The aim of this paper is to present some of the quantitative findings from a PhD study related to teachers’ training in using IWBs in primary schools which participated in Tatweer project in the city of Jeddah, in Saudi Arabia. Therefore, this paper concentrates on investigating how Saudi teachers in primary schools were trained to use IWBs and examines gender differences, extent of training, the types of training they need, and their training preferences. The sample of this study consisted of 587 teachers (286 males and 301 females) from primary Tatweer schools in the city of Jeddah during the academic year 2014-2025. The quantitative findings of this study indicated that the lack of providing training courses to Saudi teachers had an important effect on their IWB skills and satisfaction about their level of training, leading them to depend on themselves or their colleagues to improve their capabilities. Moreover, training in both technical and pedagogical skills as well as providing support from the school administration is essential for effective integrating of IWBs in classrooms. Female teachers’ responses in this study indicated greater need for training in effective teaching techniques using IWBs and greater preference for self-training methods than males.

The purpose of the present study was to adapt the Academic Behavioral Confidence Scale (ABC) developed by Sander and Sanders [1] to Turkish and to figure out the validity and reliability of the scale. The sample was composed of 577 undergraduates from Marmara University, Yildiz Technical University and Istanbul Commerce University in Istanbul. Exploratory and confirmatory factor analysis indicated a three-factor solution (academic study planning, verbalizing and assignment/project organization) with 16 items although the original scale had a four-factor structure (grades, studying, verbalizing and attendance) with 17 items. Potential reasons for these consequences like cultural differences were explained. Regarding the criterion validity of the scale, it was tested via the Revised Two-Factor Study Process Questionnaire. The results revealed that there was a positive and statistically significant correlation between each subscale and deep approach to learning unlike its correlation with surface approach to learning. The internal consistency coefficients of the factors and the total score ranged from 0.76 to 0.88. Test-retest results showed that there was no significant difference between pre-test and post-test scores of each subscale, and the composite score. Thus, it was claimed that both academicians and counselors could utilize Turkish version of the ABC Scale to examine undergraduates’ confidence in their academic conducts, leading to the formation of more efficacious learning environments for them.

This paper explored on readiness and level of acceptance and perceptions towards e-learning among Physics students of Physics with Electronic Programme of University Malaysia Sabah. A constructive approach (i.e., Problem-Based Learning (PBL)) was implemented using an e-learning as its main medium of teaching and learning (T&L). Two (2) physics subjects were involved (i.e., Thermodynamics Physics and Statistical Physics) which were offered on Semester 1 and Semester 2 respectively which took twenty eight (28) weeks durations. During the class, teaching and learning activities were done via e-learning including some of their assessment (i.e., online discussion, forum, uploading and downloading files, etc.). A set of questionnaire was distributed to twenty five (25) second year students before and after e-learning was implemented. Students’ response towards e-learning also enclosed in this paper.

The main purpose of this study was to analyze the relationship between faculty members’ knowledge management and self-efficacy in branches of Islamic Azad University Region 1. Research population included 2181 faculty members and the sample were 436 person which were selected by random stratified cluster based on krejcey Morgan table. Jashpara knowledge management questionnaire (chronbach alpha= 0.89) and shwarzer et al (1991)self-efficacy questionnaire (chronbach alpha=0.82)with appropriate validity based on the specialists points of view were used to conduct this research. Pearson correlation coefficient and stepwise regression tests were used to analyze the relationship between faculty members’ knowledge management and their self-efficacy. the results showed that all dimensions of knowledge management including knowledge creating, organizing, implementing and sharing had a positive and significant relationship with faculty members’ self-efficacy. Among the dimensions of knowledge management , knowledge sharing and knowledge organizing had a significant power for predicting faculty members’ self-efficacy.

