Problems of Education in the 21st Century

8-14

Authors: Ali Huwaishel Al-Shuaili

The aim of this study is to explore the use of cooperative work by science teachers. Quasi-experimental research design was used. This study was carried out in academic year of 2010-2011 at Basic Education schools in Oman. The sample consisted of 25, male (N=12) and female (N=13) science teachers working in 5 Basic Education schools. A 4-point of 39 statement scale observation checklist was developed to find out the extent to which teachers were applying collaborative work effectively. Findings reveal that teachers either followed the traditional seating arrangements, or just placing students in groups without any cooperative learning strategies. Findings also indicated no statistically significant difference due to the teacher’s gender in the way collaborative work is applied in co-schools.

24-36

Authors: Bisera Jevtic

Problems of antisocial behavior today are not only consequence of bad material conditions, nowadays they ensue more and more from contradictories of rich society that gave to everyone proportionally high standards in the area of work and behavior, but not in consumption field. This state brings us to the conclusion that today we live in structurally dissatisfied society, that is a base of many antisocial behavior problems. To prevent successfully antisocial behavior, it is necessary to research a wide field of disorders in social behavior of adolescents, from their most common forms, causes, to the consequences which this kind of behavior has on an individual and its social environment. The causes of escalated juvenile delinquency are found even in the school system, economic instability, bad influence of peers and also in neglect or excessive care of parents. In this paper, the author is focused on the most dominant causes of social behavior disorders. Target group are adolescents in high school, just because in this life period young people tend to absorb different forms of socially unacceptable behavior depending on the sex of adolescent. The paper gives a few topics for new researches.

50-60

Authors: Esmeralda Kromidha, Elida Tabaku

Foreign language teaching has been the subject of many changes in Albania in response to the social and economic changes that have taken place in the country and in Europe. The foreign language teacher should be able to teach communicative language and intercultural education. This asks for teachers who work to develop professionally by applying active teaching and learning strategies. Teacher education is the basis for this radical change demanded from the teachers. University of Tirana is working to meet this challenge. Based on the problems experienced, beliefs and attitudes future teachers share, new Master Courses on Teacher Education have been designed and applied in the last two years. They aim at improving teachers’ language and teaching skills by having a balanced proportion of content and pedagogical subjects, teaching practice and research. A well designed curriculum is seen as crucial to teacher education. A survey has been conducted on the outcome of the new curricula of Teacher education. The main focus has been to make our foreign language teaching and learning comparable to that of the region by keeping to the standards of European Common Framework of Modern Languages.

71-81

Authors: Shpresa Qatipi

Questioning stands at the core of massive communication in general and between a teacher and a student in particular. It is a process teachers and students face every day. It is a powerful tool to stimulate and support critical thinking. Being an active element in the whole teaching and learning process, questioning fulfills a fruitful conversation between students and teachers and the whole community. Since ancient times, Socrates, the Greek philosopher tried to lead his students towards the discovery of the truth itself by means of questioning. ‘Six honest servants have taught me everything that I know; their names are: What? Why? When? How? Where? Who? This is homage paid by Kipling to his six teachers (Reference stated in Aspects of Teaching and Learning, AEDP, Tirana, Albania 1997). People ask but sometimes it is difficult for them to get the right answers they have been looking for. At times this is true because of the lack of knowledge and because of the fact that the question itself is not accurate. Questioning is marked as a component part of the four language skills: reading, writing, speaking and listening. It is of great interest among teachers who want to know more about this issue. This research paper is based on the experience gained by working with teachers who showed enthusiasm and self- confidence for the application of new methodologies and strategies in their classrooms. The attitude of the Albanian teachers towards the concepts of teaching has changed, so they have become well-aware of what and how to ask while trying hard to get integrated in all spheres of European reality. Brainstorming, pair-work, role play, questioning techniques, discovering lessons have now become an inseparable part of teacher’s work and their active vocabulary as well.

95-104

Authors: Paul Snape

In recent times the role of the student in the learning process has received an increasing recognition. They have been transformed from passive receivers and regurgitators of knowledge to active participants at all stages of the learning process. The aim of this research is to introduce and review elements of an educational design for successful teaching and learning in Technology Education. The design utilises a sequenced pathway for successful achievement that details the intended learning, develops multifarious teaching episodes, provides opportunities for tangibly-evidenced student work, and identifies the criteria for successful achievement. It utilises an example of a practical activity that encourages informed participatory experiences to demonstrate examples of good practice in teaching Technology Education. Student involvement in the learning process begins with the identification of meaningful purpose and relevance while their practical work encourages cooperation, authenticity and individual accountability through portfolio assessment. The end result of their endeavour is measured in terms of their success in further developing their technological literacy.

122-130

Authors: Natalia Vronskaya

The aim of the research is to clear up the necessity of the information and communication technologies (ICT) integration methodology, offered by author, in the household and home economic education. Studies with the ICT integration methodology, worked out by author, include: 1) possibilities of unassisted and intensive household, home economic and informatics mutual integration providing and development; 2) diversifying and improving of study methods; 3) extended application of ICT. Worked out ITC integration methodology was evaluated with analytic hierarchy process (AHP), by comparing defined criterions and sub-criterions coupled together in relation to set aims. According to global priority summary of experts, it is possible to conclude, that the highest total rating have alternative studies with the global priority vector of ICT integration methodology – 0.393. As well as compliance with study content based on criterions (0.321) and the effectiveness of studying (0.248) the first place takes alternative studies with ICT integration methodology. It means, that worked out and offered by author ICT integration methodology is necessary in household and home economic studies.