, 2010. Repoussi, M and Tutiaux-Guillon, N (2009). “ New Trends in History Textbook Research: Issues and Methodologies toward a School Historiography” Journal of Educational Media, Memory, and Society (2), 1 Spring 2010, ISSN 2041-6938 (Print), ISSN 2041-6946 (Online) Scissler, H. (1989-1990) “ Limitations and Priorities for International Social Studies Textbook Research” International Journal of Social Studies (4) Stradling, R. (2001). Teaching 20th-Century European History: UNESCO Guide Tarasov D.A., Sergeev A.P., Filimonova V.V. Legibility
Giorgos K. Fountzoulas, Maria I. Koutsouba and Evgenia Nikolaki
literacy, really? Quest, 67 (4), 367-383. Katsouli, I. (2012). Distance learning and critical literacy: an example of literary text. Dissertation. Patra: H.O.U. Katsouli, I. & Koutsouba, M. (2013). Politics and education, education and politics: The “conversation” between critical literacy and open and distance learning. In Proceedings from the 7 th Conference for the Open & Distance Learning “Learning Methodologies” (pp. 59-69). Athens: Hellenic Network of Open and Distance Learning Publications. Kentel, J.A., & Dobson, T. (2007). Beyond myopic
Georgios Baltos and Carlotta Alpigiano
Libraries are rightfully recognized as the heart of academic institutions. However, they are not standalone, but interconnected with all other players within the same organisational universe: academia, administration, stakeholders, internal and external competitors and co-operators. Internal auditors’ role is to promote quality standards along with a “continuous improvement” culture that includes efficiency, accountability and performance excellence at institutional level. Librarians have a long tradition of performance indicators’ collection and evaluation. The crossroad where librarians and auditors meet each other is represented by an integrated methodology which links objectives, risks, performances and controls, harmonising them within the institutional context. The case of such a collaboration at European University Institute (EUI) is a noteworthy example.
Tsonka Al Bakri
The following paper aims to analyse the notebook ‘Anna Magdalena’ as a means for the development of specific knowledge and skills concerning teaching of Baroque and more specifically Bach style, for the beginner pianist. The focus of the paper is oriented towards examining the notebook, and providing a fresh perspective for its teaching from a pedagogical standpoint. Moreover, the paper aims to show various modes of teaching applied to the most popular pieces in the notebook. The author exhaustively lists widespread performer issues relating to the baroque’s technique, specifically, Bachian stylistic perception and attempts to show the ways in which these pieces can be taught. The study will be based on practice-led research methodology.
Young Mudavanhu and Nicholas Zezekwa
Science teachers need an adequate understanding of the nature and processes of science as the basis for their pedagogical content knowledge for effective classroom delivery. The aim of the study was to find out in-service teachers’ views on the nature of science (NOS) and how their views compared with informed understanding of the NOS. The study adopted an exploratory case study methodology, qualitative in nature, and used convenience sampling. A questionnaire was administered to 50 in-service teachers doing a bachelor of science honours degree at a selected university in Zimbabwe. The students had done a course in history and philosophy of science where there were exposed to some topics on the NOS. Frequency counts and mean scores were used to describe views of the participants. Analysis involved comparing in-service teachers’ responses with experts’ views. The findings reveal that the students had a naïve understanding of NOS in 5 out of 16 statements from the administered questionnaire. Despite these observations the participants generally had a fair understanding of the NOS as evidenced by the fact that the participants managed to correctly respond to 69% of the questions asked. As such we infer that teaching and learning of nature of science as part of history and philosophy of science had a positive impact on in-service teachers’ views. The few instances when participants’ responses revealed contradictions, suggest that teaching and learning history and philosophy of science may not be adequate to develop a full understanding of nature of science. Further research is recommended with large samples, using a revised Views Of Nature of Science (VNOS) questionnaire and interviews, and document analysis to reveal how nature of science is taught and learnt.
, Qualitative, and Mixed Approaches, Sage publications, 4th Edition. Chalmers, A. (1982). What is this thing called science? Queensland, Australia: University of Queensland Creswell, J.W., (2009) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, Los Angeles :Sage Della Porta, D. and Keating M.(Eds) (2008) , Approaches and Methodologies in the Social Sciences: A Pluralist Perspective, Cambridge University Press Denzin, N. (1978) (5th edition).. Sociological Methods: A Sourcebook. Aldine
J. O. Ogbe
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Vera Arhin, Tabitha Wang’eri and Edward Kigen
Resources. Retrieved from http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Retention De Lisle, J. (2011). The benefits and challenges of mixing methods and methodologies: Lessons learnt from implementing qualitatively led mixed methods research designs in Trinidad and Tobago. Caribbean Curriculum, 18 , 87–120. Flick, U. (2014). An introduction to qualitative research (5th ed.). London: Sage. Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional distance theory. The Quarterly Review of Distance Education, 6 (1), l-11
), Danish participatory models Scenario workshops and consensus conferences: towards more democratic decision-making . Igor Mayer, (1997), Debating Technologies , A Methodological Contribution to the Design and Evaluation of Participatory Policy Analysis (Tilburg University Press, Tilburg). Francesca Bignami, Il Procedimento Amministrativo nel Diritto Europeo – “Tre generazioni di diritti di partecipazione”, pp 106 Jaen-Luc Dehaene, (March 2004), Statement, Conference “Participatory democracy: current situation and opportunities provided by the