Abstract
This paper sets out to analyse two sets of exercises in teaching various aspects of English language, from grammar, to vocabulary, to communication. The two texts are "Studying Strategies Students' Book" by B Abbs and I Freebairn and "Cutting Edge Pre-Intermediate" by S Cunningham and P Moor. It looks at how each book approaches the teaching of these areas in different manners, one following a more audio-lingual based method of teaching, and the other focusing more on tasks and communication.

From the Paper
"Looking first at the extract from Studying Strategies, which includes such Audio-linguist teaching tools as drills role-plays, it is apparent that this is a method in which Kuwaiti students would feel comfortable as a result of the entirety of their education being based on rote learning. They would feel comfortable with the tight structure and teacher-led instruction that extract A offers, as the only demands made of them would be to learn and repeat. In general, Kuwaitis are excellent at mimicking languages, thus making them quite proficient in oral work, the area of language learning that they feel most comfortable. In fact, the majority of Kuwaiti students are able to hold a conversation in English quite easily, and yet their accuracy levels fall below par in comparison."

Tags:abbs, audio, classroom, cunningham, cutting, edge, fluency, freebairn, kuwait, language

Abstract
This paper looks at four different principles of learning and their impact on the author. The four principles are that learners must be motivated to learn , what is learned should be reinforced, learning situations should take account of individual differences in learning capacities and style and that new learning should take into account learners' present knowledge and attitudes.

Outline:
Identify and Discuss the Significance of Relevant Principles of Learning
Analyse In Detail How Two Principles of Learning Affect the Planning of Your Teaching
Discuss the Impact These Insights Have Had on Your Own Teaching

From the Paper
"The main reason for choosing strategies such as presentations and group discussions is that they are an effective means of generating in depth discussions. This is an ideal way of taking into account learners' present knowledge and attitudes and using them as an effective teaching and learning resource. Oral strategies such as these signify validity, in that learners are encouraged to prepare and present findings in an environment similar to the workplace. Therefore, what is learned is capable of being successfully generalised from learning situation and related to personal experiences and issues. Such techniques also satisfy different learning needs and styles, being that some learners perform better in oral assessments than in written ones. "

Tags:strategies, written, assignments, abraham, maslow

Abstract
In this article, the writer notes that there are a variety of methods and contexts through which children can absorb learning material and intellectually progress through the learning process. Traditionally, it has often been the case that the emphasis be placed on repetitive learning on an individual basis. However, from the turn of the last century and continuing up to the present day, there have been a number of ideas and methods that have challenged this way of doing things. In this piece, the writer focuses on two, both of which attempt to move away from the formal basis of child education. Firstly, the Montessori Method, developed by Maria Montessori during the early years of the twentieth century and focusing on a kind of informal education where the teacher stands on the side line and observes the tasks undertaken by the children. Secondly, the writer looks at a school of childcare thought that holds that children are natural learners and therefore often fail to come to terms with traditional classroom based learning. The writer concludes that the two learning methods both provide a unique answer to the question of how children should learn and understand in the education process.

From the Paper
" It is suggested that systemic approaches to learning allow children to develop a greater sense of identity and solidarity with their fellow children. Furthermore, this process results in a reduction in incidents of aggressive and disruptive behaviour amongst the children to which it is subjected. For practical reasons the process can only be employed through the classroom avenue, however, the positive feelings that are initially forged in the family environment are then built upon as a learning method that allow children intellectually develop at a consistent rate. This then results in new working relationships being forged between those who are teaching and those being taught, whilst at the same time establishing a strong link between the classroom and the home. Furthermore, this method is argued to the particularly effective with children who are suffering difficulties in their learning and understanding process. As the techniques employed foster a strong sense of collective identity, underachieving children feel there is a collective answer to their difficulties."

Tags:learning, process, approach, Montessori

Abstract
In this article, the writer investigates the interactions between educational restructuring and the management of some innovations within the writer's current school. The writer offers a brief review of the nature and extent of the current educational restructuring in Hong Kong and explores the relevancy of related theories loosely based around the principles of school based management (SBM). The writer maintains that the road of educational restructuring is a long one with many side turnings along the way. The writer also notes that SBM and the school-based innovations it spawns seem to be a powerful catalyst for change in this current dynamic era. However, the writer concludes that the Government is going to have to take a stronger hand in encouraging' schools to embrace the SBM system.

