Journal

Appreciatively Building Higher Educator’s Relational Sensibilities

Appreciatively Building Higher Educator’s Relational Sensibilities David Giles Flinders University, Australia Email: dlgiles1@gmail.com Abstract In our busyness as higher educators, we can take for granted the relational essence of our educational context and pedagogy. As a consequence we find ourselves striving for greater efficiencies in our educational transactions, all the while lamenting former rich and deep teaching and learning experiences of the past. When the relational

Planning of Meaning-Centered Technical Teacher Training Institutes in India

Planning of Meaning-Centered Technical Teacher Training Institutes in India Vedhathiri Thanikachalam Former Professor and Head of Center for International Affairs, National Institute of Technical Teachers Training and Research, Chennai-600113, India Email: drthanikachalam@yahoo.com Abstract A research study has been conducted to evaluate the achievement of one of the four technical teacher’s institutes in India by using SCORES model which is providing a process for leading at a

Fledgling Steps to Global Self-Awareness for Preservice Teachers Abroad

Fledgling Steps to Global Self-Awareness for Preservice Teachers Abroad Alina Slapac & Virginia Navarro Department of Early Childhood, Elementary, TESOL, and Special Education (ECETS), University of Missouri – St. Louis, USA Email: slapaca@umsl.edu; virginia.navarro@umsl.edu Abstract International experiences for preservice teachers increase intercultural competence, global-mindfulness, autonomy and personal development (Cushner, 2007; Cushner & Mahon, 2002). This basic qualitative research study investigates how intercultural experiences and teaching transformed

Educational Research Paradigms: From Positivism to Multiparadigmatic

Educational Research Paradigms: From Positivism to Multiparadigmatic Peter C. Taylor Science and Mathematics Education Centre (SMEC), Curtin University, Australia Email: P.Taylor@curtin.edu.au Milton Norman D. Medina Research and Development Center Office, Assumption College of Nabunturan, Philippines Email: milton_sept19@yahoo.com   Abstract In this paper we provide an overview of the characteristics of major educational research paradigms shaping contemporary educational research, ranging from the traditional positivist perspective to the

Learning Should be Fun! Drama, Meaningful Education and the New Three “R”s

Learning Should be Fun! Drama, Meaningful Education and the New Three “R”s Elisa Garzitto-Michals California State University, Sacramento, USA Abstract What is the impact of using drama as an instructional technique in conjunction with Bill Daggett’s educational paradigm of rigor, relevance and relationship on the meaning-centered education (MCE) classroom? Drama holds the potential to more accurately explain and present information within a learner’s capacity within Lev

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