“A NEW STEAM AGE: TOWARDS ONE CULTURE FOR LEARNING”

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Edited by:

Mafalda Carmo,

World Institute for Advanced Research and Science (WIARS), Portugal

Published in Lisbon, Portugal, by W.I.A.R.S.

www.wiars.org

All rights are reserved. Permission is granted for personal and educational use only.

Commercial copying, hiring and lending is prohibited. The whole or part of this publication material cannot be reproduced, reprinted, translated, stored or transmitted, in any form or means, without the written permission of the publisher. The publisher and authors have taken care that the information and recommendations contained herein are

accurate and compatible with the generally accepted standards at the time of publication.

The individual essays remain the intellectual properties of the contributors.

ISBN: 978-989-99389-2-2

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Foreword v

Organizing and Scientific Committee vii

Keynote Lecture xi

Media Partners xii

Index of Contents xiii

Author Index

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FOREWORD

Dear Colleagues,

We are delighted to welcome you to the International Conference on Education and New Developments 2015 - END 2015, taking place in Porto, Portugal, from 27 to 29 of June.

Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts.

One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development.

END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude.

This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas:

• In TEACHERS AND STUDENTS: Teachers and Staff training and education;

Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education.

• In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects.

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• In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education.

• In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change.

The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences.

Authors will be invited for inclusion of their extended works for inScience Press book

“Education Applications & Developments II”.

We would like to express thanks to all the authors and participants, the members of the academic scientific committee, our media partners and, of course, to our organizing and administration team for making and putting this conference together.

Hoping to continue the collaboration in the future, Respectfully,

Mafalda Carmo

World Institute for Advanced Research and Science (WIARS), Portugal Conference and Program Chair

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ORGANIZING AND SCIENTIFIC COMMITTEE

Organizer

World Institute for Advanced Research and Science (WIARS) www.wiars.org

Conference and Program Chair Mafalda Carmo

World Institute for Advanced Research and Science (WIARS), Portugal International Scientific Committee

Aaron Doering • University of Minnesota, USA

Abdurrahman Guelbeyaz • Osaka University, Japan

Adrian Rosan • Babes-Bolyai University, Romania

Agne Juskeviciene • Lithuanian University of Educational Sciences, Lithuania

Ali Baykal • Bahcesehir University, Turkey Ali Yildirim • Middle East Technical University, Turkey

Allan Luke • Queensland University of Technology, Australia, and University of Calgary, Canada

Ana Maria Moraes Fontes • Universidade Federal de Juiz de Fora, Brazil

Anca Draghici • Politehnica University Timisoara, Romania

Angela Carrancho da Silva • UERJ / Fundação Cesgranrio / Fundação Cecierj, Brazil

Annalene Van Staden • University of the Free State, South Africa

Antonia Darder • Loyola Marymount University, USA

Ayhan Ural • Gazi University, Turkey Bernard Mulo Farenkia • Cape Breton University, Canada

Beyza Nur Yilmaz • Ozyegin University, Turkey

Brigita Janiunaite • Kaunas University of Technology, Lithuania

Cagla Atmaca • Gazi University, Turkey Carolina Bodea Hategan • Babes-Bolyai University, Romania

Cezar Scarlat • University “Politehnica” of Bucharest, Romania

Charalampos Karagiannidis • University of Thessaly, Greece

Charles Elkabas • University of Toronto, Canada

Christian Kahl • Taylor’s University, Malaysia Christian M. Stracke • University of

Duisburg-Essen, Germany

Christine Besnard • Glendon College, York University, Canada

Christopher Fowler • University of Essex, UK Clara Barroso • University of La Laguna, Spain

Colin T. Scmidt • Ensam - ParisTech &

Lemans University, France

Cristiano Luchetti • American University of Sharjah, UAE

Cynthia Northington • William Paterson University, USA

Daniela Pasnicu • Spiru Haret University, Romania

Dario Ianes • Free University of Bozen, Italy

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Dee O’Connor • The University of Notre Dame, Australia