This study attempts to analyze and evaluate theories and design principles for design and development of multimedia program for teaching and learning Arabic vocabulary. The researchers mentioned about the research tools, research samples and steps which are related to the design and development process. The study proposes the implementation of social constructivism theory proposed by Vygotsky (1978), theory of second language acquisition by Krashen (1984), theory of multimedia learning by Mayer (2001) and ADDIE instructional model by Dick & Carey (1990). Various subjects matter experts in teaching Arabic as a second language and instructional design (ID) have participated in the study. The outcome from this research will later be used by the researcher in the design and development processes.

The study is essentially an exploratory analysis, which sets out to obtain pattern of Problem-Based Learning assessment (PBLa) and Conventional assessment (Ca) that has been carried out in Faculty of Science and Natural Resources, Universiti Malaysia Sabah. The main objective of this paper is to scrutiny on how PBLa and Ca might contribute to students’ performance that leads to their final grade in total. A physics course (Waves and Optic, SF10603) has been chosen since it involved two lectures that thought the course for seven weeks each. Data was gathered from three (3) consecutive different batches of students who registered for the course. The course is offer in every second semester in each session (i.e., 2011/2012 (n=34); 2012/2013 (n=60); and 2013/2014 (n=54)). For the first seven weeks student has been exposed with PBLa approach where it is one of the students-centered learning method. The second part of the seven weeks, another lecturer took over. Students were undergone Ca of teaching and learning activities since then. The data analysis carried out a pattern where PBLa approach showed a positive consistency in students’ achievement compare to its counterparts. This paper also discussed type of assessments that carried out in PBLa and conventional approach.

The article reviews cultural identity as the problem of contemporary Kazakhstan’s society. Kazakh culture is now the main object of reformation processes occurring in Kazakhstan. In this situation it is important to investigate traditional Kazakh culture taking into account its possible points to be influenced by Westernization process. It is identified the area of dialogue between Western civilization and Kazakhstan’s culture. On the basis of this analysis it is characterized the process of entrance of Kazakh civilization into the world civilization. It is considered limitedness of close and unchanging monoculture which has negative effect on dialogue of cross-cultural communication and causes fanaticism, terrorism, extremism and radicalism. Inadequate evaluation of Kazakhstan as the most westernized country in the Central Asia is the result of archaic understanding. Ability of perception of new values is the cultural historical feature of self-knowledge and readiness to use the most acceptable ways of competitiveness. Aims: Analysis of impact of westernization process on formation of Kazakh culture and spiritual values identical with it. Objectives: Identification of values of Kazakh traditional culture and modern national culture and its protective function from contemporary processes of Westernization and globalization. Conclusion: For contemporary Kazakhstan it is important to preserve updated ethnical instruments and their adaptation to new cultural social conditions in the process of globalization and westernization.

The influence of training in labor risk prevention and the development of the resulting pre-emptive culture are analyzed within this paper. In order to achieve this, a quantitative analysis of the students of Building Degree in the Technic University of Madrid has been developed. This study has been made in all grades, valuating the previous knowledge acquired during compulsory education. It must be kept in mind that the students in 3rd and 4th grade have received general and specific compulsory training in prevention and safety in the building sector.

Research shows traditional university laboratories often do not give opportunities for the development of some student-centered targets for practical work. By using microscale techniques, students can carry out the experiments using the same route that scientists use. In this study, we discuss microscale laboratory effects on primary student teachersʼ attitudes towards science education.

This paper analyzes and theoretically elaborates concepts of children's drawings, communication, creativity and their role in the upbringing and development of a preschool child. Detailed explanation of the characteristics of the child's pre-school age, and modes of creative expression of preschool children with an emphasis on artistic creativity are worked out. In this work, we used the method of theoretical analysis and case study method. We presented a case study of preschool children (BT) where we emphasized the importance of artistic creativity of the child to communicate with the environment, but also as an important aspect of children's creative expression.

