'Becoming experts': learning through mediation

Purpose – This study is largely founded on Vygotsky’s sociocultural theory, Feuerstein’s theory of Mediated Learning Experience and Lave and Wenger’s ‘community of practice’, which concerned building a community of learners that places mediation as central in learning and teaching. While the overall study involved Malaysian Year One English and Mathematics classrooms, this article focuses only on the latter. Two research questions were posed: 1) How does the teacher/peers mediate learning? 2) How does mediation influence the individual’s identity? Method – This qualitative study was conducted within a period of three months. Data collection included intense classroom observations, interviews, classroom discourse and dialogic discussions with teachers and pupils. Microgenetic analyses of transcripts were made to show moment-to moment changes observed.Findings – Four types of mediation emerged from the data : Environmental mediation, cognitive mediation, affective mediation and metacognitive mediation (i.e., an ECAM model for mediation).Findings suggest that mediation enabled the Mathematics teacher to change, to take ownership and to sustain her new pedagogical approaches within the classroom. This re-focusing benefited her pupils, and dramatically changed a particular less able pupil from one who was initially ‘lost in his world,’ into one who was able to engage in the learning process, take ownership of his own learning, as well as mediate other pupils’ learning. Value – Hence it is argued that the ECAM model for mediation provided opportunities for this teacher and her pupil to expand their capacity to learn and develop their identities as individuals capable of learning and becoming ‘experts’

Voice of practice: Teachers' perceptions of sexism in business English textbooks

This study looks at how instructors perceive sexism and respond to the portrayal of gender in a textbook. A total of six instructors of an institution of higher learning were interviewed. These instructors were asked three basic questions: (1) Do you discuss gender issues in the classroom? (2) Were you aware of the gender stereotypes in the textbook? (3) How are you going to respond to gender stereotypes in the textbook after being aware? Findings indicate that the instructors did not intend to discuss gender in the classroom. Discussions on gender would be incidental, depending on the topic of the units covered in the textbook. In addition, the instructors did not discuss gender because they had not been aware of gender stereotypes in the textbook. However, most of them felt reluctant to discuss issues on gender even after they were made aware of gender stereotypes in the textbook. Reasons for this include time constraints in completing the syllabus, students' level of profiency and students' awareness of gender issues. The avoidance of discussions on gender issues was also due to two main reasons: one, gender issues were not part of the syllabus to be covered and two, these issues were not part of the local culture. It is suggested that the instructors should attempt to discuss gender stereotypes and the idea of equality among gender in the classroom, especially if sexism existed in the textbook, to avoid gender stereotypes being part of the hidden curriculum

Assessment of uptake of readily available plant micronutrients from soils amended with coal fly ash

A greenhouse experiment was conducted on two soils of different texture, Tebuk sandy clay and sandy mine tailings. They were treated with different rates of coal fly ash (0, 10, 20, 40, 80 and 160 Mg ha-1) and the uptake of B, Cu, Fe, Mn and Zn by spinach grown in these soils were determined at six weeks growth The experimental set-up hosen for this study was a factorial 2 (different soil textures) X 6 (six rates of fly ash application) arranged in completely randomized design with 4 replications. Application of fly ash increased the pH and EC of the soils Tissue uptake of B, Cu, Fe, Mn and Zn and plant dry matter weight were influenced by fly ash application rates and soil texture type. Boron uptake increased while Cu, Fe, Mn and Zn uptake decreased with increases in addition of fly ash to the soils The highest spinach dry weight was obtained with the application of 20 Mg ha-1 for the Tebuk soil and 40 Mg ha-1 for the sandy mine tailings

Curriculum Orientation of Lecturers in Teacher Training College in Malaysia

Curriculum development in teacher training college can be facilitated by indentifying the lecturers curriculum orientation. This study focuses on curriculum orientation of lecturer in Teacher Training Colleges (TTC) in Malaysia. Data were collected through questionnaire survey using the Curriculum Orientation Inventory, an instrument developed by Cheung and Wong (2002) which measures five orientations: academic, cognitive process, social reconstruction, humanistic, and technological. A total of 472 lecturers from 9 different TTC were involved in the questionnaire survey. Descriptive statistic and multivariate analysis of variance (MANOVA) were applied to analyze the findings. Results show that lecturers generally favor all five curriculum orientations with technological orientation ranked highest and cognitive ranked lowest. There is a significant difference in lecturers’ cognitive orientation based on teaching experience in TTC. Lecturers teaching between 18 to 23 years are more inclined to cognitive orientation compared to those teaching between 12 to 17 years. Results obtained could enhance the understanding of TTC lecturers’ curriculum orientation and help give an input to improve future teacher training curriculum program in TTC. Keywords: Curriculum Orientation, lecturer,  Teacher Training College

Fertility and suitability of the Spodosols formed on sandy beach ridges interspersed with Swales in the Kelantan - Terengganu Plains of Malaysia for kenaf production.