From the Paper
"In Hong Kong, educational restructuring is mostly the response to the current education reform, which was proposed by the SAR government in 2000 and started implementation a year after. ED claimed the overall direction is to create more room for schools, teachers and students, to offer all-round and balanced learning opportunities, and to lay the foundation for lifelong learning. Is this reform scheme market driven, seeking a dynamic equilibrium between students and schools, i.e. the demand and supply sides of educational service?
"Students and parents' preference in school selection - the purchase propensity - is respected more than ever. When the Primary One application system was modified, barriers were eliminated (one reform focus) so parents could choose whichever school they prefer."

Tags:reform, change, leadership, performance

Abstract
This paper sets out to determine the relationship between teachers' motivation and their engagement in educational reform initiatives. It uses a random sample of 50 teachers from five Abu Dhabi high schools, and focuses on the role that motivation plays in improving teacher engagement with the educational policies. The research also aims to determine whether a lack of motivation can influence teacher involvement with education reforms carried out in schools. The paper includes a literature review on the subject and several tables of results.

Outline:
Abstract
Introduction
Research Aims
Research Objectives
Significance of Research
Review of Related Literature
Introduction
Abu Dhabi Education Council: An Overview
Teacher Motivation
Self-Determination Theory
Methodology
Research Approach
Research Design
Respondents and Sampling Plan
Procedure
Questionnaire
Reliability and Validity
Ethical Considerations
Method of Data Analysis
Results and Discussion
Discussion
Conclusions and Recommendations

From the Paper
''The present study aimed to determine the relationship between teachers' motivation and their engagement in educational reform initiatives. Using a random sample of 50 teachers from five Abu Dhabi high schools, the study found that teacher motivation with ADEC educational reform- related activities as well as their engagement in these were at neutral levels. There are also significant, positive correlations between all the subscales of motivation and overall motivation on one hand, and teacher engagement on the other. This research has lent further support to the self-determination theory, suggesting that teacher motivation among Abu-Dhabi schools is influenced by both intrinsic and extrinsic factors. Although intrinsic motivation has been found to bring about favorable outcomes, extrinsic motivation may yield either positive or negative results, depending on the level of self-determination. In the current study though, it has garnered a positive correlation with teacher engagement in educational reform.''

Tags:school, teaching, learning, motivation

Abstract
This paper attempts to identify the relationship between the teacher, the learner, and the teaching process, which will illuminate the precise role, responsibility or boundary that the teacher must put into practice. In order to fully understand the roles, responsibilities and boundaries in relation to the teacher training cycle, the paper briefly identifies that cycle as a backdrop against which this review can be measured.

From the Paper
"The level of successful facilitation must be regularly gauged by formative assessment. The results of this type of assessment allow both the teacher and the student to evaluate the learning that has (or has not) taken place. This evaluation fosters a level of reflection from both parties that leads, logically, to the identification of any weaknesses or gaps in knowledge and understanding. Subsequently, a process of revision can be implemented to address any shortfalls. It is incumbent upon the teacher to acknowledge that a formative assessment may reveal as much about teaching as it does about learning. "

Tags:assessment, evaluation, student

Abstract
In this article, the writer discusses that inclusion presents dilemmas in principle because the real human right, that all pupils receive a good education, is easily confused with something else, that all pupils receive the same education. The writer maintains that inclusion also creates dilemmas in principle because it represents an intensification, and not a resolution, of a dilemma that has always been inherent within mainstream education - how to impart a single education to children who are different from one another. Finally, the writer notes that inclusion also presents dilemmas in practice for a host of reasons to do with implementation at school governance and individual classroom level for which high-sounding statements about 'community', 'infinite potential', 'inclusion' etc. offer no guidance. The writer concludes that in this context, the religious education (RE) teacher has a duty to use the unique capacity of RE to capture the unique potentials of pupils whose particular challenges can only be appreciated over the long-term by a vigilant and caring class teacher.

