American Journal of Educational Research

The core of the creative problem solving is the idea discovery process. However, Korean students are shown the idea discovery process more difficult than other processes in the creative problem solving. Thus, there is a need to provide in detail the methodological aspect to induce ideas for Korean students. This research examined the elements and the characteristics appearing in the idea discovery process based on assumption reversal thinking skill by Korea’s undergraduate students. As a result of the research, the idea discovery process applying the assumption reversal thinking skill could be classified into the idea generation phase and the idea evaluation phase. In addition, in the idea generation phase, ‘search for assumption reversal object’, ‘extraction of internal or external attributes of assumption reversal object’, and ‘idea generation through assumption reversal thinking skill’ elements could be confirmed. In the idea evaluation phase, ‘evaluation standard setting’, ‘evaluation’, and ‘prototype’ elements could be confirmed. The circulation of elements appearing in the idea discovery process could be confirmed as well. For example, the idea generation phase and the idea evaluation phase were repetitively circulated by closely interacting with each other. In the idea evaluation phase, the evaluation-related elements were repetitively circulated by closely interacting with each other, and in this case, two circulation types could be observed. For example, in some groups, the ‘evaluation standard setting’, ‘suitability evaluation of idea through prototype’, ‘idea disposal and generation’, or ‘final idea selection’ were circulated. In other groups, the circulation was conducted in two stages, and in the first stage, the ‘evaluation standard setting’, ‘idea evaluation pursuant to the evaluation standard’, ‘idea disposal’, and ‘idea generation’ were circulated. In the second stage, the ‘prototype of idea passing the evaluation standard’, ‘idea evaluation through prototype’, ‘idea disposal and generation’, or ‘final idea selection’ were circulated. The educational implications were discussed.

American Journal of Educational Research. 2014, 2(10), 981-989. DOI: 10.12691/education-2-10-20
Pub. Date: November 06, 2014

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Relating Creativity and Imagination: Studying Collective Models of Creative Collaboration

by Raffaella Perrone

Original Research

This paper focuses on collective creativity in process design. The purpose of this contribution is to spotlight the factors that play a role in defining students’ creativity, with a special emphasis on the relationship between creativity and imagination, studying collective models of creative collaboration. We present two case studies in which we have specifically worked with groups of students to create a collective project proposing methodologies of experimental work. In both cases, the collective creation favoured the development of individual creativity.

American Journal of Educational Research. 2014, 2(10), 975-980. DOI: 10.12691/education-2-10-19
Pub. Date: November 06, 2014

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Curriculum Shift: Innovative Teaching and Learning through STEM Initiatives

by Kimberly Barcelona

Case Study

Today, we live in an ever-changing global society. The task of schools continues to go through changes that must help students analyze situations, problem solve, and make informed decisions. The basic goal and purpose of education has changed dramatically, as has the complexity of the learning task. Economic needs in our global workforce require that schools prepare students with more than the basic memorization of facts. Students must have the ability to understand numerous variables and process data in efficient and effective ways. In order to meet the needs of 21^st century learners, the New London Public School system in Connecticut adopted new ways of thinking about the structure of its schools. This paper discusses how the New London Public School system as changed the traditional views of school structure and the process necessary to achieve innovative teaching institutions.

American Journal of Educational Research. 2014, 2(10), 970-974. DOI: 10.12691/education-2-10-18
Pub. Date: November 05, 2014

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Additional Technical Training on Telecommunications Engineering Sciences

by Flávio Jorge and Paula Cardoso

Original Research

The Telecommunications Engineering Sciences are presented as an embracing field of studies with central importance on both scientific and technological development, and cuts across many areas of knowledge, such as maths and physics. Recognizing this value, the Instituto de Telecomunicações together with the Universidade de Aveiro developed already several projects among hundreds of high school students, following the main goal of spread scientific knowledge on Telecommunications Engineering. The first one, entitled Tele-Loucuras, followed the philosophy “hands on the mass”, and the full results obtained through an inquiry are evaluated, proving the importance of these kinds of initiatives to the students’ additional technical training. Following this project, a second one raised entitled Atreve-te!, which followed a more theoretical philosophy, but addressed more than a thousand students. A qualitative assessment to the project performance is presented based on the feed-back received. Also following the first project, a third one also raised entitled Radio, Antennas and Space Propagation, which is a summer course covering the physical layer of the Telecommunications Engineering, since the radio channel to the radio equipment and radio systems and a qualitative assessment to this initiative is also performed based on the experience and feed-back received from the students.

