He mentions that “Education teaches us to act by judgment” (633). He argues that judgment is not enough; we need to have a certain degree of knowledge of critical thinking that is acquired through the educational process to effectively be able to judge situations accordingly. “Our education is good just far as it produces well-developed critical faculty” (633). Training and education can elicit the whole capability of criticism to a more effective form. ‘“Patriotic’ history and dithyrambic literature never can do it” (633).
Hollins (1996) developed this instrument to assess background data and how culture impacts student learning. Tearing Down the Barriers to Effective Instruction According to Cole (1995), good instruction is good instruction, regardless of students’ racial, ethnic, or socioeconomic backgrounds. Unfortunately, numerous barriers can prevent poor and minority students from receiving good instruction. Barriers literally and figuratively exist when ensuring minority children are properly educated. These obstructions to effective instructional practices take the form of institutional programming, such as tracking, and as personal opinions, such as lack of cultural understanding.
They cite a “key” weaknesses in measurement of exercise effect, the timing on the measurement of affect itself, before and after exercise commencement. Earlier studies used and current studies still use/adapted mood states tests (POMS), state anxiety and affect measure test (PANAS). These tests are regarded as valid however, there is little thought into the intensity and amount of exercise involved in these scale. Would we feel more opposed to exercise if we knew the rigour and intensity beforehand? Is this a correct theory?
Different subjects, students, and classrooms all have varying objectives and therefore, teacher evaluations should reflect these variables. Also, little guidance is provided on how to complete the teacher evaluation form, and on top of that, different evaluators have their own ideas of how to evaluate someone so their evaluations can be highly subjective. Districts typically give little direction regarding what evaluators should look for. Instead of providing guidelines and rubrics about the substance of evaluations, districts are more likely to set out time lines and explain processes (Koppich & Showalter, 2008). Also, there is a tendency for teacher evaluations to be very similar with little variance in scores.
English-only advocates additionally argue that using L1 in the classroom is not in line with SLA theories, which defend modified input and discussion in L2 as a means of learning (Polio, 1994, p156). Ironically, negotiations of meaning and trial and error often result in what has been named an ‘interlanguage’, where a combination of L1 and L2 is used to communicate and set up the right method of communicating in the L2 (Weschler, 1997, p2). An area in which there is strong support for a Monolingual Approach is the multilingual classroom. Unless the teacher is able of speaking all the respective L1s in the classroom, there would appear to be no advantage of L1 use (Hawks, 2001, p49) and indeed it would most likely prevent learning. 2.5.
general or g factor) that takes merely the verbal and logical capacities of individuals into consideration .This resulted in failing to count for language learners’ potentials for further growth. Hence, in recent decades, Gardner (1983, 1999) has developed a broader model/theory of intelligence, labeled as Multiple Intelligence(s) (MI) which regards intelligence as a set of abilities. Within this regard, Intelligence is defined as “the ability to solve problems or to create products that are valued within one or more cultural settings” (Gardner, 2011, p.28). Armstrong (2009, p. 120) stated that applying multiple intelligence (MI) can be influential as it may remarkably “affect students ‘behavior in the classroom simply by creating an environment where individual needs are recognized and attended to throughout the school day.” The present study, thus, aims at investigating the relationship between multiple intelligence, language learning strategy use and achievement among MA first year English students at
Ellis (2003) considers tasks which involve unspecific language use as 'unfocused tasks' and tasks which are encouraging the possessing of specific linguistic features as 'focused tasks'. Ellis maintains applying both of the mentioned tasks is possible in TBLT courses while concerning interaction hypothesis; focused tasks have contribution to second language acquisition. Ellis (2003) entitles pedagogic tasks and real-world tasks as 'unfocused' tasks and structured-based production tasks, structured-based comprehension tasks, and consciousness-raising tasks as 'focused' tasks. He believes unlike 'exercises' which mostly deals with practicing a specific form of language, in focused tasks learners are not informed of the specific linguistic focus, therefore they are free to concentrate on meaning and choose their own resources while any attention to form will be incidental (p. 141). 2.1.2.
Any close examination of the modern approach to education will reveal that it is a culmination and refinement of teaching practices that have traditionally been followed in schools. This paper will make a case that holds that the contemporary practices carried out in schools do not take into account the design and functions of the brain. This failure to account for behaviours that are related to specific human needs and the conditions that ignite the drive to have them satisfied, creates a major impediment to maximising education outcomes. The core contention is: that a behaviourist approach to learning and behaviour management that is based on observation of a student’s use of cognitive powers alone, is destined to fail. This is not an
Phylosophy of education teach us the inductrination of the education. Uneducated people also can be follow the philosophy but they do not follow the ethics but they will follow many of the things but we are learning ethics that is the philosphy of education. Philosophy of education is the basic knowldge of the growth. Then we are applying that in the society, that means it is going into the society and giving the philosophy and bringing the certain meaning of the education. So my openion about the philosophy of education is both are very important, but we cannot say that both are same, because of there is the certain meaning of education but there is no certain meaning of the philosophy but it is mentioned in the education.
Based on the information, data has to be put together in order to determine the relevance and usefulness of the information collected. Data obtained from a survey can be used for both descriptive and analytical studies. The information obtained from the research tools have to be valid. Validity exists when the data actually measures what they are supposed to represent. If the data fails to do so, it is misleading and should be neglected.