Day 2: Plenary Session - Panel 1

Technology-Assisted Learning

Chair: Dr. Philip Bonanno (Università ta’ Malta)

Participants: 

• Dr. Monica Borg (University of Birmingham)

Using Web-Based Digital Resources for enhancing the Teaching and Learning Experience

In my teaching and learning demonstration I would like to show how web-based digital resources can be used for enhancing the teaching and learning experience. I will demonstrate how interactive virtual learning sites can be used to help students acquire some of the skills needed to become independent life-long learners and to bridge the gap between tutor-led learning and more independent learning on and off campus.

• Marica Gatt (Education Officer Inclusive and Special Education,  
  Directorate for Quality and Standards in Education)

Unlocking Potential - Access to Communication and Technology

This teaching and learning demonstration will provide an overview of how technology can be used to provide access to the curriculum and learning for persons with mild, moderate, severe, complex and profound learning disabilities as well as for persons with specific learning difficulties. This workshop will demonstrate how technology can improve the quality of life of persons who may require assistive technology (AT) solutions. Issues surrounding assessment, implementation and support for persons with Complex Communication Needs (CCNs) will also be discussed. Participants will appreciate the important role of Access to Communication and Technology Unit (ACTU) in Assistive Technology provision and implementation in the Maltese islands. Participants will be encouraged to explore the processes and decision making issues for persons who require Assistive technology provision.

• Dr. Sandro Caruana (Università ta' Malta)

“enjoyed talkn to uuu”. Language teachers’ perceptions on Internet-based discourse

One of the language varieties which has undoubtedly taken on a major role in many contexts is the one related to Internet, amongst which chat conversations, blogs and e-mails. The use of this language variety has led to a number of noteworthy developments from a sociolinguistic point of view: whereas up to some years ago the distinction between spoken and written varieties ran parallel to the distinction between informal and formal registers, over the last few years this has changed considerably, as many modern means of communication are characterised by a written code which normally is also highly informal. In fact, the use of these modern instruments has led to the formation of such a written variety, which is highly iconic, syntactically concise and very similar to colloquial speech.

Whilst the language of Internet has been examined quite extensively (e.g. Crystal, 2001; Pistolesi, 2004) and so has its use within the language classroom (e.g. Dudeney, 2007, Lee et al. 2005), the effects of this written variety on students’ formal writing skills require further investigation. In this respect, it is interesting to note that whereas communicative language teaching gives great importance to the replication of authentic tasks within a classroom setting (e.g. writing an e-mail to a friend; simulating a dialogue as if it were a computer chat...) most teachers do not accept the language variety used on Internet within such tasks, and require their students to adopt formal syntactic structures and standard ortography, among other elements. In this paper I provide an overview of language teacher’s perception of the language of Internet and its degree of transferability within writing tasks carried out within a formal instructed setting. Reference will be made specifically to the Maltese context where, because of the bilingual context, the alternate and/or simultaneous use of two languages features heavily in Internet-based discourse.

References (select):

Crystal, D. 2001, Language and the Internet, Cambridge, CUP.
Dudeney, G. 2007, The Internet and the Language Classroom, Cambridge, CUP.
Lee, C / Jor, G. / Lai, E. 2005 Web-based teaching and English language teaching: an experience, Hong Kong, Chinese University Press.
Pistolesi, E. 2004, Il parlar spedito, Padova, Esedra. 

• Dr. Pierre Schembri-Wismayer (University of Malta, Education 22, Cyprus Broadcasting Corporation and e-ISOTIS)

Science is slowly but surely moving away from a didactic presentation of facts to a format developed around the idea of Inquiry-based learning. Here students are exposed to principles, exposed to common environmental incarnations of these basic principles and asked to develop inquiry-based methods of testing these principles. These simple experiments form the basis of discussions through which basic principles of science are given form and remembered. 

The X-lab TV series, which is also available on the internet at www.xlab.tv) is a project whose primary aim was to encourage the uptake of science. However, its method was decided to be one which is both promotional and educational. The educational component fits in well with this modern drive towards Inquiry-Based Science Education.

Each episode (whether shot in Malta or Cyprus) follows a group of secondary school children through an experiment relating to the topic of the day - whether this is light and its energy, the living world, the microbial world or engineering. During the experiment, three visits highlight national leaders in each field, European leaders in some of the Continent’s best institutions and also, very importantly, daily jobs which relate to the same science.

Whilst these visits show kids how young adults can reach dizzy heights and still have families and hobbies, the experiments encourage kids to see the benefits of science and the enjoyment to be had.