American Journal of Educational Research. 2014, 2(10), 963-969. DOI: 10.12691/education-2-10-17
Pub. Date: November 05, 2014

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Rhetorical Texts of the 4th Century A.D. about Wealth and Its Loss

by N. Tsitsanoudis-Mallidis and Ch. Stergioulis

Original Research

With this announcement we will try to present to the most possible extent, how wealth and its loss is dealt with by Basil of Caesarea and John Chrysostom, but also the way in which man is forced to deal with problems arising from both acquisition and possession and also loss-always according to the eternal word of the Gospel and of the orthodox viewpoint. Both texts belong to the homilitikon genre. The oration of Basil of Caesarea «Πρὸς τοὺς πλουτοῦντας» belongs to the Homilitikon category of his work and the content is practical and moral. It begins with a very short prologue (exordium). From the first lines of oration he makes sure he illustrates a portrait of the rich young man. The largest part of his speech is covered by the “πίστις” (probatio). Basil begins the main part of his oration justifying the formulation of his view in the preamble of the rich young man. Getting to the main point of the Cappadocian bishop, he brings forward the following reasonable question to the rich young man and indirectly to his audience: "If you have guarded from your youth the command of love and attributed to the poor as much as you have offered to yourself, then how have you accumulated this very large fortune?" In the following section of his oration he makes sure to go to a new question: "But how are you going to exploit wealth?" Man should manage his wealth in the way that the Lord commands. Then wealth remains to the ownership of the person who possesses it, though when man tries to save it, its lost. Basil even castigates the habit of the avaricious wealthy to bury and save their precious possessions in vaults, bringing up the excuse that the future is uncertain. In the next section of his oration Basil the Great goes over to the question: «And how will we live without precious possessions?" The confrontation of wealth is a trial of whether we want a true life or a temporary enjoyment. Special emphasis is given to how to deal with the situation, when the woman is involved. If the woman too loves wealth, the disease is even greater, this would motivate a man to a number of pleasures. The ecclesiastical man also castigates with harshness the greediness of the rich. The desire to acquire more and more possessions creates a dependency relation of them. And indeed man feels poverty, since he constantly has the need of acquiring more. The following section of the “Πρὸς πλουτοῦντας” oration refers to punishment suffered by the rich who live in contrary to God's will by the fair Judge. An issue that also employs Basil of Caesarea is the "nature of wealth". Wealth should not be a gallows for souls nor a hook of death. Basil the Great even catches up before any objections are made, that the acquisition of wealth is necessary for the future of children. Finally, before passing in to the epilogue of his oration refutes to the arguments of those who are childless and plead the excuse that they do not offer part of their wealth to the poor, "because of their needs." The epilogue small in length is designed to motivate the listener to abandon the futile attempt to acquire wealth and help him to prepare as best as possible for the kingdom of Heaven. In the same direction with the archbishop of Caesarea concerning the proper management of wealth John Chrysostom also moves in his oration “Περὶ πλούτου καὶ πενίας” as in “Περί πλουτοῦντας” of Basil of Caesarea the preamble (exordium) is short. In the occasion of the comparison of the rich man and Lazarus Chrysostom criticizes those who resent God, because they themselves are not wealthy and do not imitate the poor Lazarus. Chrysostom passes over to the main part of his oration through a rhetorical question: "Why do you think being wealthy is so important?" And the reasons why man hunts wealth are: pleasure, flattery, fear and vengeance.

American Journal of Educational Research. 2014, 2(10), 955-962. DOI: 10.12691/education-2-10-16
Pub. Date: November 03, 2014

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Corrective Feedback: A Bridge between Cognitive Interactionist and Social Interactionist Perspectives

by Naif Althobaiti

Original Research

This presentation tries to explain oral corrective feedback (CF) as provided through conversational interaction. In this presentation, CF, as provided through the interaction, is viewed from two perspectives: the cognitive interactionist and the social interactionist. Although, both of these two perspectives value interaction, they explicate the provision of CF through interaction differently. The cognitive interactionists explain the provision of CF through, but not limited to, Interaction Hypothesis, Noticing Hypothesis, and Output Hypothesis. The social interactionists emphasize the roles of teachers and learners within the process of corrective feedback. They also emphasize the context in which they work and the specific pedagogic activity in which they are involved (Ellis, 2008; 2010). This presentation is hoped to contribute a better understanding of EFL learning facilitated through the provision of CF. In addition, it provides some recommendations for future researchers, language educators, and EFL teachers.

