The teaching of reading English in a foreign language in Libyan universities: methods and models

This study focuses on the learning and teaching of Reading in English as a Foreign Language (REFL), in Libya. The study draws on an action research process in which I sought to look critically at students and teachers of English as a Foreign Language (EFL) in Libya as they learned and taught REFL in four Libyan research sites. The Libyan EFL educational system is influenced by two main factors: the method of teaching the Holy-Quran and the long-time ban on teaching EFL by the former Libyan regime under Muammar Gaddafi. Both of these factors have affected the learning and teaching of REFL and I outline these contextual factors in the first chapter of the thesis. This investigation, and the exploration of the challenges that Libyan university students encounter in their REFL, is supported by attention to reading models. These models helped to provide an analytical framework and starting point for understanding the many processes involved in reading for meaning and in reading to satisfy teacher instructions. The theoretical framework I adopted was based, mainly and initially, on top-down, bottom-up, interactive and compensatory interactive models. I drew on these models with a view to understanding whether and how the processes of reading described in the models could be applied to the reading of EFL students and whether these models could help me to better understand what was going on in REFL. The diagnosis stage of the study provided initial data collected from four Libyan research sites with research tools including video-recorded classroom observations, semi-structured interviews with teachers before and after lesson observation, and think-aloud protocols (TAPs) with 24 students (six from each university) in which I examined their REFL reading behaviours and strategies. This stage indicated that the majority of students shared behaviours such as reading aloud, reading each word in the text, articulating the phonemes and syllables of words, or skipping words if they could not pronounce them. Overall this first stage indicated that alternative methods of teaching REFL were needed in order to encourage ‘reading for meaning’ that might be based on strategies related to eventual interactive reading models adapted for REFL. The second phase of this research project was an Intervention Phase involving two team-teaching sessions in one of the four stage one universities. In each session, I worked with the teacher of one group to introduce an alternative method of REFL. This method was based on teaching different reading strategies to encourage the students to work towards an eventual interactive way of reading for meaning. A focus group discussion and TAPs followed the lessons with six students in order to discuss the 'new' method. Next were two video-recorded classroom observations which were followed by an audio-recorded discussion with the teacher about these methods. Finally, I conducted a Skype interview with the class teacher at the end of the semester to discuss any changes he had made in his teaching or had observed in his students' reading with respect to reading behaviour strategies, and reactions and performance of the students as he continued to use the 'new' method. The results of the intervention stage indicate that the teacher, perhaps not surprisingly, can play an important role in adding to students’ knowledge and confidence and in improving their REFL strategies. For example, after the intervention stage, students began to think about the title, and to use their own background knowledge to comprehend the text. The students employed, also, linguistic strategies such as decoding and, above all, the students abandoned the behaviour of reading for pronunciation in favour of reading for meaning. Despite the apparent efficacy of the alternative method, there are, inevitably, limitations related to the small-scale nature of the study and the time I had available to conduct the research. There are challenges, too, related to the students’ first language, the idiosyncrasies of the English language, the teacher training and continuing professional development of teachers, and the continuing political instability of Libya. The students’ lack of vocabulary and their difficulties with grammatical functions such as phrasal and prepositional verbs, forms which do not exist in Arabic, mean that REFL will always be challenging. Given such constraints, the ‘new’ methods I trialled and propose for adoption can only go so far in addressing students’ difficulties in REFL. Overall, the study indicates that the Libyan educational system is underdeveloped and under resourced with respect to REFL. My data indicates that the teacher participants have received little to no professional developmental that could help them improve their teaching in REFL and skills in teaching EFL. These circumstances, along with the perennial problem of large but varying class sizes; student, teacher and assessment expectations; and limited and often poor quality resources, affect the way EFL students learn to read in English. Against this background, the thesis concludes by offering tentative conclusions; reflections on the study, including a discussion of its limitations, and possible recommendations designed to improve REFL learning and teaching in Libyan universities.