Day 2: Panel Sessions

Morning Session

• Dr Amel Alic
  

CORRELATION BETWEEN SOCIO-PEDAGOGICAL FACTORS OF FAMILY LIFE AND THE TRANSGENERATIONAL TRANSMISSION OF THE VALUE ORIENTATIONS

This research represents an attempt to determine in what way different variables of one family influence the continuity of transmissions of the value orientations through observing three generations of one family. Since the main variables of a family consist of socio-pedagogical factors of family life, the aim of the research, in accordance to the theoretical hypotheses and results, has been to determine the correlation between the preference of the value orientations of three generations of a family as compared to generational appertain within a family as well as correlation with certain characteristics of socio-pedagogical factors of a family together with the presence of the most significant social variables between different generations but also within the observed generation groups. In this sense, it is not only the main socio-cultural factors of the family life which are important for value transmissions that were being taken into consideration but also the insight into the presence of socialization factors and agents on three strata of generations within the observed families and reciprocally between the families described according to their types has been made.

Within methodological framework, the combination of qualitative and quantitative paradigm has been used in this research and all related to the nature of the problem and the collected pieces of information. Within the scope of statistic information processing, the standards of establishing the significance of differences in the value preferences on more levels of the sample have been used, as well as appropriate parametrical and non-parametrical statistics in relation to the information available.

Key words: nurturance, family, parenting, three generations, value orientation 

• Dr. Josann Cutajar (Università ta' Malta)

“Let me Learn” – The use of Western derived epistemologies and in/dependence in the classroom

According to the Maltese Constitution, Maltese and English are the official languages in the Maltese Islands. At tertiary educational level, English is utilised as the main pedagogical linguistic medium within the University of Malta. At the same time though, one needs to take into consideration the fact that only 6 percent of the Maltese population speak English at home, when compared with 90.2 percent who speak Maltese on a day to day basis according to the 2005 census (NSO, 2007). This paper sets out to explore how Maltese sociology students feel about having to depend on Western derived sociological epistemologies, conveyed to them in English. Data attained through the use of focus groups and face to face interviews conducted with a sample of undergraduate students attending the Sociology Department at the University of Malta was analysed with concepts derived from postcolonial pedagogical studies. This study was conducted with the objective of finding out whether foreign derived sociological epistemologies and knowledge facilitates and/or impedes critical analysis and re-presentation for Maltese speaking students, and whether these constructs alienate students and/or empower them. Another issue which will be explored in this paper concerns the use of English as a lingua franca utilised within lecture rooms to facilitate dialogue between differently positioned students, and/or whether it gives voice to the minority, but silences the majority.

• Dr. Franc CANKAR
  
  Dr. Tomi Deutsch
  
  

EXPECTED AND ACTUAL COOPERATION BETWEEN TEACHERS AND PARENTS

The demand for a much closer cooperation of parents with schools has been one of the fundamental characteristics of the reform endeavours in education of the last decade throughout the world. Whereas many other measures are subject to a larger or smaller agreement, the support of parents\’ cooperation with the schooling process of their children is universal. In our research we have been interested in what area of cooperation the expectations of parents and teachers were the most in line and where expectations are the most diverse. We have taken into consideration the area of information exchange, the area of influencing the decision making process at schools and the area of parents\’ involvement in various activities at schools. The sample of the research which was accomplished in 2008 included 55 accidentally selected primary schools. From those schools 141 class teachers of the third and the ninth grades were involved as well as 810 parents, pupils and teachers from the mentioned grades.
The results have shown that class teachers of the third and ninth grades represent a relatively homogenous group which thought that their cooperation with parents actually was as according to expectations. On the contrary, the views of parents have been much more dispersed from the class teachers which represent a narrow professional group. While teachers, not being enthusiastic about parents\’ participation at lessons, defend their position and keep parents at a safe distance within a »critical« educational community, parents have mostly been interested in their children\’s success and progress. Class teachers feel a bit limited while communicating with parents. This is true for both the class teachers of the third and the ninth grades. They both felt less relaxed and felt major or minor embarrassment in the presence of parents. Parents\’ education indicates the best the possibility of their influence on life and work at schools their children attend. This is even to a greater extent true for their involvement in the schools’ work. Here particularly mothers stand out, especially those with higher education who attend more often formal meetings at schools. The environment, either rural or urban, where parents live does not matter in this case. Parents consider their involvement and participation in schools work important regardless the environment they live in. They attribute to the education of their children a very high level of importance.

