The Effects Of Two Different Instructional Programmes On Literacy Skills Of Kindergarten Children

Lately, research exploring the effects of tutorial instructional programmes and educational games on literacy skills of kindergarten children has attracted large number of educational technology researchers and practitioners. Even though overwhelming research literature on the subject is available, the majority of this existing work is designed and organized in western contexts i.e. developed countries. Due to that reason, much less is known about the effects of tutorial instructional programmes and educational games on the literacy skills of Arabic speaking kindergarten children. Our study tries to bridge this gap in the existing literature by performing a comparison study of two different instructional programmes on the development of literacy skills amongst 5 to 6 years old kindergarten children in Saudi Arabia. As a result of this study, it was found that educational games were more effective in supporting and facilitating literacy skills of participating kindergarten children compared to tutorial instructional programmes

City College Birmingham (FEFC inspection report; 24/01)

Education Funding Council (FEFC) inspection report for 2000-01 (43/01). The FEFC has a legal duty to make sure further education in England is properly assessed. Inspections and reports on each college of further education are conducted according to a four-year cycle. City College, Birmingham is the largest general further education college in the West Midlands. It recruits a high percentage of its students from disadvantaged areas

ONLINE DOA’ FROM AL-QURAN AND HADITH FOR MUSLIM KIDS

This paper is prepared to provide an overview on a new approach for Islamic Education Webbased especially for doa’ for young Muslim children range about 5-7 years old. The main objective of this project is to develop a website to educate young Muslim children on the practice of daily doa’. Additionally, a survey has been carried out among 50 respondents and the majority of them are parents and teacher. The aim is to get their opinions in order to identify whether the web-based learning is feasible to be implemented and reliable to be used for the children. Based on the conducted survey, about 54% of respondents that are basically parents and teachers disagreed that teaching about Islam in school are efficient and effective way to be utilized. Therefore, it is believed there should be an alternative method can be used in order to increase their complete understanding about Islam. Hence, about 78% of the respondents agreed that learning about Islam via online is a practical way to be implemented in local market. The usability and interactivity features are the core elements that are going to be focused on. One of the key of interactivity features that is going to be focused is visual narrative. This is because nowadays, people tend to have interest on something that is related to graphic. In the other words, the power of image and narrative enables to allow a great deal of variety in methodology and presentation. However, there is still no existing websites that are offering doa’ as part of teaching module in interactive way based on researches made recently. Therefore, an interview with the experts from Islamic and Multimedia fields are also have been conducted with the intention of getting the needs and requirements before designing the interface so that it could meet the users’ expectations after development process. It can be concluded that it is a great opportunity to develop an Islamic Education Web-based that is focusing on doa’ as to promote the whole Islamic of Life for Muslim children

Education and Social Work handbook

2004 handbook for the faculty of Education and Social Wor

Education handbook

2002 handbook for the faculty of Educatio

“It is not bilingualism. There is no communication”: Examining Greek teachers’ views towards refugee children’s bilingualism: A case study

Τα τελευταία χρόνια, λόγω της μαζικής έλευσης προσφύγων στην Ελλάδα, οι εκπαιδευτικοί αντιμετωπίζουν νέες προκλήσεις, καθώς δημιουργούνται, όχι για πρώτη φορά, σε πολλά σχολεία της χώρας συνθήκες πολυπολιτισμικότητας και επαφής διαφόρων γλωσσών και πολιτισμών. Γίνεται αντιληπτό πως δημιουργείται η ανάγκη της όσο το δυνατόν αποτελεσματικότερης ανταπόκρισης των εκπαιδευτικών στις νέες απαιτήσεις μιας πολυπολιτισμικής σχολικής τάξης. Το παρόν άρθρο αναφέρεται σε μια μελέτη των απόψεων και των πρακτικών των εκπαιδευτικών σχετικά με τη γλωσσική ανάπτυξη των παιδιών προσφύγων. Οι εκπαιδευτικοί, αν και αναγνωρίζουν τα οφέλη της διγλωσσίας γενικά ή υποστηρίζουν το δικαίωμα των οικογενειών να μιλούν τη δική τους γλώσσα στο σπίτι, εξακολουθούν να εκφράζουν την ανησυχία τους ότι τέτοιες πρακτικές ενδέχεται να εμποδίσουν την κατάκτηση της γλώσσας της πλειοψηφίας και συχνά απαγορεύουν τις άλλες γλώσσες στο σχολείο (Chatzidaki & Maligkoudi, 2017∙ Gkaintartzi, Kiliari, & Tsokalidou, 2015∙ Young, 2014). Η μελέτη μας επικεντρώνεται στις απόψεις και τις πρακτικές εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης, όπως καταγράφηκαν σε συνεντεύξεις που διεξήχθησαν σε Δημοτικό σχολείο της κεντρικής Μακεδονίας στην Ελλάδα κατά την περίοδο Ιανουαρίου-Μαρτίου 2017. Το εν λόγω σχολείο είχε έξι πρόσφυγες μαθητές και μαθήτριες από τη Συρία. Τα ευρήματα που παρουσιάζονται εδώ σχετίζονται με τις απόψεις των εκπαιδευτικών σχετικά με τους/τις πρόσφυγες μαθητές/τριες και τη διγλωσσία τους καθώς και με τις διδακτικές πρακτικές που ακολουθούν στην τάξη για να διαχειριστούν αυτή τη διγλωσσία στη σχολική τάξη.Due to the massive influx of refugees to Greece in the last few years, educators are faced with new educational challenges. The present paper reports on a study of educators’ views and practices with regard to the language development of refugee children. While acknowledging the benefits of bilingualism in general, or supporting the families’ right to speak their own language at home, teachers still express concern that such practices may hinder the acquisition of the majority language and often ban the ‘other’ languages from school (Chatzidaki & Maligkoudi, 2017; Gkaintartzi, Kiliari, & Tsokalidou, 2015; Young, 2014). Our study focuses on primary teachers’ views and practices as reported in interviews conducted in a school of central Macedonia in Greece during the time period January-March 2017. The school in question had six refugee students from Syria. The findings presented and discussed here relate to the teachers’ views towards refugee students and their bilingualism as well as to their reported practices in the classroom with regard to their students’ multilingual background