An SSA teacher stated that it is difficult to teach children with disabilities in regular schools. She expressed that they do not know how to teach such children. Here it is impossible to teach such children… We do not know how to take care of them. We have no idea of what to teach them. Most of the times they remain dull and passive, it yields lot of trouble and thwarts the learning process… If others put themselves in our shoes, they will come to know how difficult it is to teach a disabled child
Investigating students’ and teachers’ attitudes towards using drama on English learning at TDC, the study is mainly based on the questionnaire and open-ended questions given to the school’s full-time sophomores and TDC teacher interviews . This chapter describes the methodology employed in the research project. 3.1 Research questions In order to achieve the overall objectives of the study, two questions guide this study: (1) What are the English majored sophomores’ and teachers’ attitudes towards using
1.8 Research methodology The study is an exploratory study of teachers teaching in self-financing courses in higher education institutions in Mumbai. 1.8.1 Profile of study area The present study is concerned with the urban dimension of working condition of teachers in self-financing courses, the empirical work being centered round a single city, Mumbai. It is the capital of the Indian state of Maharashtra. Mumbai is the largest metropolis in India and the most populous city in the world. Mumbai
central phenomenon. The phenomenon in this study is the PD programmes of a case study school. To know more about this phenomenon, the researcher asked the teachers, both specific and open-ended questions in order to understand their perceptions. From the data, I as the researcher will interpret the meaning of the information by drawing on teachers’ perceptions and past research. According to Thakral (2011) and Barnard (2004) similar research has been conducted in Hong-Kong and Northeast Tennessee respectively
8.5 Population The study will involve graduate chemistry teachers who practice teaching and chemistry students at ordinary secondary schools in Zanzibar. Chemistry graduate teachers are core participants of this study to be investigated in classroom and laboratory practices. These teachers are expected to have greater influence on enhancing acquisition of chemistry practical skill at schools. They are expert and responsible for implementing chemistry syllabus in classroom level which has direct
author found from the searching of internet. Summary of article In this study, the author, Sherretz employ a qualitative case study by using the methods of observations, interviews, and analyzing classroom artifacts to answer her research questions. It is an explanatory case study investigating the teaching practices of mindful teachers. Sherretz (2011, p.79) initiates the intention of her study by drawing the argument “public schools promote mindless standardization that stifles creativity, curiosity
school, and teacher (Epstein, 1996; Grolnick & Slowiaczek, 1994; Kohl, Lengua, & McMahon, 2000). It is consistently found to be positively associated with a child’s academic performance and greater social and emotional skills. (Hara & Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson & Baker,
was divided into three phases of interview. In the first phase of interviews the students were asked about favourable or unfavourable attitudes regarding the nature of communicative language teaching in Malaysian secondary schools. In the second phase of interviews the students were asked about another principal of communicative language teaching namely creating authentic real life situation for the learners by the teachers. Lastly, in the third phase of interviews the students were asked about the
as a teacher cannot completely remove their first language or second language in the classroom. The other hand, the students is exposed to be able to use the target language in classroom communication and makes the use of first language or second language should be totally
In direct testing real-life situations are stimulated. The best example of direct testing is an interview in which at least two interviewers and one interviewee are involved. Interviews usually start with simple questions and continue with more difficult ones. The evaluation may be done holistically or discretely based upon predetermined evaluation criteria and considering the purpose of the interview. Holistic evaluation focuses on interviewees’ overall impression and discrete evaluation relates