• Dr. Sofija Vrcelj (full professor)
  
  Dr. Anita Klapan (full professor)
  
  Siniša Kušić (Ph.D. student) 

University of Rijeka, Faculty of Arts and Sciences, Department of Education
Croatia

(Un)traditional position of men and women in modern society – basis for re-conceptualization of education


Thesis of unequal possibilities, as a result of unequal conditions in men and women’s development, was truly revealed in many literary works, especially in the work of Poulain de la Barre “About the Genders’ Equity” (1673), which brought the title of the first modern feminist to this author. The principle applied to the ideas about women’s inferiority inquires serious researching of the past, but also the present, because the idea about women’s inferiority is still alive. Therefore, a very important question is: how and why maternity, and generally, the other jobs realized by women are considered less valued then jobs performed by men?

Supporting the researching of such opinion, an empiric research was conducted among 186 respondents which represented stratified groups of pre-school age, primary school age, secondary school age, higher education students and employed persons. The result of the research confirms the thesis about women’s inferiority because they have a role of mother and housewife, and men dominate (and need to dominate) in business sphere. Because of the “labeling effect”, the question of re-conceptualization of education arises as very important. In spite of the changes which support genders’ equity (as well as their roles and jobs), the imposed “male” perspectives stimulate the myths of men, who are oriented and predetermined for competition and success.

Keywords: position of men and women, re-conceptualization of education, “labeling effect”, equity

Afternoon Session

• Joan Borg Marks

‘What do you think will happen? Let us see if it works.’:
Predict-Observe-Explain sessions with students at pre-University level, as they learn the topic of Current Electricity.

‘Electricity’ is a topic which is taught in schools, both at primary and secondary level. In spite of this, many researchers in education have reported problems related to the understanding of this topic, even after instruction has taken place. The ideas presented during the teaching process are described as ‘abstract’ by students, and the so-called ‘simple circuit’ is seen as anything but simple. This paper reports the results of part of a pilot study dealing with the learning of key concepts in electricity. The study was being carried out with the aim of establishing by how far traditional instruction helps in the understanding of the basic ideas related to current electricity, with a focus on the understanding of potential difference in simple parallel circuits. Moreover, the question of whether a particular intervention could make a possible contribution towards better understanding of ideas related to electric circuits was being probed. With this aim, Predict-Observe-Explain (POE) sessions were conducted with students studying physics at advanced level, to see if this could offer a learning strategy which could help students’ understanding at this level become more meaningful. The study indicated that as a result of the POE intervention, some students did manage to bridge the gap between their intuitions and the scientific view. The implication is that choosing a teaching strategy which helps to arouse students’ curiosity and make them think, leads the way to a powerful and a qualitatively enriched teaching and learning experience.

• Prof. JURKA LEPICNIK VODOPIVEC, Ph.D. (associate professor for preschool pedagogy at Faculty of Education)
  
  MAJA KRESLIN (assistent for preschool pedagogy and didactics at Faculty of Education in Maribor) 

Lifelong Education of Preschool Teachers in Slovenia

In addition to numerous other novelties that are being implemented in the course of remodelling and updating of higher education study programmes and that try to bring the programmes closer to the Bologna process goals, the term competences has been introduced. Authors of the Eurodyce analysis define competences as general skills based on knowledge, experience, values and dispositions which the individual developed during participation in training practice, and as a specialised system of abilities, experience and skills that are required /…/ in order to achieve specific goals (Key Competences, 2002; according to Razdevšek-Pučko, 2004). In the first part of the paper we present theoretic foundations for in-service training of preschool teachers and childcare workers. We consider in-service training an integral part of lifelong learning of childcare workers and preschool teachers in Europe, even though lately a new concept is becoming popular, which describes several different ways of childcare worker career development. The first part is followed by empirical research whose main purpose was to examine lifelong education of preschool teachers in the Republic of Slovenia. We present the results of the research on readiness and motives for choosing lifelong education among preschool teachers and an evaluation of usefulness of such education from childcare workers’ point of view. Based on empirical data we estimate that lifelong learning for preschool teachers became an indispensible and essential component of our theory and practice. In addition, the principle of voluntary participation is gaining in importance, as most teachers and childcare workers voluntarily choose the education programme. The motives they state for their choice in this case are connected to their professional as well as personal growth. The direct benefits of lifelong learning they see are predominately related to work with children and cooperation with parents. In this regard we are aware of the complexities of preschool teacher lifelong learning and have treated the gathered results as an insight into the field of lifelong learning, which in the future requires permanent evaluation and monitoring with the goal of providing a high level of quality in education and training.