The aim of this study is to analyze the various factors affecting the evaluation technical subjects and their influence on student learning, in order to establish guidelines for improvement in the assessment. The analysis was performed on the evaluation of students in the course "Structural Concrete", fourth year of the Degree in Edification of the Polytechnic University of Madrid, during the 2013-2014 year. The work reflects the influence on the evaluation of the basis with which students arrive, the students' perceptions of evaluation and the type of evaluation conducted. As for the subject of "Structural concrete", the analysis has been very positive, although it is proposed to review the following course teaching planning, in order to improve the performance of the learning objectives.

The present study investigates the mediating role of language aptitude and the effect of metacognitive vocabulary learning strategy instruction on the recall of collocations. Therefore, 75 high and low language aptitude level participants were randomly assigned to two control and experimental groups based on the TOEFL test score at upper intermediate level and the Words in Sentence component of the Modern Language Aptitude Test-Elementary (MLAT-E) (2002). Both experimental and control groups received the same type of collocation instruction, but the experimental group, in addition, received the metacognitive explicit strategy instruction. A pretest and posttest measuring the learners' collocation knowledge before and after treatment was administered. During the training, the class time was allocated to teaching collocations and the last thirty minutes of each session was dedicated to metacognitive strategy instruction in the experimental group. Treatment continued for eight weeks and the required data were obtained. At the end, a two-way ANOVA was run to compare the two groups plus the effect of language aptitude on such performance. The results indicated that treatment did have an effect on the recall of collocations and also the high language aptitude learners enjoyed better performance compared to their low language aptitude counterparts.

In last decade, research in contemporary psychology has emphasized the role of goals in adolescent development. Goals in adolescence have been related to adapted lifestyles and academic performance, particularly with developmental and educational dimensions (i.e., learning motivation, achievement, life satisfaction, emotional dimensions, gender, academic interest, social cognitive development and competence, etc.). Other lines of research have investigated how goals change over time and how goals are influenced by personality (e.g., traits), social (e.g., family or peers influences) and cognitive-factors (e,g., cognitive competences). In this context, the objective of this paper was to extend this last line of research by investigating how goals are related to dimensions of meaning, values, and religious and spirituality measures, and whether these variables explain goals differently. The results of correlation and regression analyses showed absence of relationships between goals and self-esteem, cognitive orientation toward spirituality, existential well-being, and paranormal beliefs. Self-efficacy was positively related to all types of goals except sport-goals and social status goals. Meaning dimensions were differently related with goals: while presence of meaning was related to interpersonal, educative and personal commitment, search for meaning was only related with social recognition. Values of self-direction, universalism, tradition, security, power, achievement, hedonism and stimulation shared a high relationship with goals. Goals showed a high independence from religious and spirituality measures: traditional religiosity was negatively related with socio-politic and emancipation goals, and social recognition was positively related with experiential/phenomenological dimension and negatively with existential well-being. The range of explained variance for each category of independent variables was as follow: Values (0-50%), self-efficacy (0-9%), self-esteem (0-2%), meaning (0-10%), search of meaning (0-3%), cognitive orientation toward spirituality (0-1.2%), experiential/phenomenological dimension (0-2.4%), existential well-being (0-3.7%), paranormal beliefs (0-0.5%), religiosity-spirituality (0-4%). Values explained the higher percentage of variance. As a result of this study, possible implications for education were considered.

