico e comunitario, con cammini di continua relazione tra il “dentro” dell’aula e il “fuori” del mondo, attraverso esperienze solidali dove lo studente scopre di essere fatto di “legami”.

Manuscrito recibido el 21 de noviembre de 2015. Aceptado, tras revisión, el 15 de mayo de 2016. El desarrollo actual del mundo globalizado permite descifrar la proyección de la creatividad en la investigación e innovación que ocurre y ocurriría en las instituciones de educación superior. Es necesario preguntarse acerca de las posibles relaciones entre creatividad, investigación educativa e innovación de la enseñanza aprendizaje; podría considerarse una pregunta retórica, ya que el surgimiento de la didáctica en el proceso de enseñanza aprendizaje como campo de investigación está ligado fundamentalmente a las necesidades de mejora de la educación científica. Los procesos de enseñanza aprendizaje no constituyen actividades

The objective of the present research is to determine the incidence of the evaluation in the academic performance of the students of the ninth years of Basic Education in the subject of English. For this, the strengths and weaknesses of the evaluation were identified as part of the pedagogical, didactic strategies applied, the teacher's performance in the classroom, the interpersonal relationships and the treatment or approach that the teachers of the specialty demonstrate with the students. The research was based on the critical-propositive paradigm. A review of the literature on pedagogical models and its impact on the evaluation of learning was made, to then establish the level of relationship between teacher and student in the teaching-learning process. The modality, type and level were identified with a global vision of cognitive totality and/or of skills, objectives, hypotheses and operationalization of variables. Through a questionnaire, the information was collected and a logical, mathematical and statistical model was established in order to demonstrate the impact of evaluation on learning, taking as a reference the desired and expected frequencies. It was established that Teachers by means of active techniques developed and impacted through the evaluation on meaningful knowledge. Resumen La presente investigación tiene como objetivo determinar la incidencia de la evaluación en el rendimiento académico de las y los estudiantes de los

Teaching materials is a generic term used to describe the resources teachers utilize to deliver instruction with ease and greater effectiveness. Regardless of their variation, these materials support learning content, allow students to engage in the concepts application and provide an opportunity for evaluation. With the coming of R.A. 10533, the Enhanced Basic Education Curriculum or popularly known as K-12 Curriculum the needs for the instructional materials doubled as the learners stay in the public schools for two (2) additional years. On its initial years, Senior High Schools greatly experienced scantiness of instructional materials in teaching different subjects. Thus, this paper aimed to aid the scantiness of instructional materials in Bauan Technical High School. With this, problems encountered regarding the supply, usability and accessibility of instructional materials by so called facilitators of learning were explicitly manifested through questionnaire guided interviews and Focus Group Discussion. By Content Analysis, momentous inputs were coded, interpreted and validated. Significantly, the study found out that the most outstanding experience of the respondents in the teaching learning process was the accumulation of instructional material tailored fit to the needs of the learners and would suffice the yields of the Department of Education curriculum guides. More than time consuming, instructional materials' supply, usability and accessibility were constraints for the facilitators. In the midst of this, teachers maximized the use of online sources which eased this scantiness. This led to the proposed offline digital instructional archive, Libro ni Bonsai, a Google Play Store free mobile application, oasis of tailor fit curriculum guide based instructional materials that would aid present dilemma.

Sosyal bilgiler, çok disiplinli ve genel olarak soyut kavramların olduğu bir ders olarak karşımıza çıkmaktadır. Bu dersi öğrencilere iyi aktarabilmek için, sosyal bilgiler müfredatına ve öğretimine hakim olmak gerekir. Mustafa Safran’ın editörlüğünde basılmış olan Sosyal Bilgiler Öğretimi adlı kitap, alan adına yazılmış önemli bir baş yapıttır. Bu çalışmada, Sosyal Bilgiler Öğretimi adlı kitabın tanıtımı yapılmıştır.  Kitap; Sosyal bilgiler programı, öğretmen yeterlilikleri, sosyal bilgilerde kavram ve becerilerin öğretimi, materyal ve teknoloji kullanımı, yaklaşım ve yöntemler, ders dışı faliyetler, ölçme-değerlendime ve sosyal bilgilerde disiplinler arası konular başlıkları altında toplanmıştır.

Game is becoming increasingly popular in teaching in general (especially in lower secondary school level) education. Dissatisfaction with traditional teaching techniques such as the lesson (where we are concerned about verbal methods of teaching), the need to understand processes and to teach problem-solving skills are some of the reasons for this.
There is a different typology of didactic games. For the formation of geographical concepts, transfer of different integral information, formation of different skills – game is effective teaching/training tool. Participating in the game students are as participants in the situation, they can make decisions.
Participation in games strengthens interests, raises motivation to be interested in geography. Games stimulates communication skills, forms some strategy of dialogue. Application of games in teaching process  raises efficiency and productivity of the process of teaching. To apply didactic games are possible at all levels of teaching process. It depends on the creative approach of the teacher, from skills of the teacher to apply various technologies of teaching. Geography as the teaching subject, very well approaches for application of games - collective, individual, etc. Nowadays becomes popular computer games. On the other hand there are no opportunities for all pupils to work with computers in the clasrooms. In opinion of authors it is necessary to develop different games without modern information technologies.
The didactical games can serve to highlight several aspects of the teaching/learning process, and can be rewarding for the individual student as well as for the entire class/form. To be most effective, games need to be carefully prepared and properly integrated into the different courses of geography in lower and upper secondary schools. Games are usually fun - and we learn better when we are having fun.