• Biljana Novaceska

Interactive communicaton and the improvement of children’s speech in pre-school institutions

The education and the mentoring, integrated as a whole, represent unique symbiotic educational process which can be planned, organized and executed in the educational activity in the pre – educational institutions based on interpersonal relations between the protagonists in the communication process.

Due to the fact that the speech is very subjective index of the emotional, intellectual and social development of the child, recognition of the speech status and the functions of the speech by the educator is a significant value pointing to the other components of the child’s personality.

By spending time in the kindergarten, the child needs to understand and to learn “what needs to be learned, how it should be said and done “, to learn how to comprehend the educator’s speech. During the process there are many obstacles, starting with the misheard and misunderstood words, to the complete lack of comprehension of the words said by the educator.

Starting with my research project and that is the interactive communication between the educator and the children in the pre – educational institutions, for successfully overcoming some of the obstacles in the children’s speech and its improvement, an action research was conducted. The action research itself is based upon usage of the expressive ( artistic ) texts by the educator and the researcher, which can help in the overcoming of the obstacles and improvement of the child’s speech, and also the whole interaction and communication within one given pre – educational group.

Key words: tutorial – educational process, preschool education, children speech, child, educator, interactive communication.

• Mercè Sánchez 

Content and Language Integrated Learning - A Catalan teacher experience

The main purpose of this paper is to show that, in education,new necessities derive from looking for broad perspectives in a dynamic and changing world: we live, as teachers, in a time of innovation.If we take into account that we are working in a Bilingual and Multilingual Educational context, it also means that we need to find new ways of working with our students: how we teach and what we teach.

Nowadays there are a lot of shools that use the Content and Language Integrated Learning, a dual-focused educational approach that combines the study of a subject ( content ) with a second language, like for instance Catalan children learning science and geography in English.

Content and Language Integrated Learning is a very useful tool for the teaching and learning of content and language, so language learning is included in content classes and content from subjects is used in language-learning classes.

Key words: education, Bilingual and Multilingual Educational context, Content and Language Integrated learning.

Day 2: Plenary Session - Panel 2

• Francis Fabri
  College Principal, Saint Theresa College

Network Leaders in a system-wide reform: training and development needs in school networks


There is little international research either on the training and development needs of network and system leaders or on the type of continuing professional development (CPD) and training that prepares educational leaders to work effectively in a network. The researched paper focuses on the training and development needs of network leaders (i.e. college principals and heads of schools within networks) within the new context of schools networking reform in Maltese educational system. Data gathered from Maltese network leaders is examined and compared to the relevant international literature (e.g. OECD, 2001; Higham and Hopkins, 2005; Littlewood et al., 2006; Bentley, 2008; Harris, 2008) and local evidence contrasted with international research studies in the field (e.g. Stroud, 2006; Woods et al., 2007).

The researched paper reveals that the concepts of development and training of network leaders in a system-wide reform related to a constructivist approach to learning. The research data shows that participants hold the perception that training and development approaches to leadership education under the system-wide reform are different from those that prevailed in the past and confirm they need more time allotted purposefully for training and development. Network leaders need training in a number of areas, mainly in networking and different styles of leadership, school and college management, curriculum leadership, and financial planning and budgeting. They also need time for reflection, improved support and better information on continuing professional development, sabbatical and scholarship opportunities, and a less stressed workload.

This research shows that network leaders are aware that collaboration and networking between schools within the college setup necessitate new organisational arrangements for schools which challenge past practices and notions of school leadership, and consider it as an essential ingredient of educational change. The empirical data show that among the challenges to effective collaboration and networking faced by the network leaders are the incorporation of network initiatives into school priorities, the translation of network knowledge to the school’s own learning organisation, and the establishment of network ethos, culture and values.

Generally, network leaders report positive experiences about the college system and note that school autonomy, freedom and flexibility at school level is maintained and no new barriers are being faced.

• Veronika Wiederin

Is my tool your tool? How learning patterns influence the choice of coaching tools in business coaching.

Today’s competitive working world requires that employees and manager constantly improve both hard skills, but also and with continuously increasing importance, soft skills. For the latter business coaching is growing in importance, due to its long term impact that results from the responsibility given to the client: it is the coachee who defines content and goals, who is responsible for the subject of the coaching setting. The coach is only responsible for how the subject is chosen, how it is treated and elaborated: the coach is responsible for the process, using a series of coaching tools (methods, techniques, instruments, tests or concepts).