Teaching and learning sexuality in nursing education

Sexuality is recognized as part of holistic nursing care, but its inclusion in clinical practice and nursing training is inconsistent. Based on the question "How students and teachers acknowledge sexuality in teaching and learning?", we developed a study in order to characterize the process of teaching and learning sexuality in a micro perspective of curriculum development. We used a mixed methods design with a sequential strategy: QUAN-qual of descriptive and explanatory type. 646 students and teachers participated. The quantitative component used questionnaire surveys. Document analysis was used in the additional component. A curricular dimension of sexuality emerges guided by a behaviourist line and based on a biological vision. The issues considered sage are highlighted and framed in steps of adolescence and adulthood and more attacghed to female sexuality and procreative aspect. There is in emeergence a hidden curriculum by reference to content from other dimensions of sexuality but less often expressed. Theoretical learning follows a communicational model of reality through abstraction strategies, which infers a deductive method of learning, with a behaviourist approach to assessment. Clinical teaching adresses sexuality in combination with reproductive lealth nursing. The influencing factors of teaching and learning of sexuality were also explored. We conclude that the vision of female sexuality taught and learned in relation to women has a projection of care in clinical practice based on the same principles

Contributions of Neuroscience to Develop Teaching Strategies and Learning of Mathematics

The goal of the present work is to develop some strategies based on research in neurosciences that contribute to the teaching and learning of mathematics. The interrelationship of education with the brain, as well as the relationship of cerebral structures with mathematical thinking was discussed. Strategies were developed taking into consideration levels that include cognitive, semiotic, language, affect and the overcoming of phobias to the subject. The fundamental conclusion was the imperative educational requirement in the near future of a new teacher, whose pedagogic formation must include the knowledge on the cerebral function, its structures and its implications to education, as well as a change in pedagogy and curricular structure in the teaching of mathematics.

Beliefs, Teaching Practice and Proposals for the Attention of Cultural Diversity: the Case of a Costa Rican Teaching and Three Nicaraguans Infants

This article presents data from a research that studied a teacher belief regarding three Nicaraguan students. Specifically, presents findings related to teaching practice and its relation to diverse education proposals. It includes an analysis of four subcategories: daily dynamic of a teacher who works with infants of another culture, students’ assessment in the classroom, discipline strategies to children, and diverse beliefs and proposals. The data shows that, in the classroom, the teacher does not demonstrate different treatment to Nicaraguan and Costa Rican children, suggesting that equal treatment is the strategy per se used by the teacher to solve the issue of cultural diversity in the classroom. On the other hand, discipline is assumed by the teacher with scolding criteria, using a loud tone of voice and aggressive vocabulary.

Learning Process in Teaching and Bio-pedagogical Knowledge Building

Bio-pedagogy is built on praxis, i.e. the interrelationship between reflection and innovative action where these two merge in the construction of senses to generate knowledge. Then, the following question arises: How is teaching understood? How can practice be renovated from the action-reflection-action in a recurring manner and in life itself? A way to search for those answers is the systematization of experiences –a modality of qualitative research. It promotes the transformation of a common practice, based on knowledge building by holistic approaches to the educational process complexity. The systematization of bio-pedagogical experiences involves self-organization, joy, uncertainty and passion; it respects freedom and autonomy, and generates relational spaces, which promote creative processes in learning.

Relevant Aspects on Teaching Probability and Statistics in Basic General Education

Probability and Statistics were included in the Basic General Education curricula by the Ministry of Public Education (Costa Rica), since 1995. To analyze the teaching reality in these fields, a research was conducted in two educational regions of the country: Heredia and Pérez Zeledón. The survey included university training and updating processes of teachers teaching Statistics and Probability in the schools. The research demonstrated the limited university training in these fields, the dissatisfaction of teachers about it, and the poor support of training institutions to their professional exercise.

Leonardo Ricci in the United States (1952-1972). A twenty-year American transfer as a turning experience in teaching and design.

