Information Literacy Education in Nigeria

This paper explores the prospects of information literacy education in Nigerian primary schools. It is argued that while information literacy is essential for attaining the objectives of Nigerian education, a number of barriers stand in the way. These include the learning environment, lack of resources, language and literacy problems, and teacher orientation and teaching practice. The information literacy project described in this paper is attempting to break down the barriers through innovative use of available local resources.

Qualities of Language Teachers and its Implications to Teacher Orientation Program Development

Anchored on the greater premise that students have preconceived ideas of qualities and characteristics of a good language teacher, this study investigates language teacher preferences of freshmen Thai learners and its implications to the development of teacher orientation programs. For this purpose, diaries of Thai learners enrolled in an intensive English program (IEP) were subjected to content analysis using explorative design to be able to formulate new category systems inductively. The result revealed seven major theoretical constructs that summed up the qualities expected by Thai learners from their language teachers: language proficiency, organization and communication skills, character and personality, pedagogical knowledge, socio-affective skills, IT/ICT skills, and cultural competence. On the other hand, an interview regarding the present teacher orientation program among 3 new teachers for the IEP course revealed that the present system was fairly addressing the concerns of the students with its limited topic, activity, and participation of teaching staff.

Connections and Contradictions in Teacher Practices for Preparing Globally Minded Citizens in Two IB Public Schools

Background/Context With 13 million immigrants arriving in the United States between 2000 and 2010, immigration is at its highest level in a century. At the same time, there has been an exponential increase in the number of IB PYP and MYP schools in the United States, from 88 registered in 1997 to 1,470 in 2013. Much of this increase has been in Title I schools serving diverse populations. This work examines classroom practice at the intersection of these phenomena. Purpose Within two different schools that offer IB programs and serve substantial numbers of immigrant and refugee youth, how do teachers prepare youth for citizenship? Setting This study took place at two public middle schools in suburban neighborhoods in the southeastern United States. Population Participants included seven middle school teachers, two administrators, and 27 sixth-grade students from 11 different countries. Intervention/Program/Practice Both schools were registered as IB World Schools. Research Design This article reports on a comparative case study of six classrooms in two International Baccalaureate schools. Data Collection and Analysis The author shares findings based on 65 classroom observations over the course of one semester, nine interviews with adult teachers and administrators. Data was analyzed using a phenomenological approach, beginning with analyzing data from each classroom, then from each school, and finally comparing themes between classrooms and students in the two schools. Data analysis began with codes based on theoretical frameworks for citizenship. Findings/Results A wide divergence in teacher practice was observed, with some practices exemplifying a flexible teacher orientation towards global education, acknowledging the global experiences, multiple languages, and variety of viewpoints that students brought into the classroom. Other practices exemplified a fixed teacher orientation towards global education, ignoring the variety of student experiences, languages, and viewpoints in the classroom. Conclusions/Recommendations Based on the differences in implemented curricula in the two schools across classrooms, the author proposes expanding frameworks for understanding global education. Global education can be implemented with a flexible or fixed orientation, as educators design activities and present content in ways that recognize or disregard students’ identities and experiences. The study suggests that the use of International Baccalaureate programs is no guarantee of a global education connected to the experiences of immigrant and refugee youth. Modifications in teacher practice and school structures are necessary in order to make global education relevant to diverse youth.

VALIDATION OF IN-SERVICE TEACHER ORIENTATION PROGRAMME (INSTOP) AS A MODEL FOR IN-SERVICE TRAINING OF TEACHERS IN PAKISTAN

This study was designed to validate the INSTOP model which hadbeen developed by the researcher himself in 2001 on the basis of thedata collected from 240 in-service teacher trainers in Pakistan. Forthis purpose, a questionnaire was developed. This questionnaire wasadministered to the teacher trainers and experts who were engaged inthe formal and non-formal in-service training of primary schoolteachers. The model and the questionnaire were discussed in theseminars held with experts in twelve cities of Pakistan. A finialseminar was held with 22 in-service teacher trainers and experts inRawalpindi city. In this way the model INSTOP (In-service TeacherOrientation Programme) was validated formulating clearly specifiedgeneral and specific objectives. The specific objectives were againclassified as cognitive, psychomotor and affective. The contents hadboth the academic and practical bias. The model INSTOP was alsodesigned on the lines of CIPP (context-input-process-product) and itwas mathematically illustrated in order to show its components.

Southern Teachers Working in Canada’s North: The Need for a Relevant Curriculum

Great transition is happening in education in the north for Inuit students, in both program development and teacher orientation for southern, non-Inuit teachers. This article looks at a brief history of the north, the impact of southern intrusion, and how changes taking place today in both curriculum and development will bring about stronger educational experiences for Inuit students in the 21st century.