Template-Type: ReDIF-Article 1.0 Author-Name: Ruba Bataineh Author-Name-First: Ruba Author-Name-Last: Bataineh Author-Email: rubab@yu.edu.jo Author-Workplace-Name: Yarmouk University Author-Name: Ali Eid Reshidi Author-Name-First: Ali Eid Author-Name-Last: Reshidi Author-Email: Honest1424@hotmail.com Author-Workplace-Name: Saudi Ministry of Education Title: The cultural gap in EFL secondary stage curricula and instructional practices as perceived by Saudi students?, teachers? and supervisors Abstract: This study examines 284 Saudi students', 81 teachers' and 27 supervisors' perceptions of the cultural gap in EFL secondary stage curricula and instructional practices, using a three-version questionnaire, whose validity and reliability were appropriately established. The findings revealed that the respondents are keen on creating a balanced cultural mix through the presentation of examples from the two (sets of) cultures. The findings did not reveal any statistically significant differences in the respondents' perceptions which can be attributed to gender. However, statistically significant differences, which can be attributed to position, were found in the perceptions of the cultural gap between Arab and English cultures. Classification-JEL: I29 Keywords: cultural gap; curriculum; instructional practices; perceptions, Saudi Arabia Journal: International Journal of Teaching and Education Pages: 1-21 Volume: 5 Issue: 2 Year: 2017 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1526 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1526?download=1 Handle: RePEc:sek:jijote:v:5:y:2017:i:2:p:1-21 Template-Type: ReDIF-Article 1.0 Author-Name: Lev Fishman Author-Name-First: Lev Author-Name-Last: Fishman Author-Email: mi.ivanov@seznam.cz Author-Workplace-Name: Samara state pedagogical university Author-Name: Olga Tsibina Author-Name-First: Olga Author-Name-Last: Tsibina Author-Email: m.ivanov@pgsga.ru Author-Workplace-Name: Samara state pedagogical university Title: EDUCATION QUALITY PERCEPTION BY HIGHER EDUCATION INSTITUTION STUDENTS: EMPIRICAL FINDINGS Abstract: This paper presents certain findings of empirical study of students? perception of the education services quality in higher education institutions; it is shown that the majority of education services production quality parameters are irrelevant for students and might not lead to increasing the services quality as perceived by students. In other words virtually irrelevant for students is a whole range of education services quality characteristics, researchers and government oversight authorities in the education sphere pay special attention to. Classification-JEL: A23 Keywords: education services, education services quality, quality of higher education Journal: International Journal of Teaching and Education Pages: 22-31 Volume: 5 Issue: 2 Year: 2017 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1232 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1232?download=2 Handle: RePEc:sek:jijote:v:5:y:2017:i:2:p:22-31 Template-Type: ReDIF-Article 1.0 Author-Name: Yen-ju Hou Author-Name-First: Yen-ju Author-Name-Last: Hou Author-Email: yenju0228@gmail.com Author-Workplace-Name: Shu Zen Junior College of Medicine and Management Author-Name: Yi-an Hou Author-Name-First: Yi-an Author-Name-Last: Hou Author-Email: hyn@smc.edu.tw Author-Workplace-Name: St.Mary's Junior College of Medicine, Nursing and Management Title: Are females better language learners-From an aspect of Multiple Intelligences and ambiguity tolerance Abstract: The study aimed to investigate, from an aspect of multiple intelligences (MI) and second language tolerance of ambiguity (SLTA), to see why females are always regarded as better language learners. Subjects were 284 college students in Taiwan, including 81 males and 203 females. The research instruments were surveys of Multiple Intelligences (MI) (Gardner, 1983) and Second Language Tolerance of Ambiguity Scale (SLTAS) (Ely, 1995). In addition, students? English levels of Taiwan College Entrance Exam were used as their English proficiency. All available data were analyzed using descriptive and inferential statistics derived from SPSS 17. The results of the study revealed that females were really supported to be better language learners. Some implications derived from the findings were provided for more effective language teaching and learning. Classification-JEL: I29 Keywords: gender difference, multiple intelligences, tolerance of ambiguity, English proficiency Journal: International Journal of Teaching and Education Pages: 32-56 Volume: 5 Issue: 2 Year: 2017 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1402 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1402?download=3 Handle: RePEc:sek:jijote:v:5:y:2017:i:2:p:32-56 