Dennis Beach • University of Gothenburg, Sweden

Diana Dikke • IMC information multimedia communication AG, Germany

Diane Boothe • Boise State University, USA Dominique Kern • University of Haute Alsace, France

Donata Puntil • King’s College London, UK Douglas Baleshta • Thompson Rivers University, Canada

Ecaterina Pacurar • Strasbourg University, France

Ellen Whitford • Armstrong State University, USA

Elsebeth Korsgaard Sorensen • Aalborg University, Denmark

Erik F. Överland • Free University of Berlin, Germany

Esi Marius Costel • Stefan Cel Mare University of Suceava, Romania

Evridiki Zachopoulou • Alexander Technological Educational Institute of Thessaloniki, Greece

Gabriel Dima • Innovate4Future, Center for Advances Educational Solutions and University Politehnica of Bucharest, Romania

Gina Chianese • Free University of Bozen, Italy

Grainne M. O’ Donnell, University College Dublin, Ireland

Greg Misiaszek • Beijing Normal University, WCCES and UCLA, China / USA

Haim Shaked • Orot Israel Academic College

& Jerusalem College, Israel

Hanna David • Tel Aviv University, Israel Hans-Christian Schmitz • Institute für Deutsche Sprache, Germany

Helin Puksand • Tallinn University, Estonia Ilijana Cutura • University of Kragujevac, Serbia

Ioana Velica • Babes-Bolyai University, Romania

Ioannis Agaliotis • University of Macedonia, Greece

Iryna Sekret • Zirve University, Turkey Jana Kapounova • University of Ostrava, Czech Republic

Jana Mazancová • Czech University of Life Sciences Prague, Czech Republic

Janaina Cardoso • Rio de Janeiro State University, Brazil

Jeanne Schreurs • Hasselt University, Belgium Joanna Paliszkiewicz • Warsaw University of Life Sciences, Poland

João Bottentuit Junior • Federal University of Maranhão, Brazil

Jose Augusto Oliveira Huguenin • Universidade Federal Fluminense, Brazil José Luis Ortega-Martín • University of Granada, Spain

José Saturnino Martínez García • University of La Laguna, Spain

Josef Trna • Masaryk University, Czech Republic

Josep Sola Santesmases • Blanquerna – University Ramon Llull, Spain

Joy Kutaka-Kennedy • National University, USA

Juana Maria Sancho Gil • University of Barcelona, Spain

Judith Szerdahelyi • Western Kentucky University, USA

Julia Glidden • 21c Consultancy, UK

Kadi Lukanenok • Tallinn University, Estonia

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Kamisah Osman • The National University of Malaysia, Malaysia

Karim Moustaghfir • Al Akhawayn University in Ifrane, Morocco

Katerina Kabassi • Technological Educational Institute of The Ionian Islands, Greece

Katerina Vlckova • Masaryk University, Czech Republic

Kiyoshi Nakabayashi • Chiba Institute of Technology, Japan

Konstantinos Kalemis • National University of Athens, Greece

Krista Loogma • Tallinn University, Estonia Kyparisia Papanikolaou • School of Pedagogical and Technological Education, Greece

Kyria Finardi • Federal University of Espirito Santo, Brazil

Ladario da Silva • Universidade Federal Fluminense (UFF), Brazil

Laj Utreja • Director, Institute of Global Harmony, India

Laura Rio • University of Salerno, Italy Laurent Moccozet • University of Geneva, Switzerland

Lee Dunn • University of Glasgow, UK Lefkothea Kartasidou • University of Macedonia, Greece

Liliana Dozza • Free University of Bozen, Italy Liliana Milevicich • Universidad Tecnologica Nacional, Argentina

Lizbeth Goodman • University College Dublin, Ireland

Loreta Chodzkiene • Lithuanian University of Educational Sciences, Lithuania

Lorna M. Dreyer • Stellenbosch University, South Africa

Luca Refrigeri • University of Molise, Italy

Lucía Casal de la Fuente • University of Santiago de Compostela, Spain

Luminita Cocarta • Al. I. Cuza University of Iasi, Romania

Maria Meletiou-Mavrotheris • European University Cyprus, Cyprus

Maria Moundridou • School of Pedagogical and Technological Education (ASPETE), Greece

