Related items
Showing items related by title, author, creator and subject.
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Distance Education and Community Learning Networks linked by a Library of CultureHumans are relational beings with their modeled behavior as practical examples of cultural routines that they hear, see, read, and assemble on their own from communal pieces of information to answer the needs of their everyday lives (Bandura, & Jeffrey, 1973). Yet few researchers have looked at the differing synthesis of culture and generally assume that others share similar ideas/values that lead to particular events and worldviews (Lillard, p.5 1998). Informational and cultural contact zones can be created to support CLNs, universities, and individuals in a variety of roles to encourage their interactions so they might design, and challenge the fundamentals of these programs and seek to better cooperation amongst the public itself (Tremmel, 2000). By increasing communication and collaboration of educational systems throughout the community will begin to raise the standard of living for all people (Bohn, & Schmidt, 2008). This will begin to draw people out from the digital divide and increase the access of technology and information available to all people with the community. Utilizing CLNs to support and further education will allow an interconnected web of assessments, standards, and cooperative efforts that has the potential of increasing democracy by empowering people from their communities.
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Teaching Mathematics Effectively to Primary Students in Developing CountriesThis paper uses research from
 neuroscience and the psychology of mathematics to arrive at
 useful recommendations for teaching mathematics at primary
 level to poor students in developing countries. The
 enrollment rates of the poorer students have improved
 tremendously in the last decade. And the global Net
 Enrollment Ratio (NER) has improved since 2001 from 83.2
 percent to 90-95 percent except in Sub-Saharan Africa and
 South Asia. Making teaching of math and other subjects
 efficient for the poor in developing countries is a great
 challenge, particularly in south Asia and Sub-Saharan
 Africa. Many developing countries have explored new means of
 teaching math and other subjects. Mongolia changed its
 mathematics education, aiming to build a new set of
 priorities and practices, given the abandonment of earlier
 traditions. Similar to international trends of the time,
 South Africa in the 1990s extensively applied the
 constructivist learning philosophy which relied on
 exploration and discovery, with little emphasis on
 memorization, drill, In conformity with a belief that
 teachers could develop their own learning programs, there
 was virtual absence of a national or provincial syllabus or
 textbooks. Students were expected to develop their own
 methods for arithmetic operations, but most found it
 impossible to progress on their own from counting to actual
 calculating. This study integrates pertinent research from
 neuroscience and the psychology of mathematics to arrive at
 recommendations for curricular and efficient means of
 mathematics instruction particularly for developing
 countries and poor students at primary level. Specifically,
 the latest research in neuroscience, cognitive science, and
 discussions of national benchmarks for primary school
 mathematics learning, form the basis of our recommendations.
 These recommendations have a reasonable chance of working in
 the situational contexts of developing countries, with their
 traditions and resources.
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How Much and What Kind of Teaching Is There in Elementary Education in India? Evidence from Three StatesThis study focuses on the link between
 teachers' 'time-on-task' (TOT) and the nature
 of tasks in classrooms. This study, carried out with
 concurrence from Ministry of Human Resource Development
 (MHRD), is built upon the independent study commissioned by
 MHRD to explore teacher attendance rates in schools. This
 study ventures beyond the quantitative dimensions of teacher
 attendance (physical presence) to look at the
 'time-on-task' (TOT) and nature of tasks, that is,
 the quantity and quality of teacher presence and
 interaction. Most specifically, it will provide insight into
 the work environment of teachers who are the key to service
 delivery and suggest implications for both policy and
 program interventions to empower teachers and introduce more
 accountability into the system. The McKinsey and Company
 study (Barber & Mourshed, 2007) identified three things
 that matter most: (1) getting the right people to become
 teachers; (2) developing them into effective instructors;
 and (3) ensuring that the system is able to deliver the best
 possible instruction for every child. In the present study,
 the attempt is to see whether the teachers are
 'effective instructors' and the system is
 delivering the best to its children. The study aims to find
 out the factors that facilitate improved quality of
 instructional time on the one hand, and what it means to the
 whole process of improving learning levels on the other. In
 addition, there is an effort to understand the
 characteristics of various enabling inputs