This paper intends to explore what kind of tools business coaches use to drive the process. The research question of this study is the following: Given the many different tools that can be chosen to work on a problem, does the coach usually use the tools which are not only coherent to the subject but first of all fit to his or her personal preferences? The paper will investigate whether the coach is caught in his or her own cognition, using the tool which matches best the own learning patterns combination, or if he or she is able to differentiate and to apply tools which match best both the problem and the preferences of the coachee. In other words: would the coaching process be facilitated by using tools which match the learning patterns of the clients if the coach was aware of them and their influence on his or her work?

For this purpose qualitative research through interviews will be done with a group of coaches-in-training who already have completed the LML learning combinations inventory. A short questionnaire will be used to get an understanding of the view of the clients. 

• Prof. Hsiou-Hsia Tai

       National Chaio Tung University

The Promotion of Teaching and the "Teaching Exellence Programme" in Taiwan

This article aims to study the transforming role of universities in Taiwan due to changing social and economic demands, the resultant emphasis of research in the research-oriented universities, and the strategies the Ministry of Education adopt to readdress the balance between research and teaching. This article is divided into three parts. The first part deals with the transforming period of social demands, revolutionary technology and governmental policy that the universities in Taiwan have experienced in the past decade. Regarded as the base of the “knowledge industry”, the research-oriented universities are demanded to make greater contribution to economic development and national competitiveness. The second part analyze the pressure that research-oriented universities are undergoing to improve research productivity and performance, and how the activities of teaching and research are caught in a zero-sum game, in which more of one inescapably means less of the other. As the institutional and professional rewards are increasingly apportioned on the basis of research accomplishment rather than teaching effectiveness, the damage done to the quality of teaching has aroused widespread concern. The third part discusses the strategies that the Ministry of Education adopt to stress the importance of teaching and their potential effects.

• Maria Montebello (Acting Head, St Benedict College Safi Primary School)

Let Me Learn in-service training: A teacher’s experience

This paper uses the voice of one teacher dealing with her class, and in particular a child who was offering challenging behaviour to show that a considerable difference in the teacher’s and students’ approach to learning has taken place as a result of the Let Me Learn professional staff development. It aims to illustrate how the LML process served as a “liberating experience” both for the teacher as a young teacher and also for the child in her class. Through the voice of the teacher, as expressed in her professional journal this paper portrays the growth experienced by this teacher especially in her intentionality in the choice of appropriate strategies of success. In using LML this teacher has gained more skill in analyzing tasks and students’ needs and demands through a metacognitive reflective process and through applying personalized responsive strategies. The student improved conception of the learning environment and motivation to behave better and perform in academic tasks was also noted. This new understanding of his learning processes and the ability to express his inner feelings in writing has resulted in better behaviour and as a result better academic performance. 

Day 3:  Plenary Session - Panel 3

Learning, Policy and Leadership for Social Justice in Education: International Perspectives

This symposium will provide a critical discussion of a variety of issues related to a robust notion of social justice in education. By focusing on specific cases, the participants will raise issues and propose directions regarding the practice of social justice education as it relates to learning, policy and leadership. The participants bring to the discussion a wealth of experiences in Canada, India, Kenya, Malta, Namibia, UK, and the United States. Moreover, each participant has done work that brings to the fore the intersections of curriculum, policy and leadership from a critical-democratic perspective.


Chair: Dr. John P. Portelli (Professor and Associate Chair Department of Theory and Policy Studies, and Co-director Centre for Leadership and Diversity, OISE, University of Toronto)

Participants:

• Dr. Rodney K. Hopson is Hillman Distinguished Professor, Associate Professor in Sociolinguistics, Ethnography, and Evaluation, Department of Educational Foundations and Leadership in the School of Education, and faculty member in the Center for Interpretive and Qualitative Research, Duquesne University, Pittsburgh, USA.

• Dr. Lauri Johnson, Associate Professor, Department of Educational Leadership and Policy Faculty of Education, University of Buffalo, Buffalo, NY, USA

• Dr. Reva Joshee, Chair and Associate Professor Department of Theory and Policy Studies, and Co-director Centre for Leadership and Diversity, OISE, University of Toronto

• Fr. Francois Mifsud O.P., B.A. (Malta), B.S.T. (Bologna), M.A. (London), Doctoral Candidate, Department of Theory and Policy Studies, OISE. University of Toronto.


• Dr. Njoki Wane, Associate Professor and Director, Centre for Integrative Anti-Racist Research Studies (CIARS), Department of Sociology and Equity Studies in Education, OISE, University of Toronto.