Mathematics is very essential and integral part of both daily life and school curriculum. It is compulsory subject in Indian education system therefore every student needs to learn Mathematics till secondary stage of schooling. Most of the students consider it as a boring subject because the curriculum presents Mathematics as a subject having no real life connection.      The present study is primarily concerned with the need for reforming school Mathematics Education focusing on the principle “Learning without Burden.” National Curriculum Framework (2005), a document focuses upon the curriculum load on children, calls for the learning which is a joyful experience for the learner. The prime goal of Mathematics Education is to develop the ability of Mathematisation of learner’s thought process. But the sad reality is that the present status of Mathematics education is far away from this goal. Much emphasis is given on the developing computational ability and rote memorization of formulas rather than understanding the concepts. The present study is an attempt to investigate the higher aims and objectives of teaching Mathematics at different school stages, broad vision to be achieved for Mathematics and various systemic reforms needed  in teaching learning  and assessment and evaluation procedure in India.

The researcher would like to express her deepest gratitude to the following people, for without them, this study would not have been possible; Rosaline M. Tuble, Ed.D., for her significant advice and encouragement which gave the researcher more determination to finish this study;

The application of interactive learning is directed towards increasing the quality of communication in the teaching process. The focus of the research in this paper is the influence of the communicative approach on the quality of the teaching process, and the purposeful interaction that has been both the method and the aim of the communicative approach. The authors of this paper argue that the interactive method significantly adds to a successful implementation of purposeful communication in the teaching process. The authors argue that effective communication in the teaching process implies mutual respect, equality of all the participants in the process, honesty and straightforwardness, together with the acknowledgement of both teachers' and students' needs. The results of experimental research relating to the impact of interactive learning on the quality of communication in the language teaching process are presented in this paper. The effects of interactive learning have been expressed through a higher degree of communication freedom and active listening enticement. The overall results of this research point to the significance of further training of teachers in terms of the application of the interactive method in the classroom, thus creating an atmosphere abundant in positive stimuli and challenges for the students.

The purpose of this paper is to discuss the subject of diverse, innovative learning and teaching strategies that aim to foster a positive climate for learning in the classroom. This is because creativity in ‘the networked century’ can spread exponentially quicker and can be transplanted into related disciplines such as education, medicine, or technology ​while upgrading human societies and leaving the world a little better for next generations. There is a rapidly growing research which indicates that the state of flow over time is a straightforward recipe for passion (Kotler, 2015). For example, one source of passion could be promoting creativity at schools. Many schools suppress creativity. It often happens that after children have attended school for a while, most become more cautious and less innovative (Dacey and Lennon, 1998: part 2). It was observed by John Devey (1958) that, "education is not an affair of 'telling' and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory." Is not this deplorable situation due to the fact that the doctrine is itself merely told? Is there something like universal educations or should educations be tailored to the particular individual needs of the learner? Educations "is preached; it is lectured; it is written about. But its enactment into practice requires that the school environment be equipped with agencies for doing, with tools and physical materials, to an extent rarely attained." (Ibid.). It requires that methods of instruction and administration be modified to allow and to secure direct and continuous occupations with things. Language as an educational resource should not lessen; but its use should be more vital and fruitful by having its normal connection with shared activities. "These things ought yet to have done, and not to have left the others undone." (Dewey, 1958: 46). "These things" mean equipment with the instrumentalities of cooperative or joint activity. For when the schools depart from the educational conditions effective in the out-of-school environment, they necessarily substitute a bookish, a pseudo-intellectual spirit for a social spirit. "Children doubtless go to school to learn, but it has yet to be proved that learning occurs most adequately." (Dewey, 1958: 46). Whereas the reality is that the curriculum is deficient in proper cognitive development and lacks activities that would improve children's executive functions. Sometimes teachers lack the time, skill, patience, motivation, or perhaps even, freedom within the formal environment of the classroom, to encourage learners to experiment, develop character, build skills, develop subconscious processes, participate in scientific experiments or simply create something original and beautiful. Above all teachers could: (a) help children exercise their wide-ranging skills and constantly challenge them to do so at higher levels; (b) reduce stress in the classroom; (c) rarely embarrass a child; (d) cultivate children’s joy, pride, and self-confidence; (e) take an active and hands-on approach to learning; (f) easily accommodate children progressing at different rates; (g) emphasise character development as well as academic development; (h) emphasize oral language; (i) engage children in teaching one another; and (j) foster social skills and bonding (Diamond, 2014). For that reason, schools could do better had they encouraged creativity, character development, searching for novelty, participation in experiments, and originality. As educational institutions, they could begin by harnessing the chance to think and learn more creatively. Schools must not kill creativity, instead, they have to begin by empowering teachers with the proper training, resources and encouragement that would give them the opportunity to give their learners the chance to think and learn more creatively. For that purpose coaching is necessary. As Learning Cultures (2019) showed, ''Developing a range of coaching skills for pupils gives them the opportunity to reflect on their thinking, how they remember facts, how they sift those facts and how they use them to reason, infer and analyse. Where pupils learn how to work in groups, sharing ideas, comparing answers, determining fact from fiction they learn more and retain more. When pupils learn how to listen deeply and intently, take notes and select the most important and relevant information they are likely to deepen their understanding and raise their awareness of the power of active listening.'' To paraphrase John Garrett, the job of a teacher should be to excite in the young people the boundless sense of curiosity about life, so that the growing child shall come to apprehend it with an excitement tempered by awe and well-developed sense of wonder. As Best and Thomas (2008: 67) observed, "there are many practical steps teachers can take to address the climate for learning in the classroom." Edutrust (2014) found out that students who attend schools with a positive school climate have increased self-esteem and self-concept, decreased absenteeism, reduced behavioural issues and disciplinary actions, and increased school completion. School climate refers to the quality and character of school life. It has been described as "the heart and soul of the school... that essence of a school that leads a child, a teacher, and an administrator to love the school and to look forward to being there each school day." (Freinerg, 1999). It is about the classroom environment in which learners value positive behaviour when they struggle teachers can create an oasis in their classrooms where students are cocooned from everyday pressures, peer pressure, allowing them to develop creative strengths (Best and Thomas, 2008: 67). In the past, the idea of the climate for learning has often been overlooked as a factor in improving students' performance (Ibid.). Given that teachers can still do much to work on this critical area. By doing so, imaginative teachers could assist learners to enter their "Effective Learning Zone" and help them to stay there to transform their weakness into a strength. An opportunity to struggle through a challenging subject offers a student the chance to strengthen a weakness and learn something new. Many educators are optimistic that a better understanding of the psychological processes underlying self-control and grit in combination with the idea of 'the appropriate climate for learning" could lead to high-impact, cost-effective, and more effective interventions (Walton, 2014). Duckworth (1996) explained that students naturally develop meaningful understanding when teachers enable them some unrestricted thinking processes and when they recognise and cherish the following values: surprise, puzzlement, excitement, patience, caution, honest attempts, and wrong outcomes as legitimate and important elements of learning. Recognizing this “virtue of not knowing” affords students the opportunity to engage in the natural, creative process of meaning-making and solution-finding. Teachers, in this view, create opportunities to test out, refine, and modify their conceptions such that they eventually and their own unique yet appropriate path to a particular outcome. This in no way suggests that learning is a solipsistic endeavour in which each student is left swimming in his or her own self-constructed reality. Rather it recognizes that meaningful learning is a creative process (Beghetto and Plucker, 2016: 84). Teachers have a wide variety of toolboxes and can apply them with sophistication and imagination to stimulate optimal conditions for the learning to occur so that it is enjoyable and desirable. This would hopefully lead to a positive vicious circle of creative educational leaders fostering creative skills in students. In turn, they would go on to their own mentoring roles and serve as examples to the next generations. As Galton (1892: 1) noted, "each generation has enormous power over the natural gifts of those that follow, and maintain that it is a duty we owe to humanity to investigate the range of that power and to exercise it in a way that, without being unwise towards ourselves, shall be most advantageous to future inhabitants of the earth." Knowledge must not be tarnished so that each individual is fully empowered. So, once we have identified our passion of passing knowledge to the next generations, we can try to establish how to turn it into a purpose, so we have to think intuitively in terms of challenges in the world that we would like to see solved and that need to be solved (Silva, 2016a). As a result of this progressive, advancement process, we find a deeper purpose not only to our lives but something that the world needs. We can impregnate our lives with the sense of significance and meaning enabling us to move beyond narrow horizons to achieve more amazing and more extraordinary dreams that serve some greater good.