From the Paper
"As well as presenting dilemmas - and conflicts of interest - in principle, there is a vast range of practical dilemmas arising from inclusion of which the following represents the tip of the iceberg. Where pupils present severe behavioural problems, for example, schools are faced with the dilemma of using resources for in-class support or using them to support intensive withdrawal work. Eventually, some schools face the dilemma of struggling to control pupils with extreme behavioural difficulties or excluding them altogether. Schools face a dilemma of diverting resources from mainstream education only to plough them into projects designed to cope with behavioural difficulties that could perhaps be treated more cost-effectively - without the diseconomy of small scale - beyond the individual school.
"A further dilemma that arises from the attempts to implement inclusion within school is that of developing systems, structures and procedures of enabling inclusion to occur. In the schools studied by Clarke and colleagues, the most common form of technology was in-class support."

Tags:differences, difficulties, classes, resources

Abstract
The paper defines liberal education as the development of intellectual abilities. It is concerned with the pursuit of knowledge and has three key values choice, freedom, and autonomy. The paper discusses several benefits of liberal education. For example, if one is able to prosper and make wise decisions, then it is beneficial. The paper also discusses the drawbacks of liberal education. For example, programmes are very expensive and thus prevent participation. Finally the paper discusses whether liberal education is suitable for the twenty first century. The writer sums up that liberal education has to be accompanied by other educational teachings.

From the Paper
"The term liberal education has a variety of interpretations and in my own opinion it can be summarised as an education that emphasises the development of intellectual abilities as opposed to the acquisition of professional skills. Hirst (1974, p. 31) succinctly summarises this with 'the idea of liberal education as a process concerned simply and directly with the pursuit of knowledge.' The aim of such an education is to ensure that no particular way of life is favoured or predetermined and children are not trained for a pre-set role. Instead their education is centred on three key values; choice, freedom and autonomy. As far as I can understand the theory behind liberal education is that if the child is free and liberated they can make their own decisions and are thus deemed to be free from both ignorance and external authority. "

Tags:liberal, education, free, thinking, intellectual, abilities, choice, freedom, autonomy

Abstract
This paper discusses the educational theories of John Dewey and uses them as a basis to develop the writer's philosophy of education. The writer explains that Dewey's practical methods of guided discovery continue to be popular in modern education and represent a rational and holistic approach to the education of children. The writer describes Dewey's philosophy of basing instruction on student interests, his concept of reflective thought, and his idea that a constantly experimental approach to learning should be maintained, and explains why Dewey's ideas may be more relevant today than they were fifty years ago. The paper concludes with an explanation of the writer's perceived role and mission as an educator in Hong Kong.

Outline:
Introduction
The Aims of Education
Role of the Teacher
Knowledge
Conclusion

From the Paper
"It is now clear to me that educators must develop their own personal philosophy of education. However, a tremendous body of educational theory exists, making it difficult to choose a specific school of thought. For example, some educators base their theories on different approaches to grouping students for instruction, various forms of curricula, methods of evaluating student progress, or the objectives of instruction. Phrases such as "cooperative learning," "multiple intelligences," and "whole learning experiences" abound in the literature. Instructional methods range from free exploration to direct instruction. Models of learning range from transactional to transmission."

Tags:democratic, child-centered, pragmatism, progressive, curriculum, practice, classroom, integrative

Abstract
This paper studies the critical period hypothesis which suggests that languages cannot be learned after the age of twelve. However, an evaluation of evidence from many different sources suggests that this is not accurate. It examines sources such as: Studies of second language learning methods, wild children studies and the theories of Noam Chomsky and Stephen Krashen. Factors which make it easier for children to learn language, such as parentheses, are also discussed.

From the Paper
"The "critical period" hypothesis cites a commonly observable phenomenon, the fact that children find language learning much easier than adults, and learn language remarkably quickly, to claim that language learning is more difficult, or impossible after puberty. The concept of "critical periods" was initially introduced in the study of animal behavior, where it was noticed that certain behavioral responses only emerged when stimulus was given within a particular time frame. This concept has been applied to many species, including humans, with regard to the development of specific emotional responses such as stress. In 1967 Lenneberg proposed that this concept also applied to human linguistic development, seeing language as a response, and exposure to language as the stimulus. There are two versions of this hypothesis: the "strong" version, which claims that no language acquisition is possible after puberty, and the "weak" version, which maintains that language learning will be much more difficult. A distinction is often made between "language acquisition", the way in which children unconsciously learn their native tongue, and "language learning" which implies formal instruction, and Lenneberg maintains this distinction himself."

Tags:chomsky, immersion, krashen, language, learning, linguistics, pinker, second, teaching