The research solved the historiographic lacuna about Leonardo Ricci’s work in the United States focusing on the span 1952-1972 as a fundamental period for the architect's research, which moved from the project for the community space to macrostructures. The considered period is comprised between Ricci’s first travel to the United States and the date of his resignation from the University of Florida, one year before his resignation from the deanship of the faculty of architecture of Florence (1973). The research retraced philologically the stages of Ricci’s activity in the U.S.A. unveiling the premises and results of his American transfer, and to what extent it marked a turning period for his work as educator and designer and for the wider historiographic contest of the Sixties. The American transfer helped him grounding his belief in avoiding a priori morphological results in favor of what he called the “form-act” design method. Ricci’s research in the U.S.A. is described in his books Anonymous (XX century) and City of the Earth (unpublished). In them and in Ricci’s projects one common thread is traceable: the application of the “form-act” as the best tool to conceive urban design, a discipline established in the United States during Ricci’s first stay at M.I.T., in which he encountered the balance point between architecture and urban planning, between the architect’s sign and his being anonymous, between the collective and the individual dimension. With the notions of “anonymous architecture” and “form-act”, Urban Design and “open work” are the key words to understand Ricci’s work in the United States and in Italy. Urban design’s main goal to design the city as a collective work of art was the solution of that dychothomous research that enlivened Ricci’s work and one possible answer to that tension useful for him to seek the truth of architecture.

Reaching the unreached: de-mystifying the role of ICT in the process of doctoral research

Information and Communication Technology (ICT) has become a necessary element of academic practice in higher education today. Under normal circumstances, PhD students from all disciplines have to use ICT in some form throughout the process of their research, including the preparation, fieldwork, analysis and writing phases of their studies. Nevertheless, there has been little research to date that explores PhD students’ first-hand experiences of using various ICT to support their research practices. This paper brings together the findings and the key points from a review of significant parts of the existing literature associated with the role played by ICT in the processes PhD students use in doctoral research. The review is based on 27 papers appearing in international peer-reviewed journals published from 2005 to 2014. The study seeks to address the under-researched area in the current literature of how ICT plays a role in the processes of doctoral research. While there are many contributions taking the ‘institutional’ or ‘teaching’ perspectives, papers focusing on ‘student’ perspective, or the viewpoint of engaging ICT in daily study routine, are relatively fewer. As far as research methodology is concerned, this review found that many of the papers that were examined were mostly based on perception data such as surveys or interviews, while actual practice data were rarely present. With their ready access to technologies, PhD students are well positioned to take advantage of a range of technologies in order to carry out their research efficiently (in terms of means to an end) and effectively (in terms of reaching goals within a task). This review reveals that in the literature, this important area is under-represented.

Teaching psychology to student nurses: the use of ‘Talking Head’ videos

Psychology is a central part of undergraduate nursing curricula in the UK. However, student nurses report difficulties recognising the relevance and value of psychology. We sought to strengthen first-year student nurses’ application of psychology by developing a set of digital stories based around ‘Talking Head’ video clips where authentic patients relate their experiences of illness and nursing care. The aim of this article is to discuss the technological, organisational and pedagogical challenges, student and staff evaluations and our recommendations for the future of Talking Heads. First-year student nurses were shown a video clip of a patient talking about their illness experiences followed by a group learning situation linking main themes to psychology and nursing. Students and staff valued the authenticity of patient's narrative, found the video clip easy to follow, reported a raised awareness of psychological concepts and improved empathetic understanding of chronic illness. Negative evaluations were related to a sanitised, untypical representation and limited internet access. This small-scale study highlighted how patient narrative may enhance students understanding of illness experience. It chronicles the development and evaluation of a Talking Head in a specific context but which may be useful across disciplines.

Print versus digital texts: understanding the experimental research and challenging the dichotomies

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based (‘traditional’) texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students’ level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.