The main thrust of this study was to examine the impact of educational facilities on students’ academic performance in Abeokuta North Local Government Area of Ogun, Nigeria. To achieve the purpose, two null hypotheses were formulated to direct the study. Literature review was carried out accordingly. Ex-post facto research design was adopted for the study. A sample size of five hundred and fifty secondary schools students were randomly selected, through the simply random sampling techniques. The questionnaire was the main instrument used for data collection. The reliability estimate of the instrument was established through the test-re-test method. Independent t-test analysis was the statistical analysis adopted to test the hypotheses. Each hypothesis was tested at .05 level of significance. The result of the analysis revealed that good classroom buildings and the use of ICT significantly affect students differently in their academic performance. Based on the findings, it was recommended that adequate well structure classroom buildings and the use of ICT in teaching and learning process should be made available for all school. Also, learners should be encouraged to take active part in the learning process with computers.

CAMPOS, Alexandre. The conceptualization of the Principle of the Mechanic Energy Conservation: the learning process and the Conceptual Fields Theory. 2014. 300 p. Thesis (Ph.D.) – Post Graduate Program of Science Education. University of São Paulo, São Paulo, Brazil, 2014.
This work investigates the learning process of the conservation of mechanical energy by students in different levels of formal education. The work is justified by researches involving the concept of energy, the principle of the conservation and degradation of energy and transforming process related to the instructional materials. Furthermore, the complexity of rational epistemological structure of those concepts and its learning. In this case, two dimensions are considered as main points: the first one refers to the development of historical-epistemological concept and the second one to the individual cognitive development. For the first dimension, we accomplished the key points of the historical development of the principle of conservation of energy, its relation with the vis viva conservation and different developments of the work-energy theorem which were made by Lazare Carnot and other by Lagrange. According to that, we present the concept of the mechanical energy within some university books and a synthesis of works devoting the concept of the mechanical energy within the Science Learning studies. For the second dimension, we made a research about knowledge utilized by the pupils of different levels specializing in two methodologies: first about collective research called pre-study and the second one about individual research called detailed study. The aim of pre-study was to verify and confirm that high school and undergraduate students tends to mobilize and articulate concepts with better form in accordance with their level; those studies are called cross-grade or longitudinal studies. We applied and categorized 158 questionnaires which had been possible to approximate data related in longitudinal researches. After that, according to the literature, it was possible to organize 8 situations to carefully investigate how do the learning process occur, explicitly or implicitly, in 6 students about key concepts that have been appeared during the act of the resolution of the situations with mediation of the researcher. The mediations were recorded in video and audio and fully transcribed to our analysis. The framework adopted to investigate the conceptualization was the Theory of Conceptual Fields developed by the French cognitivist Gérard Vergnaud. The conduct analyses of the subjects action allowed us to infer, for example, that students recognized the conservation of the mechanical energy during the action of the students and implicitly they recognized the mathematical function that express this conservation in integral form. Moreover, the data suggests that the Newtonian dynamics acts as epistemological obstacle to the learning of the conservation of the mechanical energy.
Keywords: Concepts Learning, Mechanical Energy, Conservation of the Energy, Theory of Conceptual Fields, History of Science, Epistemology of the Concepts.