Maria Schwarz-Woelzl • Zentrum fuer Soziale Innovation GmbH, Austria

Maria Carme Boqué Torremorell • Ramon Llull University, Spain

Maria Rosa Buxarrais • University of Barcelona, Spain

Marielle Patronis • Zayed University, UAE Marta Cabral • Columbia University, USA Mdutshekelwa Ndlovu • Stellenbosch University, South Africa

Megan Lawton • University of Wolverhampton, UK

Meral Aksu • Middle East Technical University, Turkey

Metaxia Pavlakou • Oxford Brookes University, UK

Michael Reiner • IMC University of Applied Sciences Krems, Austria

Michal Pietrzak • Warsaw University of Life Sciences, Poland

Milan Kubiatko • Masaryk University, Czech Republic

Mingming Zhou • University of Macau, China Miroslava Cernochova • Charles University in Prague, Czech Republic

Nadir Kolachi • Skyline University, University City of Sharjah, UAE

Naseer Ahmed • Al Ghurair University, UAE Nikolaos Marianos • Agro-Know Technologies / University of The Aegean, Greece

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Odette Gabaudan • Dublin Institute of Technology, Ireland

Olivier Marty • CNAM, France

Özgün Kosaner • Dokuz Eylul University, Turkey

Pamela Deponio • Private Practice, UK Paola Damiani • University of Turin, Italy Pascal Marquet • University of Strasbourg, France

Patricia Obando-Solano • Michigan State University, USA

Patricia E. Reynolds • University of Mary Washington, USA

Peter Jarvis • University of Surrey, UK Petros Kefalas • University of Sheffield International Faculty, Greece

Pythagoras Karampiperis • National Centre for Scientific Research “Demokritos”, Greece Rasa Nedzinskaite • Lithuanian University of Educational Sciences, Lithuania

Rashid Jayousi • Al-Quds University, Palestine Rawad Chaker • University of Cergy-Pontoise, France

Razvan-Lucian Andronic • Spiru Haret University, Romania

Rhona Sharpe • Oxford Brookes University, UK

Roberta Gentry • University of Mary Washington, USA

Roger Nkambou • University of Quebec at Montreal, Canada

Romano Martini • Niccolò Cusano University, Italy

Sean Doyle • Institute of Education, University of London, UK

Selma Garrido Pimenta • Universidade de São Paulo, Brazil

Seweryn Spalek • Silesian University of Technology, Poland

Shakila Singh • University of Kwazulu Natal, South Africa

Sheryl Williams • Loughborough University, UK

Silvia Pokrivcakova • Constantine The Philosopher University, Slovakia Simon Richir • Arts et Metiers Paristech (ENSAM), France

Stephen Hughes • University of Granada, Spain Steven Malliet • University of Antwerp, Belgium

Surendra Pathak • Iase Deemed University, India

Suzani Cassiani • Universidade Federal de Santa Catarina, Brazil

Theodoropoulou K. Eleni • University of Aegean, Greece

Tintswalo Manyike • University of South Africa, South Africa

Tony Toole • University of Wales, Trinity Saint David, UK

Ulas Basar Gezgin • British University Vietnam & Staffordshire University, UK Valeria Oliveira de Vasconcelos • Unisal – Centro Universitário Salesiano de São Paulo, Brazil

Vasile Chis • Babes-Bolyai University, Romania

Vassilis Argyropoulos • University of Thessaly, Greece

Verica Babic • University of Kragujevac, Serbia

Veronica Violant Holz • University of Barcelona, Spain

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KEYNOTE LECTURE

“A NEW STEAM AGE: TOWARDS ONE CULTURE FOR LEARNING”

Professor Dr. Martin Braund

Adjunct Professor at Cape Peninsula University of Technology in Cape Town (South Africa) and Honorary Fellow in the Department of Education at the University of York (United Kingdom)