A study was conducted to evaluate the suitability of sandy soils in the Kelantan - Terengganu Plains (Peninsular Malaysia) and suggest measures to improve their fertility for kenaf production. The coastal landscape is scarcely utilized for crop production due to the inherently low soil fertility, nutrient imbalance and water deficit which can seriously inhibit crop growth. Three sandy Spodosols with humus - rich spodic horizon were found, locally named as Rhu Tapai, Rudua and Jambu Series with sandy matrix (>95% sand), low CEC (0.16-4.52 cmolc kg-1) and high acidity (pH 4-5). The mineralogy data showed quartz (dominant), with gibbsite, hematite and feldspars in trace amounts that result from high degree of weathering. The Corg of Bs and Bhs horizon was about 2%, with C/N ratio of 14 to 25, respectively; this can be exploited for kenaf production. Hence, we evaluated these sandy Spodosols for kenaf production using Wong (2009) Crop-Suitability Classification and found the soil to be marginally suitable under Class 4 described as 4Dnt where D stand for drainage, n for nutrient and t for texture. The major limitations were found to be excessive drainage, nutrient imbalance and sandy texture. Therefore, management practices recommended to improve the soils are (1) mulching the soils with different types of organic materials to retain water and plant nutrients; and (2) irrigating the soils during the dry period. If these agronomic practices are carried out, these soils could be productively used for growing kenaf

Proposing an Affective Literacy Framework for Young Learners of English in Malaysian Rural Areas: Its Key Dimensions and Challenges

Purpose - This study investigated rural English teachers perceptions of factors which influence the literacy development of young learners in rural school settings. This investigation led to a further enquiry on the dimensions of an affective literacy framework to support the English learning of rural young learners. Methodology - The study employed a qualitative approach to provide a holistic view of the phenomena being studied. Two English optionist teachers and two non-optionist teachers volunteered to participate in the study. The first investigation was based on audiotaped interview sessions with the teachers, and the second enquiry was grounded in video-taped class observations. The raw data from these instruments were used for qualitative content analysis, which resulted in the proposed Affective Literacy Framework for Rural Young Learners (ALFRYL). Findings - The analysis of interviews indicated that the teachers acknowledged the critical need for creating effective and interesting activities that can engage young learners cognitively and affectively, while arguing that their training background and learning experiences primarily influenced their pedagogical approaches. Classroom observations noted that the optionist teachers were confident in their pedagogical delivery. Based on the analysis of the affective teaching foci illustrated by the teachers in the classroom, six components of an affective literacy framework were identified as a tool to support affective literacy development among rural young learners: learner diversity, engaging pedagogy, meta-cognitive assessment, emotional management, pedagogical resources and positive interaction. Significance - Providing pedagogical examples of how teachers frame the task of teaching English in rural areas, this study illustrates the realities of their struggle, which teachers in similar situations may face in helping pupils learn English effectively. Positive affective literacy environments would provide opportunities for young learners not only to make meaning but also to reach new language materials and express themselves in new ways. The dimensions that constitute the affective literacy framework makes available an initial reference for teachers to stimulate pupils learning in challenging contexts where English is used minimally

Exploring affective mediation digital training model for training of trainers (ToT) in education

Affective mediation in education setting is crucial in order for learners to enhance their motivation to learn, thus will encourage the learners to enjoy the teaching and learning session. Due to its capability therefore the purpose of this paper is to review and examines affective mediation digital training model for ToT (Train of trainers) for the past seven years (2009-2015) and seeks how affective mediation can be implemented in digital training for ToT in education.Ten papers were selected based on the digital training model for ToT in education and this study is related and scoped in Malaysia context.This paper was reviewed based on the components, elements as well as the theory and approaches that are adapted by researchers in their experiment.This study has contributed to the affective mediation development of working model of digital training for TOT in education

Validating a conceptual model of affective mediation digital training for training of trainers (TOT) in education through expert reviews

Training on affective mediation to TOT using digital tool is needed to motivate trainers to learn. However, to develop a digital training tool that will meet the training’s objectives has require a model to be based on. Thus, this paper describes the validating procedures on a conceptual model of affective mediation digital training for TOT in education through expert review. This study has contributed to the body of knowledge in term of education setting, technology development and practical use of the digital training for TOT in education in Malaysia. Moreover, this study has also contributed to the affective mediation development of working tool of digital training for TOT in education