All English teachers try so hard to make their students understand of the English material. Many teachers use code mixing when they explain during the teaching learning process. Code mixing also able use when give the instruction to the students. This study is aimed to investigate students’ understanding of English explanation material by using code mixing English-Indonesian in teaching learning process. The participants were English education students-5, 6th semester of UINSU. This study used Qualitative Research as the type. The data were collected by using Google form sent on WhatsApp group of English Education Department-5, 6th Semester of UINSU. The data analysis technique used interactive analysis model proposed by Miles and Huberman. From the first that I asked, the participants know the meaning of code mixing and it’s familiar for them. The result of this study indicates that the participants argued, code mixing can help teachers to make the students understand and develop because the teacher does not use English full during the teaching learning process, it can make the students confused, and also do not use Indonesian full because it can’t increase their English skill. By using code mixing the teacher trains the students' knowledge of English vocabulary and the teacher can add new vocabulary when explaining, if students do not understand the word, the teacher can explain it. If students hear it often, they will memorize and be familiar with the vocabulary. But, not only positive impacts, code mixing also have some negative impacts. The participants argue that the use of code mixing as often as possible will make students accustomed to mixed languages and can make student confuse in arranging sentence structures and grammar that are good and correct, both in English sentences and Indonesian sentences.
Keywords: Code mixing, junior high school students, teaching learning process

Hlavní cíl našeho výzkumného záměru je analýza podpůrných opatření u žáků s lehkým mentálním postižením v inkluzivním prostředí základních škol. Parciální cíle jsou zaměřeny na: důležité faktory pro úspěšnou inkluzi žáků s lehkým mentálním postižením; úroveň spolupráce s pedagogicko-psychologickou poradnou nebo speciálně pedagogickým centrem v rámci podpory žáka s lehkým mentálním postižením; úroveň spolupráce s rodiči žáka s lehkým mentálním postižením; modifikované výukové metody a formy práce využívané v rámci edukace žáků s lehkým mentálním postižením; formu intervence využívanou v rámci inkluzivního vzdělávání žáků s lehkým mentálním postižením; pedagogické pracovníky nápomocné při edukaci žáka s lehkým mentálním postižením. Výzkumné šetření bude probíhat kvalitativní metodou, technikou strukturovaného rozhovoru. Rozhovory budou vedeny s učiteli základní školy a bývalé základní školy praktické z Břeclavi. Všechny budou realizovány při osobním setkání a na základě souhlasu informantů zaznamenávány do digitální podoby a následně anonymizovány. Empirické šetření má charakter účelového (záměrného) výběru, přesněji za využití výběru kritických případů (významným kritériem je osobní zkušenost informantů s edukací žáků s lehkým mentálním postižením). Pro zpracování získaných dat bude použito doslovné transkripce s následnou segmentací do jednotek formou otevřeného kódování. Následně budou jednotlivé kódy kategorizovány a formou axiálního kódování budou mezi nimi definovány vztahy. Nejdůležitější vztahy budou dále zpracovány pomocí selektivního kódování do kauzální sítě.

In the light of the New Normal, the students' attention has moved to computer technology. Thus, this research study investigated the VSU-Isabel students' computer self-efficacy and computer value during the New Normal. The study employed quantitative-descriptive research utilizing the mean and standard deviation of the students' responses in the survey items. It also employed a correlational approach in establishing the relationship between students' computer self-efficacy and computer value. A convenience sampling technique was used to arrive at a sample of 687 student-respondents from 1st year to 5th year. The research study revealed that the students are undecided if they can use computers compared to the other students. Also, it was found out that students agreed about the value of computers. Additionally, the study revealed that there is a significant and low positive correlation, r (685) = .387, p = .01, between the students' computer self-efficacy belief a...

Este  trabalho  visa  colaborar  com  as  discussões  sobre  o  uso  de metodologias  ativas  e  participativas  em  disciplinas  de Educação  Ambientalno ensino superior. Especificamente, visa compreender como os estudantes dessa disciplina  relacionaram  a  experiência  da  metodologia  a  sua  aprendizagem,  e como essa relação se associa a princípios e objetivos da Educação Ambiental. Através da análise do discurso de textos desses estudantes, identificou-se que as  metodologias  favoreceram  a  emergência  de  um  ambiente  democrático  e participativo,  a  construção  e  o  fortalecimento  de  valores,  habilidades  e competências, e  o  alcance  de  objetivos  afetivo-emocionais,  muitos  dos  quais propostos por diretrizes da Educação Ambiental brasileira.

The teaching process is realized through communication and interaction between pupils and teachers. To what extent the educational process will be successful it is determined by the content and direction of verbal interaction and communication. Verbal teacher-pupil interaction is a multifaceted construct that involves a number of different components that are interconnected. The studies of teacher-pupil interactions clearly show that the type and the quality of established interaction in the classroom are related to learning outcomes. Teaching should include real learning, not just reproductive academic tasks in the traditional teaching which favoured role of the teacher as the subject of the teaching process, and placed pupils in the position of passive listeners and executors of teacher's commands. The survey was conducted in primary and secondary schools in Bosnia and Herzegovina (Mostar region) through direct observation of verbal communication and interaction and their connection to the teaching outcomes of eight school subjects. The extent to which pupils are directly or indirectly involved in the process of executing instruction, and what is their interaction at a time, we examined by Flanders' interaction analysis protocols. The protocol we applied systematically observed 224 lessons (112 lessons in primary and 112 lessons in secondary school). The results we obtained suggest that the verbal activity of teachers is still dominant, and that verbal activity of pupils is neglected.

resumen Se describen y analizan ciertos factores básicos que influyen en el aprendizaje y la adquisición de una segunda lengua; entre ellos, el nivel de ansiedad, la motivación, la actitud de los participantes, así como la interacción entre el docente y el estudiante. Los autores señalan la importancia de tener en cuenta factores internos y externos en esa interacción profesor-alumno. Se acudió para el análisis a un cuestionario en el que se contemplan aspectos pedagógicos, la personalidad de los participantes, experiencias particulares previas y entorno general del proceso.