This paper investigated the effects of receptive and/or productive tasks on vocabulary gains. To achieve this end, a quick Oxford Placement Test (OPT) was administered to the senior students population studying English teaching at Khorasgan Azad university ,and based on their OPT scores, four advanced classes were randomly grouped as receptive, productive, mixed task and control groups. Fifteen target words were explicitly taught and practiced with receptive, productive, or mixed tasks . The groups were tested on receptive and productive tests before, immediately after, and 4 weeks after the applications of words. The results within groups revealed that all groups showed a statistically significant increase in their scores both in receptive and productive parts from pre tests to post tests. With regard to receptive tests, no significant decrease was observed in task groups from immediate to delayed post test. In the productive tests, on the other hand, although receptive task group was able to retain its gains from immediate to delayed post test, there was a significant decrease in the other groups over time. The present study also examined the receptive and productive vocabulary gains between groups to find out whether there was a significant difference in students’ receptive and productive vocabulary gains among the groups. Both in the receptive and productive tests, all groups receiving tasks (receptive, productive or mixed) significantly outperformed the control group. However, on no account were there significant differences between the groups which received different tasks, which may show that none of the tasks (receptive, productive or mixed) was better than the other to increase receptive or productive vocabulary gains. The results of this study can benefit teachers and students to become aware of the merits and demerits of vocabulary learning tasks.

This paper investigates and analyzes the students' views about the microscopic features of DC electrical circuit. These views have been obtained by means of the interviews with 5 physics students. The results show that there are three misunderstanding models in understanding microscopic features of DC electrical circuits which are connected to each other and their origin can be either textbooks or educational software

This paper attempts to shed light on the situation of learner autonomy in the Moroccan University EFL context and argues for the need for promoting more autonomy among university students of English

The article refers to new experiences of the family assistance in Poland. The act on family support and foster care system in Poland adopted by polish government on the 9th of June 2011 is here presented. Tasks and detailed activity scope of family assistant are analyzed, too. However the first researches on the family assistance in Poland from the years 2008-2011 are the main part of the article. These studies were conducted by Izabela Krasiejko and Anna Imielinska, Małgorzata Szpunar, Adam Miller, Julita Wirkus-Ostrowska and Sylwiusz Retowski, Aleksandra Debska-Cenian and Alicja Paracka. The researchers show that the family assistance system in Poland should bring measurable benefits.

Although research has mainly focused on coursebooks in a general sense, the number of the studies investigating English as a foreign language (EFL) teachers’ perceptions of course books has been limited. Thus, this study aimed to review the studies on EFL teachers’ perceptions of course books. For this purpose, studies on the issue were reviewed to make recommendations for teachers and researchers. Studies reviewed were categorized under the sections of positive perceptions, negative perceptions and factors affecting teachers' perceptions. Results showed that while pre-service EFL teachers mainly have positive perceptions of course books, in-service teachers experience some problems regarding the lay-out and design of skills. It was also concluded that certain factors such as teaching experiences, institution, curriculum, teaching styles and learner characteristics affect teachers' perceptions. It was recommended that teachers should be flexible to convert course books into authentic materials according to their student’s needs and levels. It was also recommended that further research should focus on the factors that affect EFL teachers’ perceptions of course book.

This study discusses the possible application of combined modalities of computer-mediated communication (CMC) tools, namely Email and Skype to foster learner autonomy out of “Freshman English” class and thus facilitate these freshman undergraduates to make transition from high school to university. In order to reach the goal I designed for the course, I involved my EFL students in an out-of-class cross-cultural CMC project, which integrates interactions with native speakers of the target language into language learning and language use autonomously. Data were obtained from students through interviews, reflective diaries and a questionnaire given out at the end of the term. The findings from this study indicated that 1) both the teacher’s and keypals’ supports and encouragements were effective and necessary; 2) good learning habits, taking responsibility for their own learning, motivation for success, effective learning strategies and self-confidence played vital roles in this style of learning process; 3) the participants in this study overwhelmingly chose the synchronous communication as their preferred form of CMC; and 4) they would rather initiate and carry on contact with their international key pals rather than with their classmates.

English as an international language has been a focus of many nations in their educational policies. There is hardly a country with language education policy that does not include English language and its pedagogical process. Some nations or countries take English language as their first language, while some take it as their second and official language. Hence, different approaches have been presented or adopted for its teaching in such heterogeneous situations. In this paper attempt is made to highlight the important methods and strategies of English language skills teaching in a multilingual situation of Nigeria. English language is paramount in language education of Nigeria. Furthermore, the challenges facing the quality of the pedagogy of English language skills are presented. The challenges highlighted include, deficiency in teaching method, poor socio-economic background of the learners, media of learning the language, and cultural factors among others. Some practical suggestions on how to effectively address the challenges are presented.