Template-Type: ReDIF-Article 1.0 Author-Name: Polyxeni Mitsi Author-Name-First: Polyxeni Author-Name-Last: Mitsi Author-Email: pollymitsi@yahoo.gr Author-Workplace-Name: University of Ioannina, Greece Author-Name: Georgia Papaspyrou Author-Name-First: Georgia Author-Name-Last: Papaspyrou Author-Email: gpapaspi@upatras.gr Author-Workplace-Name: University of Patras Title: Implementation of ?Activity Theory? in the framework of Differentiated Teaching: A Case Study Abstract: In the present paper the exploitation of an alternative teaching capability, that of ?The activity theory? which can be implemented during differentiated teaching is examined. More specifically, differentiated teaching aims at students? activation, their substantial participation during teaching in order to better acquire knowledge. To this end, the experience of each student is considered significant thus each one of them approaches knowledge in different ways through cognitive knowledge and socio- emotional change. From this perspective, the aim of this paper is to present the effectiveness of practical implementation of ?Activity Theory? in the framework of Differentiated Teaching as a tool to change basic meanings of the learning environment. In order to investigate qualitatively the didactic implementation of ?Activity Theory? during differentiated instruction in the educational process, we present a case study in the sixth grade of a Greek elementary school. We used the experimental method of research and the research results emerged by a structured questionnaire for the cognitive level, the participation and cooperation demonstrated by the students during the instructional scenario. The results were compared with those emerged at the same class in a different object of teaching-learning in which the students had not received the implementation of ?Activity Theory? during differentiated instruction. The main conclusion showed that the practical implementation of ?Activity Theory? in the framework of Differentiated Teaching maximized the students? academic achievements and highlighted the potential of using the combination of alternative teaching methods as a mean for students? activation and substantial participation during teaching. Classification-JEL: I29 Keywords: activity theory, differentiated teaching, instructional scenario Journal: International Journal of Teaching and Education Pages: 57-73 Volume: 5 Issue: 2 Year: 2017 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1575 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1575?download=4 Handle: RePEc:sek:jijote:v:5:y:2017:i:2:p:57-73 Template-Type: ReDIF-Article 1.0 Author-Name: Sally Quinn Author-Name-First: Sally Author-Name-Last: Quinn Author-Email: sally.quinn@york.ac.uk Author-Workplace-Name: University of York Author-Name: Lisa-Marie Henderson Author-Name-First: Lisa-Marie Author-Name-Last: Henderson Author-Email: lisa-marie.henderson@york.ac.uk Author-Workplace-Name: University of York Author-Name: Alex Benjamin Author-Name-First: Alex Author-Name-Last: Benjamin Author-Email: avb508@york.ac.uk Author-Workplace-Name: University of York Author-Name: Katie Slocombe Author-Name-First: Katie Author-Name-Last: Slocombe Author-Email: katie.slocombe@york.ac.uk Author-Workplace-Name: University of York Title: To structure or not to structure: the efficacy of an interactive exercise for understanding the importance of structure Abstract: Essay writing is often a fundamental component of assessment in higher education, therefore we need to find effective ways of encouraging students to develop strong writing skills. This study aimed to evaluate the efficacy of an interactive exercise designed to demonstrate the importance of essay structure and organisation. During an essay-writing seminar over four academic years, 3rd year undergraduate students (N=510) were given 5 minutes to assign a grade category (1st, 2:1, 2:2, 3rd) to an essay. Half the students marked a well-structured essay, and half marked a poorly-structured version that contained slightly more content, but students were blind to this manipulation. The grades awarded by the students to each type of essay were then disseminated. We hypothesised that students would award higher marks to the well-structured essay, and that this exercise would increase awareness of the importance of structuring essays. Results revealed that the well-structured essays were significantly associated with high marks (1st/ 2:1s) and poorly-structured essays significantly associated with low marks (2:2/ 3rd) and this pattern was consistent across four cohorts. Significantly more students reported that structure was the most important element in essay writing after this exercise than before, indicating it was effective in highlighting the importance