Purpose: The purpose of this study is to explore the conceptual awareness of accounting teachers in their teaching learning process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collected through questionnaires survey administration of accounting teachers in secondary level school in Sri Lanka. The respondent was selected on the basis of their subject and their experience. The data obtained from the teachers was input into the program Statistical Package for Social Sciences software package. Multiple Regression Analysis was applied to examine the relationship between Dependent variable and Independent variable to interpret the among curriculum development inputs and SOLO based curriculum development process. On the other hand, the study was analyzed moderating effect of individual factors between the relationship curriculum development inputs and SOLO based curriculum development process. Findings: The result indicates that the teacher’s attitudes and availability of SOLO based curriculum materials will exert the most influence upon the teaching leaning process in the secondary level schools. The results further incited that the moderating effect of age, teaching experience and experience in curriculum development process to the relationship between curriculum development inputs to the SOLO based curriculum development process. According to the analysis the gender does not moderate the relationship curriculum development inputs and the SOLO based curriculum development process. Value: The study will be applicable for curriculum development process to accounting curriculum and improve the performance of student competency level not only students who learnt accountancy but also throughout all other students in secondary level schools. The study assists curriculum policy makers in the field of curriculum development process in general education system to understand the issues related to outcome based curriculum development process in current era. Hence, findings of this study could be used to guide them in enhancing curriculum reforms and implementing new curriculum approach to enhance and overcome the current issues. The findings of this study will inform curriculum policy makers and educationists who wish to apply new curriculum approach on how they can develop SOLO based curriculum for the current education system. Thus, the findings of this study contribute to the area of curriculum development that was beneficial to arrive at the proper decision making in constructing our own curriculum. The guidelines of this study will fulfill the requirement of the secondary school curriculum development program.

Artykuł dotyczy problemu kluczowego dla kształtowania środowiska nauczania i uczenia się: ustalania programowych założeń, procesu ich wdrażania i rezultatów w nauczaniu. W przypadku nauczania języka czeskiego okazuje się, że ich oderwanie od siebie powoduje trudności, zwłaszcza w procesie nauczania, który jest jednak najważniejszy z punktu widzenia efektów. Z jednej strony widzimy stosunkowo innowacyjnie pomyślane politykę edukacyjną państwa i rozwiązania współczesnej dydaktyki przedmiotowej języka czeskiego, z drugiej zaś większość utrwalonej praktyki edukacyjnej, w której powiela się stale wiele starych błędów. Wszystko to koliduje z wymaganiami standaryzowanych egzaminów, które bardziej rzutują na praktykę nauczania niż przewidywana podstawa programowa. Okazuje się, że wszelkie zmiany w edukacji wymagają wzajemnego powiązania ich przesłanek, procesu realizacji i rezultatów.

Up to the last century, teachers and their lecture notes were the only resources available for the learning community. Some of the reference books, publications, and research manuscripts available in the libraries in the form of hard copies, stencils, photo copies, hints, manual written scripts, etc made the learning process more difficult. Now, in the era of Digital Transformation all information is available in the digital formats with more detailed descriptions. These resources can be easily accessed by anyone from any place and at any time. Hence the task of bringing the learners to the class rooms made tedious. The responsibilities put on the shoulders of the teaching community apart from teaching-learning process are also increasing exponentially. If the digital resources were effectively used with the support of smart class rooms, the teaching learning process will be a fruitful system with multiple benefits to all stake holders. This article explains various electronic (eLearning) and mobile (mLearning) learning gadgets and techniques available to enhance the delivery of lecture sessions more lively and effectively.

• Teachers' pedagogical design capacity is their ability to perceive and mo-bilise existing resources to create productive instructional episodes in the classroom. To a certain extent, this ability is dependent on the curricular resource used. As the textbook remains the most commonly used curricu-lar resource in mathematics classrooms, the study reported in this paper investigates how and why one experienced mathematics teacher utilises the textbook. Data were gathered using lesson observations, as well as pre-lesson and post-lesson interviews. The teacher used offloading on the textbook, adapting the textbook content and improvising in the lessons to varying degrees, being aware of the affordances and constraints that the textbook has for her teaching practice. That approach to the textbook enabled the teacher to create various opportunities that enhance learning. The results of the study indicate that the mathematics teacher's awareness of what a particular resource offers for teaching practice, and what constraints could be encountered on this journey are significant in terms of the teacher's design capacity.

The purpose of the current research was to strength the production of non-literary written dialogues by using idiomatic expressions in the English-Language teaching-learning process, applied to second level students, class B in the Language Center at Escuela Superior Politécnica de Chimborazo from October 2016 to March 2017. It has been evidenced that the syllabus of the Language Center does not consider the use of idiomatic expressions, so the students acquire neither lexicography nor appropriate vocabulary. This was a correlational, quasi experimental, field trip and documentary research applied to two heterogeneous groups; a control group and an experimental group. The control group developed the traditional contents planned in the institutional syllabus, while the experimental group developed a set of activities as a methodological strategy; a booklet was also designed for being used as a guide by the teachers. Both groups were evaluated through a rubric in two stages: the pre-test and post-test obtaining data to be tabulated,

La aplicación de métodos tradicionales para la enseñanza de la administración financiera afectó el rendimiento académico de los estudiantes, la evaluación a docentes, y de cierta forma compromete la acreditación de la carrera. Esta realidad, indujo investigar si la inclusión de tecnologías como el simulador @RISK trae impactos que favorezcan el proceso de enseñanza. La investigación se desarrolló bajo el enfoque cualitativo, la metodología del estudio de caso, y la participación de dos grupos de estudiantes: grupo control y grupo con simulación. Los resultados evidenciaron impactos en lo cognitivo, en lo práctico y en las actitudes que adoptaron tanto los estudiantes como el docente: los primeros participaron en forma dinámica, colaborativa, y responsable; entre tanto, el docente adoptó el rol de protagonista, orientador, motivador, coordinador e interlocutor de los estudiantes, siendo necesario reproducir nuevas experiencias mediadas con recursos tecnológicos en la enseñanza de asignaturas afines a las finanzas u otras.