American Journal of Educational Research. 2014, 2(10), 950-954. DOI: 10.12691/education-2-10-15
Pub. Date: October 30, 2014

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What is outside? The Early Years Foundation Stage in England: Outdoor Facilities, Organisation and Staff Attitudes

by Helen Bilton

Original Research

The purpose of this paper is to report on the facilities available, organisation of, and staff attitudes to early years outdoor education from schools within the south east of England, focusing on provision for children aged three to five. One component of the successful education of the child involves providing an ‘environment for learning’, including the facilities, layout and routines. This paper presents findings concerning the type and variety of facilities available outside; the various styles of organisation of the space; staff attitudes about: their roles, their aims for the environment, children’s behaviour and learning, and perceived drawbacks to practice. This paper draws on empirical data collected from schools within the University of Reading partnership. The findings suggest that although all early years settings must adhere to the statutory framework there are a range of facilities available, and there are a number of ways this environment is organised. Further there appears to be uncertainty about the adult role outside and the aims for activities. The conclusions drawn indicate that staff do not appear to be linking their aims for outdoor education to the facilities provided or to their actions outside. This means there is not a clear link between what staff provide outside and the declared ambitions for learning. This study is important as all educators need to be certain about their aims for education to ensure best outcomes for children. The implications of these findings for early years teachers are that they need to be able to articulate their aims for outdoor education and to provide the correct facilities to achieve these aims. Finally this study was undertaken to raise debate, posit questions and to ascertain the parameters for further research about the early years outdoor environment.

American Journal of Educational Research. 2014, 2(10), 942-949. DOI: 10.12691/education-2-10-14
Pub. Date: October 29, 2014

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Home, School and Gender Differences in Early Reading Fluency among Standard Three Pupils in Primary Schools in Kiuu Sublocation, Kiambu County, Kenya

by Tabitha Wang’eri and Doyne Mugambi

Original Research

The intention of the study was to establish the relationship between home and school factors and reading fluency in Kiswahili and English languages among standard three pupils in Kiuu sub location, Kiambu County, Kenya. To achieve this, the study investigated family factors such as family size, number of children attending school, languages spoken at home, parental support such as helping with homework and the frequency of reading story books for children. The study also sought to establish school factors that support reading fluency such as languages of instruction teachers used as well as the number of Kiswahili and English text books children possessed. Bronfennbrener (1979) ecological systems theory was used to ground the study. The study sample consisted of four purposefully selected primary schools two of which were public and the other two privately owned. Data regarding the school and home factors were collected through a paper based questionnaire while the data relating to pupils’ Kiswahili and English reading fluency was collected through one-minute reading passages one in Kiswahili and the other in English. The results revealed that majority of the children lived with both parents and had between 1 and 3 siblings in school and the languages spoken at home, school and among the peers were mother tongue, Kiswahili and English. For majority of the children homework was overseen by the mother while many of them could not recall the last time a parent read to them a story book. With regard to accessing books for reading, the findings revealed that children in private schools had more access to English and Kiswahili books than their counterparts in public schools. With regard to reading fluency, the study established that the maximum number of English words read per minute were 171 while the least were 0 with a mode of 69. The maximum number of Kiswahili words read was 118 with a minimum of 0 and a mode of 61. Children in Private schools displayed better fluent reading than their counterparts in public schools and girls were more fluent readers than boys. The study recommended that the literary environments be improved both at home and in the schools and that the language policy be further interrogated given that the language children are exposed to at home is different from the language of instruction at school and also different from the language used among peers. Another recommendation of this study was that curriculum developers engage in material development both in Kiswahili and the various local languages in tandem with policy requirements. The study further recommended that methods of improving reading acquisition and fluency be sought.