Teaching informatics to novices: big ideas and the necessity of optimal guidance

This thesis reports on the two main areas of our research: introductory programming as the traditional way of accessing informatics and cultural teaching informatics through unconventional pathways. The research on introductory programming aims to overcome challenges in traditional programming education, thus increasing participation in informatics. Improving access to informatics enables individuals to pursue more and better professional opportunities and contribute to informatics advancements. We aimed to balance active, student-centered activities and provide optimal support to novices at their level. Inspired by Productive Failure and exploring the concept of notional machine, our work focused on developing Necessity Learning Design, a design to help novices tackle new programming concepts. Using this design, we implemented a learning sequence to introduce arrays and evaluated it in a real high-school context. The subsequent chapters discuss our experiences teaching CS1 in a remote-only scenario during the COVID-19 pandemic and our collaborative effort with primary school teachers to develop a learning module for teaching iteration using a visual programming environment. The research on teaching informatics principles through unconventional pathways, such as cryptography, aims to introduce informatics to a broader audience, particularly younger individuals that are less technical and professional-oriented. It emphasizes the importance of understanding informatics's cultural and scientific aspects to focus on the informatics societal value and its principles for active citizenship. After reflecting on computational thinking and inspired by the big ideas of science and informatics, we describe our hands-on approach to teaching cryptography in high school, which leverages its key scientific elements to emphasize its social aspects. Additionally, we present an activity for teaching public-key cryptography using graphs to explore fundamental concepts and methods in informatics and mathematics and their interdisciplinarity. In broadening the understanding of informatics, these research initiatives also aim to foster motivation and prime for more professional learning of informatics.

The “FRA wheel” as a teaching tool to elaborate on the identity aspects of physics and mathematics as disciplines in interdisciplinary contexts

This thesis project is framed in the research field of Physics Education and aims to contribute to the reflection on the importance of disciplinary identities in addressing interdisciplinarity through the lens of the Nature of Science (NOS). In particular, the study focuses on the module on the parabola and parabolic motion, which was designed within the EU project IDENTITIES. The project aims to design modules to innovate pre-service teacher education according to contemporary challenges, focusing on interdisciplinarity in curricular and STEM topics (especially between physics, mathematics and computer science). The modules are designed according to a model of disciplines and interdisciplinarity that the project IDENTITIES has been elaborating on two main theoretical frameworks: the Family Resemblance Approach (FRA), reconceptualized for the Nature of science (Erduran & Dagher, 2014), and the boundary crossing and boundary objects framework by Akkerman and Bakker (2011). The main aim of the thesis is to explore the impact of this interdisciplinary model in the specific case of the implementation of the parabola and parabolic motion module in a context of preservice teacher education. To reach this purpose, we have analyzed some data collected during the implementation in order to investigate, in particular, the role of the FRA as a learning tool to: a) elaborate on the concept of “discipline”, within the broader problem to define interdisciplinarity; b) compare the epistemic core of physics and mathematics; c) develop epistemic skills and interdisciplinary competences in student-teachers. The analysis of the data led us to recognize three different roles played by the FRA: FRA as epistemological activator, FRA as scaffolding for reasoning and navigating (inhabiting) the complexity, and FRA as lens to investigate the relationship between physics and mathematics in the historical case.

[the Teaching Of Social Sciences In Health: Between Practice And Theory].

The models of teaching social sciences and clinical practice are insufficient for the needs of practical-reflective teaching of social sciences applied to health. The scope of this article is to reflect on the challenges and perspectives of social science education for health professionals. In the 1950s the important movement bringing together social sciences and the field of health began, however weak credentials still prevail. This is due to the low professional status of social scientists in health and the ill-defined position of the social sciences professionals in the health field. It is also due to the scant importance attributed by students to the social sciences, the small number of professionals and the colonization of the social sciences by the biomedical culture in the health field. Thus, the professionals of social sciences applied to health are also faced with the need to build an identity, even after six decades of their presence in the field of health. This is because their ambivalent status has established them as a partial, incomplete and virtual presence, requiring a complex survival strategy in the nebulous area between social sciences and health.

