References Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system - secondary. School Psychology Review , 42 (1), 76. Anane, E. (2011). Predictive validity of continuous assessment scores of students’ performance in end-of-semester examinations in colleges of education in Ghana. Journal of Business and Educational Policies, 7 (1), 95-104. Black, P., Harrison, C
Eric Anane and Jephtar Adu-Mensah
Praveen Shetty, Vishnumoorthy Prabhu and Pratapchandra T
Aravind Adiga’s novel The White Tiger encapsulates the complexities of identity formation in a milieu effected by neo-capitalism. The novel, for many, is about a new identity made available to the hitherto marginalized in the form of opportunities unveiled by market forces. It is also perceived as a registration of the frustration and anger of the deprived that has become conscious of the new possibilities. Understandably, interpreting the novel on these lines leads to the identification of the protagonist Balram as a champion of the marginalized, settling scores with the oppressive system. However, there are far subtler notes in the protagonist’s attitude to these sweeping changes than the simple and one dimensional approach of an achiever who is able to break the “rooster coop” and revel at the reversal of fortune. Neither is it a representative voice of the suppressed class turning the table on its oppressor by using the opportunities offered by the global market. The “notes” of the voices that emerge as Balram, the boy from darkness, moves up the ladder to become Ashok Sharma, the entrepreneur hiding in light, not only lack symphony but also create a distinct dissonance. Clearly, the discord in the changing notes is brought about by the forces that changed the world he lives in-a neo-capitalist world. The whole process of Balram turning into Ashok Sharma is a neocapitalist coup.
Salena Sampson Anderson
REFERENCES Ahearn, Laura M. 2001. Language and agency. Annual Review of Anthropology 30. 109–137. DOI: 10.1146/annurev.anthro.30.1.109 Alderson, J. Charles. 1991. Bands and scores. In J. Charles Alderson & Brian North (eds.), Language testing in the 1990s: The communicative legacy , 71–86. London: Modern English Publications/British Council. Alderson, J. Charles, Neus Figueras, Henk Kuijper, Guenter Nold, Sauli Takala & Claire Tardieu. 2004. The development of specifications for item development and classification within the Common European
and the investigation of the apocalypse in the later Middle Ages. In Caroline Bynum & Paul Freedman (eds.), Last things: Death and apocalypse in the Middle Ages, 156-187. Philadelphia: University of Pennsylvania Press. Storm, Melvin. 1993. The intertextual Cressida: Chaucer’s Henryson or Henryson’s Chaucer? Studies in Scottish Literature 28.1. 105-122. Straw, Carole. 2000. Settling scores. Eschatology in the Church of the Martyrs. In Caroline Bynum & Paul Freedman (eds.), Last things: Death and apocalypse in the Middle Ages, 21
University, 2015. 33-186. Print. ---. “Libuše Duškova’s Birthday: Four Score Years and Five.” Ostrava Journal of English Philology 1. 2015: 83-86. Print. ---. “O některych uskalich a možnostech začleněni ramce funkčni větne perspektivy do elektronickych korpusů [On Some Issues and Opportunities Regarding the Integration of the Framework of Functional Sentence Perspective into Large Electronic Corpora].” Korpusova lingvistika Praha 2011 (3. Gramatika a značkovani korpusů) [Corpus Linguistics Prague 2011. Vol 3: Grammar and Annotation of
Fernando T. Capilitan
This paper shows that the experimental group who are exposed to DVD Video Lesson that uses code switching language has an average mean score in the pretest of 1.56, and this increased to an average mean of 3.50 in the posttest. The control group that uses DVD Video Lesson that uses purely English language got an average mean of 1.06 in the pretest and increased to 1.53 in the posttest. Based on the results of the performance posttest taken by the two groups, the experimental group has a dramatic increase in scores from the pretest to posttest. Although both groups had increased in their performance scores from pretest to posttest, the experimental group (code switching language) performs well in the posttest than the control group. As revealed in this findings , there is a significant difference in the posttest scores between the experimental group who are exposed to DVD lesson that uses code switching as a medium of instruction and the control group who are exposed to DVD lesson that uses English. The students who are exposed to the Video Lesson that uses code switching perform well than those students who are exposed in DVD video lesson that uses purely English language. DVD Video lesson that uses code switching as a medium of instruction in teaching social dance is the useful approach in teaching Grade 10 Special Program in the Art students. The language used (code switching) is the powerful medium of instruction that enhances the learning outcomes of the students to perform well. This paper could be an eye opener to the Department of Education to inculcate the used of first language/local language or MTB-MLE, not only in Grade I to III but all level in K to 12 programs, since education is a key factor for building a better nation.
John Michael V. Faller
The research endeavored to analyze the impact of quality assurance on management practices and staff performance in the Technical Colleges of the Sultanate of Oman. The use of a quantitative research approach and a correlational research design was deemed necessary in order to address the research objectives. The respondents of the study comprised of the different faculty, staff, and administrators from various technical colleges. It was revealed that there was a very satisfactory level of quality assurance implementation in terms of general standards in higher education (m=3.87) and in the implementation of the standards of good practice in higher education (m=3.97). There was a satisfactory level of quality assurance implementation of the standards of the National Qualifications Framework (m=3.49) and the implementation of the standards in approval and accreditation process (m=3.42). In terms of the management practices profile, an overall very satisfactory level was recorded in the said colleges. This is indicated by the overall mean score level of 3.82. An overall very satisfactory level of staff performance was obtained in the said colleges. This is indicated by the overall mean score level of 3.71. All of the null hypotheses were rejected in favour of the research hypotheses, which means that there was significant relationship between all the quality assurance implementation and staff performance, quality assurance implementation and management practices, and staff performance and management practices. Implications for management and future research are provided.
Fatemeh Modaresi Asem, Farah Lotfi Kashani and Shahram Vaziri
Marriage conflicts lead to reduction of marriage, health and the healthy relationship with children. The side-effects of dissatisfaction with mental and physical health of spouses and children show the necessity of marriage interactions improvement and codification of various plans. This research attempts to present new results by investigating the effectiveness of four-factor therapy: the effect of therapy, therapy hope and expectation, increasing awareness, and ordered-behavior in marriage conflicts. This research is a semi-experimental based on the research type, 26 people were selected randomly among 40 people who were volunteering to take part in the therapy group and they were distributed into two groups experiment and control. The people who were in the experiment group experience than 2-hour sessions of group tetrahedron psychotherapy and the 54-questions questionnaire of marriage conflicts were applied in both groups as a pre-test and post-test questionnaire. Multi-variable covariance analysis was deployed in order to analyze the data. The data showed the significant difference between the scores of experimental group and control group and these results show the effectiveness of four-factor psychotherapy as an effective approach for reducing marriage conflicts and for improvement of couples′ relationships. The four-factor components of therapy can be effective on reducing marriage conflicts separately. Actually, this approach creates a relationship therapy (the hope creation in relationship improvement) and by this method the couple get noticed of their problem and understand how to modify their behavior and subsequently how to organize it.
Pirjo Harjanne, Claudio Díaz Larenas and Seppo Tella
This article reports Chilean and Finnish foreign-language (FL) teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT) is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”), whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.