Day 3: Panel Sessions

Morning Session

• Jasminka Kocoska

CIVIC EDUCATION STRATEGIES IMPACT ON CLIMATE IMPROVEMENT IN THE CLASSROOM

The civic education has crucial role for young people in training, to acquire specific skills and abilities in participating as active and responsible citizens in life. Creating of the classroom climate represents one of the most important issues in educational process and it can be one of the main indicators which pointing at the efficiency of the civic education. During the educational process it is needed the teacher to use different strategies in order to motivate the students, to increase the possibility for them to learn the thing on an easier way and to be promoted the responsibility and its meaning. The extent of strategies, ideas and solutions that can contribute in the realization of a positive classroom climate, as well as they are necessary for the realization of the civic education’s program and conquering the contextof the subject is very big. The positive climate in the class and in the school as a modern tendency is becoming more affirmed, because the school is not only a place where we acquire knowledge but it is a place where personalities develop. From this research we have made we came to a conclusion that: using the different strategies of the civic education has an important influence on the creation of a positive climate in the class that doesn’t restrict only on the space where the educational process takes place, but it has a wider and deeper dimension. It influences on the nursing of the positive personality’s dimension of the student as well as on the development of the educational function of the school.

Key words: civic education, classroom climate, impact, improvement

• ELVI PIRSL
  
  MARINA DIKOVIC
  
  ALESSANDRA POKRAJAC-BULIAN

STUDENT TEACHERS PERCEPTION OF INTERCULTURAL COMPETENCE NEEDED FOR TEACHING IN A MULTICULTURAL CLASSROOM

The European school environments have become multicultural and teachers are faced with students of diverse cultural backgrounds. The importance of promoting intercultural values and ideas in the educational process lies in making students aware of their own competence, cultural background and identity. Intercultural competence is frequently mentioned as a desirable quality possessed by graduates (students) and teachers. To successfully promote intercultural ideas and values, future teachers should not only have professional skills, but also personal competence; cognitive, emotional, and behavioural. Which skills are indispensable in student /teacher education for successful interaction with pupils of different cultural backgrounds in schools? What does it mean to be interculturally competent and interculturally sensitive? These are only some questions which we shall discuss in the theoretical part of the paper, while in the second part of the paper we will present the main research results regarding the level of intercultural sensitivity and basic knowledge of interculturalism among students regarding their types of faculties, level of study, (undergraduate and graduate level), course of study and experience of living abroad or visiting other countries. Another purpose of research is to identify the desired intercultural competence from the students viewpoint. In this regard, we defined two hypotheses. The first is that graduate level students display more intercultural sensitivity and intercultural knowledge than undergraduate level students, while the second hypothesis is that students from teacher training faculties should have a higher level of intercultural sensitivity than students from the faculty of philosophy and other faculties. The research was conducted on a sample of 400 students from the University of Pula and Rijeka (Croatia). The sample of students consisted of 148 (37%) male and 252 (63%) female.

Keywords: teachers, intercultural competence, intercultural sensitivity, ethnocentrism, ethnorelativism, prejudice, stereotype, attitudes, intercultural communication (verbal and nonverbal 

• Vedrana Spajic-Vrkas

Learning about democracy and attitudes towards the EU membership among Croatian university students

Croatia is one of few countries in Europe in which schools are not required to promote, through a specific school subject, the democratic values that make the core of European integration. Recently issued ’The Education Sector Development Plan 2005-2010’ calls upon educational institutions to promote ‘active citizenship’ as part of the National Human Rights Education Programme. The programme defines topics and approaches up to tertiary education level but suggest them to be implemented as an optional ‘integrative content’. Apart from being the factor of differentiation between schools, such ‘non-obligatory approach’ has annulled the importance for monitoring and evaluating the students’ outcomes. The result is that, despite an increase in number of schools with programmes in this field, little has been known of how they are implemented, i.e. what students learn and how well they are prepared as citizens of a transitional, as well as of an EU candidate country. As the least information has been available on the university students, especially on those who are about to finish their education and seek job as teachers, a research has been carried out on a sample of some 800 freshmen at 10 teacher-training and related faculties of the University of Zagreb. The aim was to examine the relationship between knowledge and attitudes about democratic concepts, principles and institutions; perceived learning opportunities; democratic attitudes and practice; and attitudes towards Croatian membership in EU. The results show that the membership is favoured by the two fifths of the respondents, and that one fifth opposes it. Positive attitudes rely on prospects for better living standards, greater freedom of movement and better education, while negative attitudes derive from fear from endangering national wealth and identity. Contrary to democratic attitudes and practices, knowledge and perceived learning opportunities are rather weak predictors of the desirability of membership. 

