Reflective Teaching Model for Reading Comprehension

The aim of this study is mainly targeted to develop a reflective teaching model for reading comprehension and to examine its effectiveness in teaching reading comprehension to the students in Myanmar. Therefore, different works of literature from different fields of reflective teaching, reading comprehension, and instructional designs were reviewed to deduce a new idea for reflective teaching in reading comprehension. After the review of different studies, the reflective teaching model for reading comprehension (RTMRC) was theoretically developed in accordance with instructional design criteria and a strong theoretical base in reflective teaching and reading comprehension processes. It was the originality of this current research and also validated with some experts in the fields of instructional design and English language teaching. After that, the empirical research related to the reflective teaching (especially, different classroom research) was compared, and from that, a new methodological idea to conduct the valuable research which is most appropriate with the Myanmar context was extracted. Then the instruments for this study were constructed and the detailed lesson plans for the main study were also written for the participating teachers. The instruments were pre- and post-tests, student questionnaire, and observation scheme. In the pilot study, these instruments were first content-validated with some content experts for cross-cultural use. Second, these instruments were also continuously confirmed their construct validity, and if necessary, they were modified and planned for the main study. As the next step, the main study was conducted to examine whether the reflective teaching model for reading comprehension is effective on students’ reading comprehension achievement in Myanmar. In this main study, three teaching strategies; reciprocal teaching, interactive teaching, and questioning, were utilized in the framework of the reflective teaching model (RTMRC) that was self-developed. These three strategies were qualified, compared, and examined for their effectiveness respectively by the RTMRC teaching. Therefore, under the title of the main study, four main parts were presented by dividing them into four sub-studies investigating the effectiveness of these teaching approaches (Reflection-Based Reciprocal Teaching – RBRT; Reflection-Based Interactive Teaching – RBIT; Reflection-Based Questioning Approach – RBQA; Reflective Teaching Model for Reading Comprehension – RTMRC). Therefore, this research study could exclaim that the RTMRC model is not only qualifying different teaching strategies to improve students’ reading comprehension achievement but also essential for both teachers and their students for their effective teaching-learning process

Embedded Ethernet Web Server for a Robot Arm Control

The World Wide Web has provided a strong medium for networked computing with independent platform. As the Internet continues to grow, there will be a practical as well as economical sense to connect number of devices to the Internet. Hence, embedded web servers are needed to access, monitor, and control these devices. This work investigates the issues involved in developing an embedded web server which monitors and controls a number of devices through its re-configurable I/O ports. This thesis also provides detail discussion on the software and hardware aspects of an embedded web server. Site Player embedded server module is used as a base unit in this research. With the PC interface, embedded server module is configured with appropriate I/O control codes as well as user interface. The example application used with the embedded server module is a servodrive robot arm which has four servo motors to control the movements of its base, arm, wrist, and grip. Further integration and greater capability of web-enable devices which are being used in factory automation and home appliances control are discussed as future works of this research

Development and Characterization of Tool Compounds Targeting the Runt Domain’s interaction With Cbfβ

RUNX1 and CBFβ, which encode subunits of the core binding factor, are frequent targets of chromosomal aberrations in hematological malignancies. We previously determined that CBFβ (encoded by CBFB) is important for the transforming activity of the chimeric protein AML1-ETO protein (RUNX1-RUNX1T1) generated by the t(8;21), and other studies showed that normal Runx1 functions are essential for survival and maintenance of some leukemias lacking RUNX1 or CBFB mutations. Thus, we hypothesized that we could achieve therapeutic efficacy in multiple leukemias by targeting the Runx1:CBFβinteraction with small molecules. Using the structural information of the DNA binding Runt domain (RD) of Runx1 and its interface with CBFβ, we employed a computational screen for a library of 78,000 drug-like compounds, and further optimized our leads. The Runt domain inhibitors (RDIs) bind directly to the RD and disrupt its interaction with CBFβ. We showed that the RDIs reduced growth and induced apoptosis of t(8;21) acute myeloid leukemia (AML) cell lines, and reduced the progenitor activity of mouse and human leukemia cells harboring the t(8;21), but not normal bone marrow cells. The RDIs had similar effects on murine and human T cell acute lymphocytic leukemia (T-ALL) cell lines that did not harbor the t(8;21). Furthermore, our inclusion of a structurally related and weakly active compound as a control strongly support that the efficacies we observed were due to on target inhibition of RUNX functions. Our results confirmed that the RDIs might prove efficacious in various AMLs, and that a therapeutic window is available to specifically target malignant cells. We developed a pro-drug AI-9-59 with improved solubility and pharmacokinetic properties and assessed whether it has any in vivo efficacies in mouse leukemia models. Our results showed that the pro-drug was toxic to mice at dosage above 50 mg/kg and had no observable growth inhibitory effect on leukemia cells, suggesting that the concentration of the pro-drug necessary to inhibit endogenous core binding factor activity exceeds the maximum tolerated dose in mice. However, the expansion of granulocyte macrophage progenitors, and the gastrointestinal toxicity phenotype we observed suggested that the effects could be from on-target repression of RUNX proteins functions

Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension

This study aimed to scrutinize the effects of the reflection-based questioning approach (RBQA) on Myanmar students’ achievement in English reading comprehension. The RBQA approach covers Oo et al.’s (2021) reflective teaching model for reading comprehension (based on planning, acting, reflecting, and evaluating) in which the teacher uses a questioning strategy (initiate-response-evaluate model). Employing cluster randomized trials, quasi-experimental research was conducted to investigate RBQA’s effectiveness in teaching reading comprehension skills to Grade-9 students. The experimental group (N = 228) received the RBQA intervention; the control group (N = 230) did not receive the intervention but was provided with traditional instruction. During RBQA intervention, teachers used the anonymous student questionnaire and observation scheme as effective reflection tools. After a five-week intervention, both groups completed post-tests to assess their achievement. The study findings revealed that teaching with RBQA had a significant positive effect on students’ reading comprehension. Therefore, this study is of immense significance to English language teachers and their students

Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension

The purpose of this study was to qualify method-centered teaching approaches by investigating the effects of the reflective teaching model for reading comprehension (RTMRC) on ninth-grade students’ English reading comprehension achievement in Myanmar. Three kinds of method-centered teaching approaches, namely reciprocal teaching, interactive teaching, and questioning, were qualified, compared, and examined while using the RTMRC. A quasi-experimental research design was used. The participants included 458 ninth-grade students, five English teachers, and 10 peer observers. Pre- and post-tests, a student questionnaire, and an observation scheme were used to assess the effectiveness of the RTMRC over 15 weeks. Structural equation modeling, Rasch analysis, analysis of covariance (ANCOVA), effect size (Cohen’s d), and various descriptive statistics revealed that the teachers’ reflections on the instructional context were very effective for student reading comprehension achievement, the students appreciated interactive teaching the most, students’ achievements for the literal, inferential, and evaluative comprehension questions were the highest, and the RTMRC was more effective than other traditional teaching methods. In essence, the RTMRC can assist English language teachers in improving their students’ reading comprehension

Subject Specific Mastery Motivation in Moldovan Middle School Students

Given the crucial role of mastery motivation in the cognitive development of children, the present study investigates subject-specific mastery motivation in the multilingual educational system of the Republic of Moldova. We applied cross-sectional data from fifth, seventh, and ninth graders studying either in the Romanian (n = 583) or Russian (n = 353) language using the Subject Specific Mastery Motivation Questionnaire (SSMMQ). To ensure the validity of the comparison of latent mean differences, the Romanian and Russian versions of SSMMQ were validated and measurement invariance of the constructs across language, grade, and gender was assessed. The full scalar invariance across grades and gender and the partial scalar invariance across language held. Thus, a comparison of latent mean differences across these three groups is plausible. The findings proved that there was no difference between the Romanian and Russian samples, but we found girls self-rated themselves significantly higher than boys in the Reading, Art, and Music mastery motivation scales. Results with respect to the comparison of latent mean differences between the grade levels demonstrated that the Reading mastery motivation of the Moldovan students stayed stable from fifth to ninth grades, whereas Art had a constant declining path

Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement

Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings

Decentralization of the police and its performance in four ethnic states of Myanmar

Along with democratic reforms started in 2011, police sector decentralization moved towards being a more gender and ethnic sensitive institution. Drawing on a survey, focus group discussions, and in-depth key informant interviews undertaken in Chin, Kayin, Kachin and Magway, the paper investigates effects of police force decentralization on service delivery performance in these four regions. Findings reveal that the police sector is only partially decentralized, and state governments have limited capability to manage police sectors even under limited decentralization. Challenges include resource and capacity constraints, political instability, and armed conflicts in the regions