The application of traditional methods for teaching finance administration affects the academic performance of ​students, instructor evaluation, and to a certain extent jeopardizes the accreditation of the degree program. This reality led us to research if the inclusion of technologies such as the simulator @RISK would have favorable
impacts on the teaching process. The research was carried out with a qualitative approach, a case study methodology, and the participation of two groups of students: a control group and a group with simulation. The results demonstrated impacts on the cognitive, the practical and the attitudes adopted by both the students and the instructors: the former participated in a dynamic, collaborative and responsible way, while the latter adopted the role of protagonist, guide, motivator, coordinator and interlocutor for the students, making it necessary to reproduce new experiences mediated with technological resources in the teaching of subjects related to finance and other topics.

As the changing needs of the society create new responsibilities for universities, their missions and objectives shift from mere research and education to development of entrepreneurship. For that purpose, the higher education systems in most countries have prepared special curricula for education of entrepreneur graduates. The purpose of the present research is to study the role of three main dimensions of education system i.e. competencies of scientific board members, teaching-learning process, and the curriculum in realizing the goals of entrepreneurial university. The present research employs a combined method. In the qualitative section of the present study, 10 experts on entrepreneurship education in universities of Tehran are interviewed. The sample size in the quantitative section is 72. In order to collect the data and gather information in the qualitative section, the present study relies on the existing theoretical background; a questionnaire has been designed with regard to the information extracted from the interviews. The questionnaire's validity has been confirmed by the experts; and using Cronbach's Alpha, its reliability has been measured to be 0.95. The data analysis in the quantitative section of this study has been carried out using central indices (mean and standard deviation). The results indicate that regarding the dimension of teachers' competency, possession of entrepreneurial capabilities is necessary for the teachers. Concerning teaching-learning process, the use of active teaching-learning methods has a special place in education of entrepreneurship. As for the dimension of curriculum, attention to educational contents which revolve around entrepreneurship is important.

El objetivo de esta investigación fue analizar la posible incidencia que tienen los comportamientos disruptivos (instruccional y convencional) en el aula sobre el rendimiento académico. Respecto al método, la muestra se configuró con un total de 391 participantes y se utilizó la escala IG de indisciplina, la cual discrimina tipos de comportamientos disruptivos en el aula. Los resultados y conclusiones muestran congruencia con la existencia de dos factores diferenciados que explican la indisciplina escolar, y que se han denominado indisciplina instruccional e indisciplina convencional. Además, se ha confirmado que los comportamientos característicos de la indisciplina instruccional se correlacionan negativa y significativamente con el rendimiento académico.

El presente estudio se basa en la problemática en cuanto a la aceptación de herramientas tecnológicas y la diferenciación del nivel de desempeño académico de los estudiantes que utilizan como instrumento una herramienta TIC como la plataforma virtual “American Jetstream” y en relación a cursos que no cuentan con el instrumento. Por lo tanto, se plantea como objetivo desarrollar un estudio con enfoque mixto que analice información tanto subjetiva como objetiva, desembocando en un estudio intersubjetivo, la metodología utilizada se generó con base a un diseño no experimental traseccional con alcance descriptivo que proporcionó información relevante, explicando la importancia y la incidencia en un caso de estudio sobre la implementación de las TIC en los entornos de aprendizaje. Como resultados de la técnica de campo y el desarrollo de una encuesta como instrumento de recolección de información se determinó con más del 90% de aceptación a la propuesta en la implementación de TIC en todas las asignaturas como instrumento que aportara significativamente en el desarrollo cognitivo de los estudiantes. Sin embargo, en la técnica estadística se generó un análisis tomando como muestra las calificaciones de dos cursos con diferencias en uso de las TIC en el proceso de aprendizaje, en consecuencia con un nivel de significancia de 0,04 < 0,05 según la prueba T de Student se determinó que existe una diferenciación entre promedios de los dos cursos y que representan en este caso que el uso de las TIC se puede obtener mejores resultados en el desempeño académico.

The new educational scenarios propose to adapt the teaching-learning process to the use of ICT, especially the semi-classroom or B-learning modality, the work in collaboration, the development of competences and communication skills to meet the needs and expectations of the students, the labor market and the prevailing social dynamics. The main objective of this research is to analyze the conditioning factors of the teaching-learning process of the Latin American university for the adoption of new educational approaches. The research design is mixed with recurrent triangulation DITRIAC. In the quantitative phase, the method used is descriptive-transversal, through questionnaire with Likert Scale to 50 teachers, 402 students and 6 authorities. In the qualitative phase the method was ethnographic. Semi-structured interviews were conducted with 10 teachers, 38 students and 2 authorities, with descriptive and interpretative analysis. Among the main conclusions is the need to promote the social factor of learning and give greater prominence to the student. The resources used are traditional and analog. Teachers accuse changes in their teaching practice, but
little in the inclusion of ICT. Likewise, the three aspects that are most difficult for teachers to change in their faceto-face modality modality are: leaving the protagonism to the student, changing from the transmissive class to collaborative learning, and from the summative evaluation to the formative one.

This study has been done in an attempt to evaluate the fifth grade Mathematics class
curriculum, of which the pilot scheme was carried on in 2004-2005 educatin year and which
was put into practise in 2006-2007 education year, depending on the teacher views. It is a
qualitative study and content analysis method has been used. The study group consists of
twenty classroom teachers working in primary schools in the education zone subordinated to
the provience of Sivas in the second semester of 2010-2011 education year. Questions
containing the challenges that teachers face to during the class has been asked in order to
gather the study data. It has been emphasized insistently that the curriculum has lots of
deficiencies in the teachers’ general views about the practicibility of the the fifth grade
mathematics class curriculum. From the point of the participants’ personal ideas; a distinct
difference has been specified in their views regarding the practicibility of the curriculum
while teaching the class; and it has also been observed that they have common points in their
answers given to questions addressed in general.