American Journal of Educational Research. 2014, 2(10), 932-941. DOI: 10.12691/education-2-10-13
Pub. Date: October 28, 2014

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Complex System Theory and College English Teaching Developments

by Liang Aimin and Cong Rizen

Original Research

Complex systems are composed of elements or agents that are of many different types and that interact in different ways. Complex System Theory, originating in the fields of physics and mathematics, and also popularly known as Chaos Theory or Dynamic System Theory, attempts to describe the interactions of different elements and agents with the features of heterogeneity, dynamics, openness, adaptation, non-linearity, and sensitive dependence on initial conditions etc and supplies new perspectives to the researches of Applied Linguistics. This article tries to reveal the prospect of the application of Complex System Theory in College English Teaching of China with the purpose to explore effective approaches to its developments of the following elements: such as, needs analysis, teaching objectives, teaching materials, testing, teaching models and evaluations.

American Journal of Educational Research. 2014, 2(10), 925-931. DOI: 10.12691/education-2-10-12
Pub. Date: October 27, 2014

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Lesson Study in Improving the Role of E-Portfolio on the Metacognitive Skill and Concept Comprehension: A Study on Cell Biology Subject in IKIP PGRI Madiun, Indonesia

by Marheny Lukitasari, Herawati Susilo, Ibrohim and A. Duran Corebima

Original Research

The purpose of the study was to examine the potency of the implementation of e-portfolio supported by the implementation of Lesson Study to improve the metacognitive skill and concept comprehension of Cell Biology. The activities of the lesson study aimed for developing and enhancing e-portfolio implementation habit carried out done seventh times with the same Cell Biology material. The study was followed by quasi experimental study conducted on two classes, consisting of 26 and 27 students. One class underwent seven meetings of portfolio and another class underwent seven meetings of e-portfolio. The data of the study related to the concept comprehension were obtained by valid and reliable pretest and posttest. The data related to the metacognitive skill were obtained too by the pretest and posttest supported by a special rubric. The data of the lesson study were analyzed qualitatively. The data of the quasi experimental study were analyzed by ANACOVA test, to uncover the difference between the two treatments. The results of the study showed that there were significant effects of the implemented treatment on the metacognitive skill and the cell biology concept comprehension of the students. The average score of the metacognitive skill of e-portfolio class supported by lesson study was 39,4% higher than that of the portfolio class. The average score of the concept comprehension of e-portfolio class supported by lesson study was 15% higher than that of the portfolio class without lesson study. The implementation of lesson study was significantly effective in improving the metacognitive skill and the concept comprehension of e-portfolio class compared to that of portfolio class, regardless the previous research reported that the implementation of e-portfolio had unsignificant effect.

American Journal of Educational Research. 2014, 2(10), 919-924. DOI: 10.12691/education-2-10-11
Pub. Date: October 26, 2014

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‘Teaching the Way I Was Taught’: We Can and Should Do Better

by Lorraine Bennett

Special Issue

Consideration of the quality of higher education is a complex and multifaceted issue. A number of stakeholders contribute to this debate and have very diverse perspectives and distinctive opinions on what constitutes quality of, and quality in, higher education and how it should be described, fostered, measured and reported. Discussion at the meta-level tends to focus on aspects such as: national quality frameworks and standards; rankings; benchmarking; and, graduate employment outcomes. Over the past decade, in Australia and in other countries with similar higher education ideologies and structures, there have been concerted efforts to identify and map characteristics of teaching effectiveness and attributes of an effective teacher to better understand how these factors contribute to quality of higher education. Some research studies and educational commentators nominate the capacity and effectiveness of the teacher as critical components in providing a quality education experience. The irony is that in Australian universities, and similarly in higher education in many other countries, a tertiary teaching qualification is not required for employment as a teacher/lecturer in universities. Consequently, for many of our universities the practice of ‘teaching the way I was taught’ has become the default approach to engaging with increasingly diverse and mobile higher education student populations. This paper describes how a personalised Graduate Certificate in Education (Tertiary Teaching), for newly appointed and early career tertiary teachers, taken post-employment, is addressing this issue to some extent. However, in the final analysis the questions that need to be asked are: ‘What is the impact on the quality of higher education of not requiring our teaching staff to have a tertiary teacher education qualification as a pre-requisite for employment?’ and ‘Are we doing a disservice to our students by not requiring university teachers to have appropriate tertiary teacher education preparation?