Abstract

In many cultures learning has been organised around subject disciplines broadly conceived as the Arts, Humanities and Sciences. Subject disciplines of the curriculum have evolved structures and characteristics creating boundaries between them that are counter to the experiences of many adolescents, who rarely meet such borders in their daily lives. Disciplinary borders favour a utilitarian view of knowledge and creativity, often under-valuing some disciplines, including the creative and performing arts, not directly associated with primary means of economic production. The borders between self-reinforcing disciplinary structures result in inadequate attention paid to the potential of working across, between and beyond disciplines. In this keynote I examine how this schism between the ‘Arts’ and

‘Sciences’ has come about and the potential harm it continues to do. An example from the history of science, the case of Darwin’s changing relationship with the two cultures, is used to promote the benefits of more creative approaches to teaching science in a new project, ‘Darwin Inspired Learning’. The benefits to learning science using one of the Arts, drama, are shown. The argument is made for

‘STEAM’, showing how education in the 21st Century is moving away from a restricted notion of STEM (Science, Technology, Engineering and Mathematics) to one that encompasses the Arts (Science, Technology, Engineering, ARTS and Mathematics). STEAM promotes economic development, encouraging people to work creatively to generate and communicate ground breaking new ideas.

Brief Biography

Martin Braund is Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York.

After graduating in Zoology and Geology from Exeter University he taught science in secondary schools in Cardiff, York and Boroughbridge for 18 years. In 1989-1991 he completed a Masters in Science Education while working as a Research Fellow for the Assessment of Performance Unit in Science at the University of Leeds. He holds a PhD from the University of York focused on research in transition from primary to secondary school.

Much of his work is connected with innovative approaches to teaching science and biology. His wife is an actress and he has a great interest in the history and philosophy of the theatre.

Martin has published over seventy journal articles and his books and chapters in books are internationally known in the fields of transition, informal learning outside the classroom (with Michael Reiss), argumentation, teacher education and drama in science. His most recent book, Performing Science (Bloomsbury, 2012), was shortlisted for education resource of the year.

Martin is a member of several international research organisations and editorial boards of leading journals and is editor of Science Teacher Education. He has worked as consultant, adviser and keynote speaker in over 20 countries of Europe, Australasia and Africa.

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Sponsor:

http://www.wiars.org

Media Partners:

http://knowdoservelearn.org http://www.globaleducationmagazine.com

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INDEX OF CONTENTS

ORAL PRESENTATIONS

Teachers and Students

An Effort to Make American Classrooms Culturally Responsive 3 Krystyna Nowak-Fabrykowski

Improving Student Engagement and Professional Competency by Using Simulations in Law School Courses

8 Todd Brower

Problem Solving as Program Code Description 13

Edward Brown

EU Founded Teacher Education Improvements in Hungary 18

Krisztián Pálvölgyi, Horváth H. Attila, Éva Bodnár and Judit Sass

Effects of Real-Word Versus Pseudo-Word Phonics Instruction on the Reading and Spelling Achievement in First Graders

23 Jihan H. Khalifeh Mohamad and Ahmad Oweini

Language Maintenance and Students’ Identities in English Minority Language Schools in Québec

27 Diane Gerin-Lajoie, Max Antony-Newman and Pierre-Olivier Bonin

The Development of the Personal and Professional Values Framework as an Aid to Ethical Decision-Making

32 Hua Hui Tseng

Social Network Addiction 37

Júlia Hong Ventayol Alsina

Enhancing Active Learning in the Modern Biology Classroom 41

George M. Malacinski

Knowledge and Result 44

Eszter Gombos and Maria Csernoch

Enabling and Disabling Environment Influencing Learners’ Learning Experiences 49 Soane Joyce Mohapi

The Sociopolitical Context of Language Reform in Higher Education in Post-Soviet Kazakhstan