Bu çalışmada, eğitim kurumlarında yada okullarda toplam kalite uygulanmalarını olumsuz yönde etkileyen faktörler ele alınmıştır. Toplam kalite yönetimi (TKY), temel olarak bir kurumda ürün veya hizmetlerin sürekli geliştirilmesini, kurum içi ve dışı tüm müşterilerin istek, beklenti ve memnuniyetlerinin karşılanmasını, alınan kararlara ve sorunların çözümüne herkesin katılımını, tüm çalışanların sorumluluk üstlenmesini, sorunlara ve kaliteye odaklı etkin ekip çalışmalarını, çalışanlar arasında etkili ve samimi iletişimin kurulmasını içeren bir yaklaşımdır. Toplam kalite uygulamalarına son yıllarda eğitim kurumlarında da göze çarpmaktadır. Bir çok eğitim kurumunda oldukça başarılı TKY uygulamaları görülürken, buna karşın bazı eğitim kurumunda yada okulda ise toplam kalite uygulamalarının çeşitli yönlerden başarısız olduğu da dikkati çekmektedir. Bu çalışmada, eğitim kurumlarında toplam kalite uygulamalarını olumsuz yönde etkileyen faktörler 11 başlık altında ortaya konulmuştur. Bunlar; (1) çalışanların TKY'nin getirdiği değişime hazır olmaması ve değişime direnç göstermesi, (2) kaliteye dayalı kurum kültürünün oluşturulamaması, (3) çalışanların kalite sürecine kendilerini adamamaları, (4) üst yönetim liderliğinin eksikliği, (5) toplam kalitenin sihirli bir değnek olarak görülmesi, (6) biz zaten bunu yapıyoruz anlayışı, (7) toplam kalitenin bir moda olarak algılanması, (8) yöneticilerin otoritelerinin azalacağı endişesi, (9) sürekli eğitim yetersizliği, (10) takım çalışmasının yetersizliği ve (11) beklenti düşüklüğü olarak belirlenmiştir. Anahtar kelimeler: kalite, toplam kalite yönetimi, eğitimde toplam kalite yönetimi, eğitimde toplam kalite uygulamalarını etkileyen faktörler GÜ, Gazi Eğitim Fakültesi Dergisi, Cilt 25, Sayı 3 (2005) 1-23 2

Dyslexia is a neurological disorder of genetic origin that affects reading. Importantly, the scholar performance of the dyslexic students depends on several aspects, including the educational system and the teaching-learning process used, and the relationship with family members, teachers and other students. Thus, it is necessary to inform about approaching the issues related to dyslexia and the education of the affected people. In addition, we should raise the scientific questions about the need of this public of a greater investment on research and professional formation. In this paper, we reviewed some specific topics of dyslexia, such as the neurological profile and the educational needs of those affected by this disorder to clarify the issues that surround and complicate the process of teaching and learning of these individuals that still need help and a creative education.

The group of educational innovation «Feminario ULL» has been working for several years to incorporate the gender perspective in university teaching. During the course 2017/2018 has continued with this task, whose objectives have been: a) perform a needs analysis from each subject involved in the project; b) provoke reflection in the students on the conditions of women and obstacles to real equality in Spanish and international society; and c) design strategies and actions to make visible the sexist stereotypes both inside and outside the classroom in orden to get social equality. This text shows the efforts dedicated to this work and some of the results obtained, especially the strategies that have made students reflect and incorporate the perspective gender into their daily lives as well as into their academic practices, and also outside the classroom, through different dissemination actions that have led to a broad public debate and ideas.

In the main part of this text an analysis of the objectives expected as part of the assessment of a student's " performance " in sociopolitical education subjects is provided. Αt the same time, a detailed explanation is given of how relevant the concept of a student's " performance " is, as regards many of his/her qualities assessed through the assessment process in question. Initially, an attempt is made to explain how and why each assessment, either of students or the learning process, is linked with values deriving from the dominant culture at the time and aligned linearly with the dominant-ruling perceptions in the field of education and society. The analysis is based on a bibliographic approach with the most significant of its secondary objectives being to promote the link that the teaching method should have with the assessment of a student's performance. Thus, by elaborating on the subject in such a way, useful recommendations are indirectly made to the teacher of sociopolitical education subjects concerning even the key objectives that his teaching approach, methods and content should exhibit, as far as the students are concerned, both in primary and secondary education.

Výzkumná monografie se zabývá analýzou edukačního procesu žáků s lehkým mentálním postižením ve školách hlavního vzdělávacího proudu a analýzou role školních speciálních pedagogů při práci s žáky s lehkým mentálním postižením. Teoretické kapitoly se zaměřují na žáky s lehkým mentálním postižením v heterogenní třídě a na speciálněpedagogickou podporu žáků s lehkým mentálním postižením. Empirické kapitoly formulují výzkumné problémy, výzkumné cíle a použité metodiky výzkumných šetření. Ve výzkumech jsou analyzovány data z dotazníků vlastní konstrukce. Závěrečné subkapitoly obsahují vyhodnocení stanovených hypotéz, závěry výzkumných šetření a doporučení pro speciálněpedagogickou praxi.

ABSTRACT ITALIANO
Il contributo presenta il tema dell’alternanza scuola-lavoro attraverso le esperienze di alcune scuole delle “Avanguardie educative”, un
movimento culturale, nato per iniziativa di Indire e di 22 scuole italiane che, nel corso degli ultimi anni, hanno attivato processi di
trasformazione del tempo, dello spazio e delle metodologie didattiche. Obiettivo del Movimento è riconnettere la scuola ai bisogni educativi delle attuali generazioni che vivono e agiscono all’interno della società della conoscenza (Castells, 2006). L’alternanza è elemento caratterizzante l’idea “Dentro/fuori la scuola”, una delle 12 idee di innovazione proposte alle scuole italiane che entrano a far parte di questa comunità di pratica (Wenger, 2006). In relazione a questo contesto e alla luce anche dei contenuti della Legge n. 107 del 2015, si vuole descrivere il contributo
dell’alternanza come opportunità di innovazione didattica e organizzativa per le istituzioni scolastiche.