American Journal of Educational Research. 2014, 2(10), 911-918. DOI: 10.12691/education-2-10-10
Pub. Date: October 19, 2014

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The Issue of Residential Mobility in the Congo; Case of the City of Brazzaville

by Nzoussi Hilaire Kevin, Li Jiang Feng, Koua Stephen Faller, Mabiala Koyo Grace, Mouele Mboungou Patrick Joe Stivell and Naoueyama Corine Elsa

Original Research

Urbanization is the developing process of cities. For over a decade, African cities in general have had a very high population growth. We have observed the same trend within the same time period in Brazzaville, the political capital. This is probably due to the Political and Economic stability particularly marked by urbanization and the boom of the oil industry. This significant population growth, especially not controlled results in jeopardizing all the urbanization planning and cause a lot problems. Cities have certainly some advantages because they are opened to the world, however, it is a big challenge for everyone to live and comply with cities ‘constraints and requirements. Feeding, clothing and getting a decent accommodation are undoubtedly big issues the economically weak have to challenge. This article aims to study first the causes and consequences of residential mobility’s in Brazzaville, then offers some possible solutions in order to reduce this problem. These are the main objectives assigned to this work.

American Journal of Educational Research. 2014, 2(10), 906-910. DOI: 10.12691/education-2-10-9
Pub. Date: October 15, 2014

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Leadership and Competence Development in Higher Education: Reconstituting the Human – Machine Interfaces in the Space of Digital Systems

by Milan Jaros

Original Research

It is an outstanding intellectual and leadership challenge in higher education to develop effective ‘competence’ delivery and evaluation practices complementary to and building upon the traditional programs. The key obstacle is the growing generic gap between systems of thought and organization governing the established curriculum and those required for decision making conditioned by the radical changes in the divisions of labor. It is argued that this decision making takes place in an open problem space in which success depends on being able to recognize and make use of the pathways imposed upon us by digitalization of knowledge systems and work practices. These are the highways along which the current thoughts and material exchanges travel and collide, and which condition the much needed synergy of inputs spanning disparate knowledge and power systems. Two aspects of this structural problem are of particular interest here. Firstly, the boundary separating human and machinic contributions have become blurred beyond repair. Secondly, the failure to recognise fully the impact of new work practices amounts to de facto abdication by humans from taming runaway complexification. This rapidly reduces the space in which to make efforts required to ensure that the human condition - and the standing of higher education as a guardian of the consititutive role of human –human engagenment in particular - remain open for debate and perpetual re-positioning in rapidly changing circumstances. The aim here is to establish pedagogy for a fresh re-appraisal of this constitutive process in the liminal space of human and machinic contributions, and one capable of engendering the human-centered character of University without depriving staff and students of benefits brought by the maturing post-mechanical culture.

American Journal of Educational Research. 2014, 2(10), 898-905. DOI: 10.12691/education-2-10-8
Pub. Date: October 15, 2014

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Evaluating the University's Governing Board: A Comprehensive Review of Its Domains and Indicators

by Haniye Sadat Sajadi, Mohammadreza Maleki, Hamid Ravaghi, Steve o. Michael and Mohammad Hadi

Review Article

Background: Existing evidence with regard to the indicators of board performance evaluation of the University demonstrated that a comprehensive review of literature is required. The aim of this article is to add to the literature on performance evaluation of the universities’ governing boards by providing a summary of literature-based perspectives. Methodology: Systematic literature searches were undertaken, and relevant studies identified using specific inclusion and exclusion criteria. The selected studies were appraised, and their findings synthesized.Principal Findings: Fourteen relevant studies were identified, mostly from the USA. Fifty six indicators, categorized in seven domains, were identified to evaluate board performance in different universities. Conclusion: Our results showed a gap in the literature with respect to the performance evaluation of universities’ governing boards. Given the unique context of these universities, it is suggested that more research need to be done in order to understand the indicators of the board performance evaluation in these institutions.

