Excellence in Higher Education (E-Journal)
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Developing and Using Open Education Resources to Support Teacher Education in Africa
Full text linkThis article presents findings of action research during the creation and dissemination process of open education resources (OERs) to support pre-service and in-service teachers in Uganda and other African countries. It highlights the perceptions of teachers and the authoring team of the impact of their involvement in materials creation and dissemination on their practice and professional growth. It also presents lessons learned during the development and implementation process and the best practices for replicating this outreach program in Uganda and beyond. This article also shares insights into how the OERs can boost or contribute to effective teaching and learning especially in under-resourced school situations in Africa, and also shares experiences on best practices on creating the authoring team of OERs
Policy and Practice in Education Reform in Mongolia and Uzbekistan during the First Two Decades of the Post-Soviet Era
Full text linkThis article describes the social, economic, and political processes that have influenced educational reform in two countries of Central Asia since the fall of the Soviet Union in 1991. It compares and contrasts the various educational reform initiatives that have occurred in each country, including legal and policy frameworks, curriculum change, decentralization, privatization, finance, structure, and emphasis of educational systems, and the fit between what is taught in educational institutions and demands of the labor market. A sector-wide framework for education reform is presented to facilitate understanding of the very complex set of processes involved
Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs
Full text linkThis article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a) substantive grounded theory and Patton’s (1997) Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings
The Development of Context-Based English Learning Resources for Elementary Schools in Central Java
Full text linkThe teaching of English as a local content subject in elementary schools in Central Java is aimed at giving students the skills to verbalize simplesentences. Students are also expected to be able to accommodate sociocultural aspects of their environments in their learning. However, some of theteachers still find it difficult to understand the place of English as a local content subject in the curriculum. Something should be done to update theteachers\u27 abilities to cope with the curriculum, especially to develop English education instructional materials. This study focuses on five primaryobjectives: (1) to further investigate the model of teaching English as a local content subject at elementary schools in Central Java; (2) conduct a needsassessment for teaching English; (3) evaluate teachers\u27 abilities to develop materials in English; (4) design a model of materials for teaching English; and(5) evaluate the effectiveness of the model. Two hundred English teachers from 200 elementary schools in Central Java participated in this study and wereselected using a purposive random sampling method. The study was supported through coordination efforts of the Central Java Provincial Office ofEducation. An interactive approach was used to analyze the data and help the author contact the respondents to clarify or confirm the data collected.Experimental research and expert judgments were used to test the model