• Amalija Žakelj, Ph. D. (The National Education Institute Slovenia)

THE LINK BETWEEN PUPILS’ RESULTS IN EXTERNAL KNOWLEDGE ASSESSMENT AND THEIR SOCIO – ECONOMIC STATUS

Our article presents the results of the research »The link between pupils’ results in external knowledge assessment and their socio-economic status«. We have been studying the link between the results of pupils achieved in the national assessment of knowledge in mathematics and Slovenian language (mother tongue) as well as the link with their socio-economic status. The research sample included 41 schools and 1268 pupils. With the help of the common indicator SES, which was prepared on the grounds of the results of the analysis of the basic components and the matrix of mutual correlations of variables, we found out that there is a medium interconnection between the socio-economic status of pupils and their achievements in the national assessment of the knowledge of mathematics and Slovenian language. By using the linear regression model we respected the hierarchical structure of data (pupils within schools) and consequently the adequate properly estimated proportions of variance between schools and inside schools. The results have shown that 6,8 % of the differences in the results of pupils in Slovenian language and 11,7% of differences in the achievements in mathematics can be attributed to the differences among schools and that the rest of 93,2% or 88,7% represent the differences among pupils inside schools. In our research we also wanted to find out what are the interconnections between socio-economic status of the population in certain regions and the achievements in the national assessments of knowledge. The research has shown a high level of interconnection between the achievements and the gross salary of different regions (correlation coefficients are 0,68 for mathematics and 0,73 for Slovenian language) and a medium interconnection between the achievements and education of different regions (correlation coefficients are 0,5 for mathematics and 0,4 for Slovenian language).

In our research we also studied the question whether there are any interconnections between working methods during lessons and the achievements in the national assessments of knowledge in mathematics and Slovenian language as well as interconnections with homework. While analysing the connections between levelled lessons and the achievements in the national assessments of knowledge the research has shown the range from medium to good interconnection. Our findings have shown that there is not a significant interconnection between the amount of time spent by pupils for schools and their achievements. More important interconnections come from the fact how systematically teachers demand homework and how systematically and regularly pupils do it. Mothers occupy a dominating position in helping their children to do their homework.

Key words: socio-economic status, national assessment of knowledge in mathematics, national assessment of knowledge in Slovenian language

• Ruth Falzon (Università ta' Malta)
  
  Carmen Muscat (Dyslexia Association - Malta)* 
  
  Colin Calleja (Università ta' Malta)

Multi sensory Techniques and Learning Patterns - Some Considerations 

This study investigates whether the use of a multi sensory Programme of early literacy (Muscat, unpublished) in a Maltese private school is a truly inclusive strategy and respective of the learning patterns. This research study embraces and is underpinned by a number of philosophies and frameworks, namely the Social Model approach to disabilities (Barnes & Mercer; 1997 Barton & Oliver; 1997) the Connectionist Model of Reading (Adams, 2002), Piagetian genetic epistemology (Schwebel and Raph, 1973) , Vygotskian concept of scaffolding. (Gang, 1982; Steffe and Gale, 1995; Ormrod, 2007) and the concept of Universal Design Learning, Learning Patterns and Inclusive strategies (Hegarty, 1993; Mengon and Hart, 1991; Pugach 1995; Tod, 1999; Rose and Meyer 2002; Turnbull et al 2005; Johnston ). The data was collected through a questionnaire given to all nine teachers working in the early grades of the school. Teachers unanimously scored that the multi sensory programme respects the four learning patterns equally to each of the sixteen themes in the questionnaire. This was a confirmation that multisensory techniques in literacy are inclusive strategies and respectful of learning patterns.

• Charmaine Agius Ferrante
  
  Ruth Falzon
  
  Programme for Inclusive Education,
  Department of Psychology.Università ta' Malta 

Teacher-Facilitator Teams - an Insight into two Experiences

Most schools in Malta now include inclusive settings. This entails the use of a class facilitator who is assigned to one or more classes where there is one or more children statemented as having learning difficulties. It is the usual practice for most facilitators to follow the same child/children for two or three years, while the children move on to another teacher every year. Stella Maris College presents a different reality.

Stella Maris College is a boys’ Church school for children between five and sixteen years of age (Compulsory school age range). It has a population of just over a thousand children with around 90 boys in each year. Stella Maris College has a class facilitator in every classroom and has therefore created teacher-facilitator teams, where the teams stay on working together and the children move on.

This paper intends to explore the views of the professional teams of this school. This group of educators have experienced both children-pegged and team-pegged facilitator-teacher teams and can therefore share their insights into these two experience. The students and their parents have also shared these two experiences.