53 Seth Agbo and Natalya Pak

Thinking About Education 54

Patricio Alberto Cullen and Liliana Mabel Marinelli

Construction of Rubrics for the Evaluation of Technology Courses in Colombia 57 Luis Fernando Vargas Neira, Fredy Andrés Olarte Dussan and Jhon Jairo Ramírez

Performance Calibration Through Partly Peer Assessment 62

Yonghuai Liu, Honghai Liu, Yitian Zhao and Ran Song

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Arsaythamby Veloo, Ruzlan Md-Ali and Hariharan N. Krishnasamy

Advanced Computer Technology for Assessment and Measurements the Level of Knowledge of the University Students

72 Gennadiy Burlak and Jose Alberto Hernandez Aguilar

Does Contact Really Matter? Exploring the Effects of Contact on Prejudices and Professional Representations

77 Mariane Gazaille, Karine Gauthier, Louis Gosselin and Jean-Nil Boucher

Deconstruction, Co-Construction and Reconstruction: Creating an Integrated Teacher Education Program

82 Angela Ward

Process of Continued Education in the Program School Managers of Public Basic Education

83 Rita Márcia Andrade Vaz de Mello , Leililene Antunes Soares, José Márcio Silva Barbosa and

Maria das Graças Soares Floresta

"Fatherhood in the Classroom": When Life as a Father Meets the Teaching Profession 87 Ina Ben-Uri

Teaching for Employability: Key Concepts and Best Practice Principles 91 Henri Jacobs

Teaching Scientific Research and Pratical Application of the Concept of Charge Distribution to Students

96 Andrey Lider and Vitaly Larionov

Teaching Adult Learners: a Piece of Cake? 101

Jane Iloanya

An Alternative Model to Professional Development in Multilingual EFL Classrooms:

Cooperative Management & Residual Practice

106 Sibel Kaymakamoğlu and Çağda Kıvanç Çağanağa

Preparing Voice Professionals at Faculties of Education Using Applied Methods and Technology

111 Lucie Šebková and Kateřina Vitásková

IBSE Profiles-Modules in Science Teacher Education 116

Josef Trna and Eva Trnova

EDUCOLAND as an Example of Linking Educational Theory and Practice 121 Eva Trnova, Josef Trna and Jan Krejci

Projects and Trends

Understanding Teacher Educators' Pedagogical and Technological Cultural Habitus (Patch) in the Maldives

126 Aminath Shafiya Adam

How Blackboard e-Learning Tool Affects Intermediate Chinese Speaking and Listening Course

131 Tungyue Hon

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Teaching and Learning in Technology Rich Schools: Traditional Practices in New Outfit 136 Catarina Player-Koro and Dennis Beach

Significant Learning in Virtual Learning Environments 141

Richard Gagnon

Project of Flipped Classroom’s Incorporation: an Experience Between Primary Schools and University

146 Jordi Simon Llovet, Elena Sofía Ojando Pons, Loles Gonzalez Garcia,

Miquel Àngel Prats Fernandez, Xavier Àvila Morera and Antoni Miralpeix Bosch

Development and Innovation of Free Online Education System, "JMOOC" in Japan 151 Kaori Ishibashi, Suguru Yanata and Takao Nomakuchi

Constructing Knowledge with New Information and Communication Technologies 155 Marcelo Mendonça Teixeira, Walter Felipe dos Santos, Hugo V. L. Souza, Fábio Lopes Bione,

Josival dos Santos Silva, Hugo Pazolline B. dos Santos, Demétrio A. de Santana,

Gilberto Cysneiros, Ivonaldo Torres, José Eduardo de Lima Cruz and Joel A. de Lima Júnior The Teacher as a Mediator of Interactions In Virtual Learning Environment:

Focus on Discussion Forums

160 Ana Paula de Araujo Cunha and Beatriz Meggiato Oreques de Araujo

The Diffusion of Social Networking Site in Students’ Learning Experience as a Novel Pedagogic Tool

165 Su Iong Kio

Development and Evaluation of an Innovative Arduino-Based Datalogging System for Enhancing Field-Based Learning