American Journal of Educational Research. 2014, 2(10), 892-897. DOI: 10.12691/education-2-10-7
Pub. Date: October 15, 2014

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The Assessment Process of Pupils’ Learning in Saudi Education System: A Literature Review

by Yahya Al Alhareth and Ibtisam Al Dighrir

Original Research

Assessments are essential components of teaching and learning programmes and help shape individual learning. Assessment at secondary and higher education levels in the Kingdom of Saudi Arabia (KSA) uses an examination system and it relies solely on the teacher to assess students. The assessment does not assess the ability of students to design and carry out experiments or even evaluate their understanding of mathematical and scientific concepts. Thereby, this paper will review the literature of the assessment process in the Saudi General Education System by considering several different aspects. This consideration will include the definitions and purpose of assessment as a means of learning about students and the progression of their learning. The different forms of assessment will also be considered as well the assessment practices in mathematics, and in particular in intermediate schools in Saudi Arabia as it can provide insights into the quality of assessment practices.

American Journal of Educational Research. 2014, 2(10), 883-891. DOI: 10.12691/education-2-10-6
Pub. Date: October 15, 2014

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Analyzing the Labours of Hercules

by Alireza Nabilou

Original Research

In this research, Labours of Hercules has been studied from the viewpoint of Greimas. Features of story have been explained and then narration and narratology has been studied. Greimas is one of the narratologists who modified Propp’s theory about seven scops of fictional actions and mentioned new attitude for studying structure of narration by mentioning six actants (Object/subject; sender/receiver; helper/ Opposer). He also introduced three separate sequences in narration which were known as contractual, the performative and the disjunctive. By studying this story from the viewpoint of Greimas, we find valuable points. In this narration, Hercules is subject and the goals are expiation, atone and immortalize. Senders are Eurystheus and oracle Pythoness. Hercules is helped by Thespius, Athena, Iolaus, Artemis, Atlas, Zeus, Hermes etc. Hera, Nessus, creatures and agents in Labours decide to fight against Hercules and defeat him. Sender and receiver are common in labours of Hercules; Eurystheus is Sender and Receiver. As we see, Hercules is Receiver and Subject. Of other issues of Greimas which have been studied in this story are three narrative sequences i.e. contractual, the performative and the disjunctive and as shown, these sequences are available in the discussed story. Therefore it is proved based on Greimas’ theory that Labours of Hercules has fixed design and pattern and systematic narrative structure.

American Journal of Educational Research. 2014, 2(10), 876-882. DOI: 10.12691/education-2-10-5
Pub. Date: October 04, 2014

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21^st Century Curriculum Change Initiative: A Focus on STEM Education as an Integrated Approach to Teaching and Learning

by Kimberly Barcelona

Case Study

The objective of this paper is to apply Kotter’s 8-Stage Process for Change in transforming traditional school organizationsinto models for 21^st century instruction and explore research that suggests the change process was effectively implemented in order to improve student achievement. This paper is developed through inquiry and research that describes a course of action for a change initiative to enrich curricula and meet a vision for competency-based curricular reform. Two analyses were conducted including (1) review of literature and statistics driving the need for curricular reform and (2) a qualitative analyses of data collection from studies conducted on schools which instituted curricular reform to develop interdisciplinary curricula in the areas of science, technology, engineering and math (STEM). Analyzing and using the statistics and data from school systems in the state of Maine, which have made changes in their curricula and instructional methods, allows for critical review of the success of the change process. Results reveal that curriculum reform in the areas of STEM that creates a shift towards a more integrated approach in curriculum design has improved student achievement. Improving curriculum and instruction would be a hollow gesture without identifying and reviewing the research that suggests the use and application of the principles from John Kotter’s 8-Stage Process for Change outlined in his book Leading Changewas applied to deeply root successful change. Curriculum reform is a response to the growing need for educating future innovators that can continue to keep our world moving forward. Kotter’s first step to creating change begins with a sense of urgency and currently we have a wealth of studies that are conducted that speak loudly to our society that we must focus on curriculum that involves students in problem solving challenges and innovative thinking activities to prepare them for the needs our society today and in the future. The educational system we have today is a product of the industrial age and was organized like an assembly line to produce a standardized product, which was considered the educated. At the time, it fit the needs of businesses. It is time that we begin asking what skills we will need our learners to know in the next twenty years. Engineers work in teams to solve large, complex problems and educational systems lack necessary skill building activities to foster what industries will need for the future success of our global society (Senge, 2014). As our economy moves from a manufacturing-based economy to, an information and service-based economy, the demand for a workforce well educated in science, technology, engineering and math (STEM) is growing. Unfortunately, the number of students who choose STEM fields continues to decline (US Bureau of Labor Statistics, 2009; Galloway, 2008; National Research Council Committee on Science, Engineering Education Reform, 2006; Mooney & Laubach, 2002). As such, there is a great need to spark interest among our K-12 youth in STEM, and to develop and facilitate quality engineering experiences for K-12 students (National Science Board, 2003; Frantz, DiMiranda & Siller, 2011) (Table 1).