Qualitative research through interviews and focus groups with students and parents. An individual questionnaire, will also be used to try to get an understanding of these insights. Initial data clearly indicates that professionals prefer the latter system

• Katya DeGiovanni (Deputy Director, Institute of Community Services, MCAST)

Differentiated teaching and learning in music education

In November 2007 a study using questionnaires was carried out among Maltese Music Teachers who practice on an individual basis as well as at Johann Strauss School of Music. The study was aimed at attaining the level of awareness with regard to differentiated teaching and the perception of music teachers vis-a-vis the type of students that they teach. The study also took stock of the academic and teaching qualifications that the typical Maltese Music Teacher holds. Teachers were also asked whether they would be interested in any further training with regard to differentiated teaching and were also asked to compile the Learning Connections Inventory to attain only a preliminary account of the possible profile of the music teacher at a learner. 

• Dr. Damien Spiteri

Forming a ‘community of inquiry’ amongst foundation-level students of ‘social care’ at MCAST. A-student centered appraisal.

This paper is centered on analyzing how a ‘philosophy for children’ lecturing methodology (Lipman, Sharp and Oscanyan, 1978; Sharp, 1991, Splitter and Sharp, 1995, Topping and Trickey, 2007)) can foster learning amongst foundation-level students at MCAST reading social care within the Institute of Community Services. (Foundation courses are at level 1 of the National Vocational Qualifications framework). This methodology is based on engaging these students in continual questioning and philosophical reflection on the subject matter and on their connecting it with learning derived from other sources and from their personal life-experiences.

The analysis is based on an experimental case-study approach that is informed by the students’ voices. Primarily, the students will be engaged in an on-going exploration in class on the topic of social needs across the human life-cycle (which is prescribed in their syllabus). This will take place over a total of five sessions, each lasting one hour each. Secondly, the students will be invited to discuss the process-aspect of their learning, deciding together if they succeeded in forming a ‘community of inquiry,’ for instance by openly and respectfully exchanging ideas about such themes as knowledge and belief, right and wrong, fairness and unfairness, and causality. They will also be asked to monitor if they felt encouraged to develop such aspects of pro-social interpersonal conduct as good listening skills, responsiveness to what other students were saying, willingness to try to support their own ideas with good reasons, and openness to the possibility that they should modify their beliefs in light of new considerations.

It is anticipated that this study will contribute to assessing the benefits of stimulating students’ philosophical curiosity through the medium of applying a philosophy for children methodology to lecturing in social care particularly to students at a foundation level of studies.

References:
Lipman, M., (1991) Thinking in Education. New York: Cambridge University Press.
Sharp, A.M. (1991) “The Community of Inquiry: Education for Democracy,” Thinking, 9(2), pp. 31-37.
Splitter, L. and Sharp, A.M., (1995) Teaching for Better thinking: The Classroom Community of Inquiry Hawthorn, Vic.: Australian Council for Educational Research.
Topping, K.J. and Trickey, S. (2007). Collaborative philosophical inquiry for schoolchildren: cognitive gains at 2-year follow-up. British Journal of Educational Psychology, 77, pp. 786-796. 

Workshops Descriptions

Title:         Learning in the context of Socio-emotional Behavioural Difficulties 

Presenter: Dr. Carmel Cefai

Audience:  Primary Years (on Friday) and Secondary Years (on Saturday)

Description: 

ADHD is a life long problem for many people, but it is during the school years that its effects on learning are often most visible. It is also during this period that much can be done to support learners with the diagnosis and lay foundations that optimise the possibilities of positive later life outcomes. This workshop will begin with a brief account of ADHD as a biopsychosocial phenomenon, and an account of how it impinges on student engagement the classroom. It will then deal with some of the most useful ways for teachers and other school personnel to facilitate the learning process of students with ADHD. An emphasis will be placed on practical strategies that help students regulate their own behaviour and that promote positive social and educational education engagement, and the importance of forging appropriate and cooperative relationships with children with ADHD.

Title:     Workshop I: The Writing Workshop as a site for Effective Differentiated Learning    

Presenter: Foundation for Educational Services (FES) personel 

Audience:  Primary Years and Early Secondary Years

Description:  

This hands-on workshop will guide participants into the actual learning environment of a writing classroom that is catering for different needs and interests through a differentiated teaching/learning approach. This learning environment, called the Writing Workshop, is applicable for both Primary and Secondary settings and can be adapted for language learning or learning through language across the curriculum. Although the emphasis is on writing, in fact participants will be immersed into a holistic language experience where the teacher is a master guide, fellow practitioner and facilitator of autonomous learning.