of structure, and 91% of students reported that the session had increased their awareness of the importance of structure. The results support the use of this exercise to increase student awareness of the importance of essay structure and indicates that actively involving students in the assessment process may improve students? understanding of expectations We hope the exercise assessed in the current study will be used in other educational programmes where essay writing is a core part of assessment. Classification-JEL: I23, Y90 Keywords: Essay structure, academic writing, active learning, self-regulation, peer assessment Journal: International Journal of Teaching and Education Pages: 74-92 Volume: 5 Issue: 2 Year: 2017 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1549 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1549?download=5 Handle: RePEc:sek:jijote:v:5:y:2017:i:2:p:74-92 Template-Type: ReDIF-Article 1.0 Author-Name: Kathy Ralabate Doody Author-Name-First: Kathy Author-Name-Last: Ralabate Doody Author-Email: krdoody@buffalo.edu Author-Workplace-Name: State University of New York (SUNY), Buffalo State Title: It's not just child?s play: How to creatively promote learning for children with ASD Abstract: Play develops skill across all developmental domains in early childhood: cognitive/academic, communication/language, social-emotional, physical, and adaptive. Children with ASD often refrain from engaging in any type of play, or they may prefer play that is highly repetitious, sensory-based and of a ?cause/effect? type. Encouraging a child with ASD to engage in novel types of play can be challenging, especially if the child has limited play skills in his repertoire. However, it is critically important that we discover ways to increase play skills of children with ASD. This article will discuss strategies for teaching and encouraging novel play for children with ASD. Strategies to consider are visual supports, such as video modeling, or social narratives, and reinforcement-based strategies: the Premack Principle or utilizing an existing area of interest. Classification-JEL: I29 Keywords: autism, autism spectrum disorder, ASD, play Journal: International Journal of Teaching and Education Pages: 93-104 Volume: 5 Issue: 2 Year: 2017 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1578 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1578?download=6 Handle: RePEc:sek:jijote:v:5:y:2017:i:2:p:93-104 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas Stone Author-Name-First: Nicholas Author-Name-Last: Stone Author-Email: nick_stone_187@hotmail.com Author-Workplace-Name: Tung Wah College Author-Name: Yusuke Hayasaka Author-Name-First: Yusuke Author-Name-Last: Hayasaka Author-Email: hayasaka@iuhw.ac.jp Author-Workplace-Name: International University of Health and Welfare Author-Name: Chizuko Aiba Author-Name-First: Chizuko Author-Name-Last: Aiba Author-Email: aiba@mail.dendai.ac.jp Author-Workplace-Name: Tokyo Denki University Author-Name: Reiko Yamashita Author-Name-First: Reiko Author-Name-Last: Yamashita Author-Email: englishyamashita@gmail.com Author-Workplace-Name: Seijo University Author-Name: Jason Barrows Author-Name-First: Jason Author-Name-Last: Barrows Author-Email: jasonb@mail.dendai.ac.jp Author-Workplace-Name: Tokyo Denki University Title: How Computer-based and Paper-based Modes of Learning Affect Student Performance on Vocabulary Tests in the TOEIC Classroom Abstract: The authors of this paper examined how paper-based vs. computer-based modes of learning affected student performance on TOEIC vocabulary tests for known and unknown words. Japanese university students were tested on two different TOEIC vocabulary registers to see how the mode of learning affected student performance on vocabulary tests. The results show all students, including higher ability students, perform better on paper-based over computer-based tests and this performance is carried through all levels of ability until students become familiar with the vocabulary, and their cognitive load is decreased. This indicates that all students when challenged by new and unknown data would initially perform better with paper-based modes of learning. This has important implications for the teaching of new TOEIC vocabulary both at the institutional and classroom level. Classification-JEL: I21, I23 Keywords: TOEIC, computer-based modes of learning, paper-based modes of learning, learner preference, learning styles, test mode effect, vocabulary learning Journal: International Journal of Teaching and Education Pages: 105-116 Volume: 5 Issue: 2 Year: 2017 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1523 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1523?download=7 Handle: RePEc:sek:jijote:v:5:y:2017:i:2:p:105-116