170 Yau Yuen Yeung, Frank C.C. Cheang and Lincoln Fok

Dialogic Reading and Book Clubs. Theoretical Framework 175

Carmen Álvarez-Álvarez

The Creada, a New Pedagogical Center for Adults Informal Education 179 Maria Luisa De Natale and Cristiana Simonetti

Adolescents' Health Literacy as a Buffer in a Crises Context of a Legionella Outbreack in Portugal (Cradlisa Project HLS-EU-PT)

184 Luís Saboga-Nunes, Gabriela Cavalheiro, Sandrina Correia, Anabela Santos, Paulo Pinheiro,

Ullrich Bauer and Orkan Okan

Using Intensive Games Development Projects to Teach Entrepreneurial Skills to Third Level Students

189 Derek O'Reilly, Fernando Almeida, Krzysztof Podlaski, Hiram Bollaert, Piotr Milczarski,

Shane Dowdall, Artur Hłobaż and Justino Lourenço

Teaching in Values in Higher Education: Innovation by Online Dialogue Between Students from Different Universities

194 Elena Briones, Raquel Palomera and Alicia Gómez-Linares

Problem-Based Learning in Science, Technology, Engineering and Mathematics (STEM) for 21st Century Global Learners

199 Diane Boothe and Melissa Caspary

Early School Leaving – Contributions from Portugal 204

Anabela Mesquita, Diana Vieira and Paulino Silva

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Vassilios Argyropoulos, Georgios Sideridis, Aineias Martos, Magda Nikolaraizi and Eleni Katsiafourou

Haptic Recognition of Two-Dimensional Tactile Patterns of Basic Geometric Shapes by Individuals with Visual Impairments

214 Vassilios Argyropoulos, Maria Papazafiri, Sofia-Marina Koutsogiorgou and

Magda Nikolaraizi

Speech and Language Software in the Intervention of Autism Spectrum Disorder Related Oral Motor Abilities

219 Kateřina Vitásková and Alena Říhová

Does Primary School Teachers’ Age Impact on e-Learning? 224

Lung-Hsing Kuo and Hung-Jen Yang

Assessing Online Learner Interaction: a Distributed Learning Environment Model 229 William L. Havice and Pamela A. Havice

Towards Improved Learning Quality by Remotely Operable Laboratories 234 Ulrich Borgolte, Michael Gerke, Ivan Masár and Pavol Bahnik

Pedagogical Mediation Between Tutors and Students in the National Program School Managers

239 Leililene Antunes Soares, Rita Márcia Andrade Vaz de Mello, José Márcio Silva Barbosa and

Maria das Graças Soares Floresta

Online Education: Another Vision About Web Radio 243

Marcelo Mendonça Teixeira, Marcelo Brito Carneiro Leão, Elilton Oliveira, Hugo V. L. Souza, Walter Felipe dos Santos, Ivonaldo Torres, Filipe Lima Gonçalvez, Demétrio A. de Santana, Nivaldo Marques da Silva Júnior and Hugo Pazolline

Peacebuilding Anthropology as a New Course at the University in Central & Eastern Europe

248 Katarína Slobodová Nováková

Towards Integrative Approaches Through Multilingual Activities: Teachers, Pupils and Families Experiencing a Collaborative Project

251 Sheila Padiglia and Francesco Arcidiacono

The Performative Intercultural Pedagogy – the Anarchic Arts of Learning and Teaching in/between Scholarized Worlds and Subjects

256 Anja Maria MacKeldey

Providing Lecturers with Information about Eco-Friendly Transport via an Information Platform

261 Lisa-Maria Putz and Alexandra Haller

The Use of e-Learning Technology for Community-Based Teaching in Medical Schools 266 Carmen Patricia Obando and Geraud Plantegenest

Gamification for Energy Profile Modification 271

Aphrodite Ktena, Enea Mele, Eugenia Tsalkitzi, Charalambos Elias and Christos Manasis

Inclusion in Practice in Cyprus: a Matter of Teachers’ Beliefs 276 Elena Anastasiou