Construction Of A Manual Of Work Processes And Techniques From Centro De Dispensação De Medicamentos De Alto Custo (cedmac), Hospital De Clínicas, Unicamp.

The Centers for High Cost Medication (Centros de Medicação de Alto Custo, CEDMAC), Health Department, São Paulo were instituted by project in partnership with the Clinical Hospital of the Faculty of Medicine, USP, sponsored by the Foundation for Research Support of the State of São Paulo (Fundação de Amparo à Pesquisa do Estado de São Paulo, FAPESP) aimed at the formation of a statewide network for comprehensive care of patients referred for use of immunobiological agents in rheumatological diseases. The CEDMAC of Hospital de Clínicas, Universidade Estadual de Campinas (HC-Unicamp), implemented by the Division of Rheumatology, Faculty of Medical Sciences, identified the need for standardization of the multidisciplinary team conducts, in face of the specificity of care conducts, verifying the importance of describing, in manual format, their operational and technical processes. The aim of this study is to present the methodology applied to the elaboration of the CEDMAC/HC-Unicamp Manual as an institutional tool, with the aim of offering the best assistance and administrative quality. In the methodology for preparing the manuals at HC-Unicamp since 2008, the premise was to obtain a document that is participatory, multidisciplinary, focused on work processes integrated with institutional rules, with objective and didactic descriptions, in a standardized format and with electronic dissemination. The CEDMAC/HC-Unicamp Manual was elaborated in 10 months, with involvement of the entire multidisciplinary team, with 19 chapters on work processes and techniques, in addition to those concerning the organizational structure and its annexes. Published in the electronic portal of HC Manuals in July 2012 as an e-Book (ISBN 978-85-63274-17-5), the manual has been a valuable instrument in guiding professionals in healthcare, teaching and research activities.

Impact Of Pharmacist Interventions On Drug-related Problems And Laboratory Markers In Outpatients With Human Immunodeficiency Virus Infection.

Substantial complexity has been introduced into treatment regimens for patients with human immunodeficiency virus (HIV) infection. Many drug-related problems (DRPs) are detected in these patients, such as low adherence, therapeutic inefficacy, and safety issues. We evaluated the impact of pharmacist interventions on CD4+ T-lymphocyte count, HIV viral load, and DRPs in patients with HIV infection. In this 18-month prospective controlled study, 90 outpatients were selected by convenience sampling from the Hospital Dia-University of Campinas Teaching Hospital (Brazil). Forty-five patients comprised the pharmacist intervention group and 45 the control group; all patients had HIV infection with or without acquired immunodeficiency syndrome. Pharmaceutical appointments were conducted based on the Pharmacotherapy Workup method, although DRPs and pharmacist intervention classifications were modified for applicability to institutional service limitations and research requirements. Pharmacist interventions were performed immediately after detection of DRPs. The main outcome measures were DRPs, CD4+ T-lymphocyte count, and HIV viral load. After pharmacist intervention, DRPs decreased from 5.2 (95% confidence interval [CI] =4.1-6.2) to 4.2 (95% CI =3.3-5.1) per patient (P=0.043). A total of 122 pharmacist interventions were proposed, with an average of 2.7 interventions per patient. All the pharmacist interventions were accepted by physicians, and among patients, the interventions were well accepted during the appointments, but compliance with the interventions was not measured. A statistically significant increase in CD4+ T-lymphocyte count in the intervention group was found (260.7 cells/mm(3) [95% CI =175.8-345.6] to 312.0 cells/mm(3) [95% CI =23.5-40.6], P=0.015), which was not observed in the control group. There was no statistical difference between the groups regarding HIV viral load. This study suggests that pharmacist interventions in patients with HIV infection can cause an increase in CD4+ T-lymphocyte counts and a decrease in DRPs, demonstrating the importance of an optimal pharmaceutical care plan.