ENGLISH ABSTRACT
This paper describes the issue of work related learning starting from the experiences of the schools of the “Avanguardie educative”, a
cultural movement of innovative schools that is being researched by Indire with the aim of studying how teaching and organizational
changes may be implemented within a school and mainstreamed to other schools. The aim of the Movement is to reconnect the school to the
educational needs of current generations who live within the information and knowledge society (Castells , 2006). Work related learning
describes "Inside/outside school", one of the 12 ideas for innovation that the Movement offers to the Italian schools who become part of this
community of practice (Wenger, 2006). This paper describes how, starting from the analysis of few experiences of the advanced schools of
the Movement, the work related learning has been interpreted as an opportunity for innovating the time, the space and the lecture-based
model of teaching and learning.

The Right of Children to Free and Compulsory Education (RTE) Act, 2009 emphasizes on Every child of the age of six
to fourteen years shall have the right to free and compulsory education in the neighborhood school till the completion of
elementary education. The RTE Act focused on every school and teacher to be child friendly and promote child centered teaching
learning processes with ample freedom of expression for every child to learn and develop to full potential. Section 29 0f the Act
clearly mentioned as about child centric and child friendly Schools. So it is essential for every teacher, child and member of
school management committee (SMC) to make own school and society RTE compliant, which would take care of the rights of
every child irrespective of her or, his background and education levels.

The present academic approach suggests that e-learning will become a normal part of the educational practice over time, complementing traditional methods, and that students will expect e-tools and experimental work to be available to enhance and support their learning.
We propose a workshop using a scientific resource called e-lab, an online laboratory that we believe that will contribute for the development of a scientific generation of students. e-lab is a great tool that can help teachers to perform some experiments that are impossible to carry out at school either because of lack of material or by safety precautions, for example.

En 2003 la Junta de Andalucía pone en marcha un ambicioso programa institucional en toda la Comunidad Autónoma de Andalucía, para integrar de manera progresiva y masiva, los ordenadores en todas las aulas de los centros de educación primaria y secundaria, de manera que los alumnos integraran el uso de las TIC de manera ordinaria en el proceso de aprendizaje y de enseñanza. En este trabajo aportamos información de las experiencias didácticas de los primeros años de desarrollo, los 50 primeros centros que implantaron el programa, con el objeto de conocer el grado de integración curricular del ordenador en los centros educativos, así como los efectos que su introducción y uso están provocando en el aula y en la organización del centro. Estos datos conforman parte del informe del proyecto titulado "Observatics": La implementación del software libre en Centros TIC andaluces. Análisis de las repercusiones en los procesos de enseñanza-aprendizaje, promovido y financiado por el Plan Nacional de I+D 2004-2007 del Ministerio de Educación y Ciencia del Gobierno de España.
In 2003 the "Junta de Andalucía" starts an ambitious institutional program in the whole Autonomous Community of Andalusia to integrate in a progressive and massive way, computers in all the classrooms of the primary and secondary schools, so that students can normally use the ICT in the teaching-learning process. In this work we inform about the didactic experiences of the first years of development in the first 50 schools that used the program, in order to know the degree of curricular integration of the computer, as well as the effects that its introduction and use are causing in the classroom and in the organization of the school. This information is in the report named "

Up to the last century, teachers and their lecture notes were the only resources available for the learning community. Some of the reference books, publications, and research manuscripts available in the libraries in the form of hard copies, stencils, photo copies, hints, manual written scripts, etc made the learning process more difficult. Now, in the era of Digital Transformation all information is available in the digital formats with more detailed descriptions. These resources can be easily accessed by anyone from any place and at any time. Hence the task of bringing the learners to the class rooms made tedious. The responsibilities put on the shoulders of the teaching community apart from teaching-learning process are also increasing exponentially. If the digital resources were effectively used with the support of smart class rooms, the teaching learning process will be a fruitful system with multiple benefits to all stake holders. This article explains various electronic (eLea...

Bu çalışmada, eğitim kurumlarında yada okullarda toplam kalite uygulanmalarını olumsuz yönde etkileyen faktörler ele alınmıştır. Toplam kalite yönetimi (TKY), temel olarak bir kurumda ürün veya hizmetlerin sürekli geliştirilmesini, kurum içi ve dışı tüm müşterilerin istek, beklenti ve memnuniyetlerinin karşılanmasını, alınan kararlara ve sorunların çözümüne herkesin katılımını, tüm çalışanların sorumluluk üstlenmesini, sorunlara ve kaliteye odaklı etkin ekip çalışmalarını, çalışanlar arasında etkili ve samimi iletişimin kurulmasını içeren bir yaklaşımdır.
Toplam kalite uygulamalarına son yıllarda eğitim kurumlarında da göze çarpmaktadır.
Bir çok eğitim kurumunda oldukça başarılı TKY uygulamaları görülürken, buna karşın bazı eğitim kurumunda yada okulda ise toplam kalite uygulamalarının çeşitli yönlerden başarısız olduğu da dikkati çekmektedir. Bu çalışmada, eğitim kurumlarında toplam kalite uygulamalarını olumsuz yönde etkileyen faktörler 11 başlık altında ortaya konulmuştur. Bunlar; (1) çalışanların TKY’nin getirdiği değişime hazır olmaması ve değişime direnç göstermesi, (2) kaliteye dayalı kurum kültürünün oluşturulamaması, (3) çalışanların kalite sürecine kendilerini adamamaları, (4) üst yönetim liderliğinin eksikliği, (5) toplam kalitenin sihirli bir değnek olarak görülmesi, (6) biz zaten bunu yapıyoruz anlayışı, (7) toplam kalitenin bir moda olarak algılanması, (8) yöneticilerin otoritelerinin azalacağı endişesi, (9) sürekli eğitim yetersizliği, (10) takım çalışmasının yetersizliği ve (11) beklenti düşüklüğü olarak belirlenmiştir.