American Journal of Educational Research. 2014, 2(10), 862-875. DOI: 10.12691/education-2-10-4
Pub. Date: October 03, 2014

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The Experiences of Some Early and Elementary Education Living-Learning Community Participants

by Tobin Richardson and James Stroud

Original Research

Many factors may influence how a student experiences his or her residence community involvement. Ball State University, an institution with a history of innovative and effective housing programs, recently implemented a living-learning community comprised of students declaring majors within their Department of Elementary Education. A total of 15 participants who had resided within this living-learning community for a minimum of one academic-year were interviewed. Interviews focused on students overall experience within the Early and Elementary Education Living-Learning Community. Common themes emerging from the semi-structured interviews included participants feeling connected and comfortable quickly within their college transition, social benefit including the development and maintenance of long-term friendships, and academic benefit including better course performance and more commitment towards the field of study.

American Journal of Educational Research. 2014, 2(10), 856-861. DOI: 10.12691/education-2-10-3
Pub. Date: October 03, 2014

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Failure Factors of Teaching English as a Second Language Students in teaching Graduate Programme at Institute of Teacher Education

by Muhammad Akbar Zahidi

Original Research

This study was about the failure factors of Teaching English as a Second Language (TESL) students in teaching graduate programme (TGP) at institute of teacher education (ITE). Thus, this study identified the factors of failure from personal problems, lecturer, facility, syllabus and school factors. Furthermore, this study used a mixed mode method such as semi-structural interview and questionnaires. To answer the interview instrument, a total of 12 TGP students were selected from maximum variation method based on six different zones. Then, to answer the questionnaires, this research involved 40 TGP students at random. Next, descriptive statistics of SPSS 21.0 software was used to analyze the factors in five domains. The findings of the study indicated that the domain of syllabus factors contributed to the cause of the failure at the highest level. However, the finding of the lecturer communication was the highest among the items. Therefore, failure was causing some effects such as feeling sad, frustrated and stressed out to deal with colleagues and family members.

American Journal of Educational Research. 2014, 2(10), 850-855. DOI: 10.12691/education-2-10-2
Pub. Date: October 01, 2014

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School-University Collaboration Initiative: Benefits and Challenges in Uganda

by Charles Opolot-Okurut and Juliana Bbuye

Original Research

This investigation examined academic staff, school administrators and school teachers’ perceptions of the university-school collaboration. A qualitative research paradigm was followed through a case study of Makerere University’s use of Teacher Education in Sub-Saharan Africa-(TESSA) project materials. The case study focused on gaining a wealth of detailed information on a small sample of academic staff, school administrators, and school teachers while addressing the research questions of the study. Twelve participants were used for data collection from the university (three) and the primary schools (nine). Data were collected using semi-structured interviews organized around the key research questions. Results indicated that the gap between university academics and school teachers is narrowing. Some school teachers have changed their practices that appear to have improved their methods of delivery of content to the learners. The use of TESSA materials is altering teachers’ teaching practices. But, the resources for university-school collaboration are varied and expensive. Teachers’ workload appears to leave them little time to be effectively involved in collaborative activities. Conclusions from these findings were that there are both merits and constraints to university school partnership to the advantage of each institution; teachers are incorporating TESSA materials into their teaching practices. The implications of these findings for the university-school partnership include the increased need for university and school administrators to support school teachers benefit from the collaboration; and to create more time for the involvement of all participating parties so that they can better implement the collaboration activities.

American Journal of Educational Research. 2014, 2(10), 843-849. DOI: 10.12691/education-2-10-1
Pub. Date: October 01, 2014

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