We, human beings are living in a global village as the shape of universe has been changed due to the fast development of information technology in recent century. Information-technology has reduced the world to a global village through internet, satellite, and so on. The rise of global village naturally caused different discussion in many areas such as ethics, politics, and education and so on. Part of such discussion is to attempt for finding a proper response for the possibility of universal ethical value as the basic foundation of education in global village. It is against the nature of education in itself that we lack any universal ethical value in global village. Can we find a universal ethical value to based education on in globalized village? The aim of this essay is to deal with this question and the writer attempts to display how ethical golden rule can provide us with a proper foundation for education.

Education and ethics are among those topics that had received significant attention paid by scholars. Is there any relationship between educational and ethical discussion. In this paper the writer attempts to display the relationship between ethics and education. Moral realism as a significant ethical issue can play as foundational rule for educational issues. What kind of perspective toward moral value should be mirrored in educational system until it could receive its aim? Traditionally the ethical objectivity was a dominant view but since the modern era the view of ethical subjectivity and relativism has been increased. The main reason given for this view refers to the diversity of culture. The aim of this paper is to deal with the moral realism in presence of cultural diversity. The writer argue to demonstrate that cultural diversity could not and should not be a serious challenge for the moral uniformity, therefore, one is justified to keep and hold the view of moral realism in presence of cultural differences. When the moral realism is demonstrated and its rationality is displayed educational system could be supported by moral realism.

United States Middle Eastern Policy has so much significance that it is developed in the full brightness of media attention and subjected to be vast discussion. For the last sixty years the U.S.A. has been playing fighting roles in the Middle East. As a champion of liberal ideals it waged war to install democracy and as a supporter of dictators to protect American interest. But in the Middle Eastern policy, the Israel-Palestine conflict is more important. Woodrow Wilson firstly supported Zionism publicly and his role was crucial in awarding of British Mandate for Palestine. He extended support to Zionism in spite of King-Crane Commission’s report of overwhelmingly opposition of Arabs to establish a Jewish home. President Truman supported the U.N. Partition plan and immediately recognized the Israel after its establishment. More over after 9/11 the convergence of Zionism and United States has reached its highest point and “terrorism” became their shared rhetoric. In this paper we will discuss why US foreign policy is so much significant in Middle East and why the Israel has much influence on American policy. How far America succeeded to solve the Palestine issue and if not then why?

Self-efficacy, as one of the most influential perceptions the learners hold, has recently been at the center of investigation due to its fundamental role in every domain particularly in language learning. Yet, more research on self-efficacy and its underlying processes is reckoned to be necessary in order to explore how the learners can be assisted in their academic achievement by activating their self-efficacy judgmental system; and likewise fostering their mental capacities. On the other hand, reading comprehension deemed to be one of the most essential requirements to master in an EFL setting is also considered to be a laborious task. Hence, this experimental study aims to investigate the effect of self-efficacy enhancement via strategy instruction on the achievement of Iranian EFL learners in reading comprehension. 90 EFL learners in pre-intermediate level of a private institute in Tehran were selected as the research sample using quasi-experimental research design and assigned to one control and two experimental groups randomly. To answer the research questions, a self-efficacy questionnaire taken from Becker and Gable (2009) and one of PET Reading Proficiency Tests were administered to the learners in three groups both at pretest and posttest. Cognitive and metacognitive strategies selected from Oxford's Strategy Classification were instructed to two experimental groups; in the meantime, the control group was taught the readings with no instruction based on strategies. The results revealed that self-efficacy enhancement can significantly affect the learners' achievement in reading comprehension (p<.05).