This study investigated the effects of computer-assisted instruction (CAI) on students’ achievement in ecological concepts. Quasi-experimental design, specifically the pre-test post test non-equivalent control group design was adopted. The sample consisted of sixty-six (66) senior secondary year two (SS II) biology students, drawn from two randomly selected co-educational secondary schools in Aguata education zone of Anambra State, Nigeria.  Two research questions and two hypotheses  guided the study. Treatment consisted of teaching ecological concepts to the experimental group using CAI while the control group was taught using modified lecture method (MLM). Biology Achievement Test on Ecology (BATEC) was the instrument used for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the null hypothesis at 50% confidence level. Results revealed that: students’ taught using CAI performed significantly better than those taught using MLM; though there was a difference in the mean achievement of male and female in both the experimental and control groups which was in favor of the males, the difference  was not significant. Based on the findings of this study the use of CAI was recommended for enhancement of secondary school students’ achievement in ecological concepts and other abstract concepts in science.

This study aims to discover how social studies teachers’ personal and professional values can be improved by having a basis in Mevlana’s global messages “love-respect-tolerance” in terms of “Personal and Professional Values- Professional Development”, which is the first component of general efficacies of teaching profession. The sample of the study consists of a total of 16 classroom teachers teaching 4th and 5th grade students and social studies teachersworking in Ankara. Prior to the implementation phase, the values that are aimed to be taught by social studies teachers were found out. In line with these values, three common values which matchedmost with Mevlana’s global messages and “Personal and Professional Values – Professional Development”, which is the first component of general efficacies of teaching profession,were chosen. After these three values were defined as “love- respect-tolerance”, a set of creative drama sessions, all of which were developed by the researchers, was planned. Creative drama activity was completely consisted of Mevlana’s doctrines and had 4 sessions,each of which was 2 hours. The data was gathered through observation, interview and document analysis. Content analysis was applied. According to the findings of the study, teachers expressed that creative drama was an effective method in teaching values. It is possible to say that the creative drama method contributes positively to the development of teachers’ personal and  professional values.

No Child Left Behind illustrates policy that stifles pedagogy and the effective training of a global workforce. In an effort to enhance the educational outcomes of students, critical pedagogy and Gardner’s Five Minds for the Future are presented as tools for the cultivation of a more innovative workforce. The pedagogical strategies and framework presented hold the potential of improving the academic output and global competitiveness of postsecondary graduates.

This article examines the use of silence as a constructive teaching tool in the classroom rather than as a punitive measure. The author offers suggestions for the inclusion of silence to benefit students specifically in a literature high school classroom.

21st century students are living on the highway of rapid information technology, residing in homes equipped with modern gadgets that allow them to stay connected through virtual media. The fact   that students’ mind-sets are changing means that there is a need for corresponding changes in pedagogy. The Buddha is known as ‘Teacher of gods and men’, who is able to communicate his teaching of the Dhamma to people far and wide, and from all walks of life. What lessons can present-day teachers learn from the Buddha’s pedagogy? This article sets to describe the Buddha’s teaching methods, and their relevance for present-day teachers and students.

In the United States, children are in front of the “screen” about six hours a day, and because schools are a microcosm of society, educators need to incorporate more screen-oriented activities into the literacy program. Transmediation, based in social semiotics, promotes collaborative conversations, which nurture positive translations from one sign system to another, for example, from print to the Internet or from print to dance. In support of this pedagogy, related theory and research are presented as well as strategies and activities for engaging students in multimodal learning while demonstrating potential neuroenhancing effects.

The purpose of this study was two-fold: first, it aimed at examining the impact of expository text  topics on the listening comprehension of L2 learners; second, it aimed to investigate the impact of macro, micro, and macro-micro discourse markers on the listening comprehension of expository texts by L2 learners. The participants (N =105) were male and female adult L2 learners at upper- intermediate level selected from a number of English language institutes in Iran. The materials consisted of three expository texts and three versions (i.e., micro, macro, and macro-micro) for each text, which were developed by the researchers based on Chaudron and Richard’s (1986) model of discourse markers. A listening proficiency test and three sets of listening comprehension tests were the instruments of this study. The analysis of the data revealed that there was no significant difference in the participants’ performance on the three expository texts. The results also showed that macromicro versions received the highest mean, while macro versions received the lowest mean. The findings of this study suggested that the combination versions of micro and macro discourse markers contributed more to the comprehension of L2 listeners than only micro and macro versions did.

Outcome Mapping is intended to measure the process by which change occurs, it shifts away from the products of the program to focus on changes in behaviors, relationships, actions, and/or activities of the people involved in the treatment program. This process-oriented methodology, most often used in designing and evaluating community development projects uses graduated progress markers to determine if the intervention is achieving the desired outcomes and forms the basis for additional monitoring and evaluation. This theoretical paper explores the use of Outcome Mapping as an alternative or supportive method of research design and evaluation in teaching and learning contexts. Outcome mapping can provide educational researchers with the tools to think holistically and strategically about the process and partners needed to achieve successful results. This paper discusses the relevance of this method and compares and contrasts it to the functionality, use, and outcome measures utilized in current educational assessments methods.