Building Gamified Applications for Informal Education 281

Aphrodite Ktena

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Pathways to United Ukraine: Teacher Candidates Learn to Handle Intranational Conflict 286 Tetyana Koshmanova and Tetyana Ravchyna

Learning the Ropes: a New Perspective on Children Crossing Cultures 291 Patricia E. Reynolds

Combining Biotechnology and Molecular Gastronomy Projects to Promote Career Success and Creativity of Non-Science Majors

295 Paloma Valverde

Transforming Primary Education and Pedagogy – the Case of School Gardens in Denmark

300 Pernille Malberg Dyg

Time to Learn: Adapting Teaching Timetable for Learning Improvement 305 Mario Campanino, Maeca Garzia, Giuseppina Rita Mangione and Maria Chiara Pettenati

From Embodied Simulation to Enactive Learning: Embodied Education Trough Art and Theatre

310 Nazario Zambaldi

What is a Multisensory Tent? Developing a Multisensory Method and New Learning Environments

315 Sari Kivilehto, Anne Malin and Minttu Räty

Simulation as a Model of Political Participation Teaching 319 Kinga Anna Gajda and Aneta Pazik

Teaching and Learning

Risk Management and the Identification of Nursing Students at Risk 324 Naomi Malouf and Rena Frohman

Activating Lecture Within Higher Education – Today and Perspective 329 Mariana Sirotova

The Art of Teaching in Teaching Art 334

So-Lan Wong

A Case Study of Students’ Decision-Making About Postgraduate Education in China 335 Dan Liu

Final Degree Works: a New Challenge for the Future Teachers of Infant and Primary Education. (Some Perspectives from Experimental Sciences )

340 Constancio Aguirre Pérez

Educational Models of Compatibility: Secondary Education and High Level Sport 345 Josep Solà Santesmases

A Comparison of the Effectiveness of the Capsular and Heuristic Models for Developing In-Service Teachers’ Pedagogical Content Knowledge for Nature of Science

348 Elaosi Vhurumuku

A Case Study: Exploring Children’s Understanding of Death and their Attitude Towards Life With Picture Books

353 Ran Lee and Eunja Hyun

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Teachers: the Keystone of Social and Emotional Learning Program Effectiveness 361 Raquel Palomera, Elena Briones and Mª Angeles Melero

Educators’ Perception on the Use of Folklore in Primary School 365 Pule Phindane

How Strong and Weak do Preschool Teachers Consider Themselves in Interactions 370 Hana Navrátilová

Artists, Curators and Museum Educators: Children as part of an Artmakers’ Community 375 Marta Cabral

Developing Digital Competence in Non-Traditional Programming Environments 380 Maria Csernoch and Piroska Biro

An Investigation of Self-Regulated Strategy Development as a Framework to Enhance Student Writing in an Australian Mainstream Classroom

385 Robin Smith

Self-Reflecting Log as a Method in Intervening Studies 386

André Rondestvedt

Flipp Statistic Courses! 391

Andrea Breitenbach

Interactive French Language Teaching through Films 396

Canan Aydınbek

Using Corpora to Raise Hong Kong Students’ Awareness of Appopriate Word Choice 400 Adrian Ting

Organizational Issues

Conversion of a Web Application for Graduate School Administration into a Mobile Web App

401 David Edelman

Creating Inclusive Workplaces for Persons With Disabilities as an Integral Element of Diversity Management

406 Marzena Wójcik-Augustyniak

Linguistic and Cultural Capital at an American University in the United Arab Emirates:

a Narrative Case Study

411 Zsuzsanna Mikecz Munday

New Development and Innovation of Financial Education in Japan 416 Suguru Yanata, Kaori Ishibashi and Takao Nomakuchi

Education and Transition to Work: Promoting Practical Intelligence 421 Giuditta Alessandrini

A Comparative Look at Social Justice in South African Education and Norwegian Introduction Programme for Refugees

426 Anne Grethe Sønsthagen

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Educational Leadership in the Chinese Mainland: a Case Study of Two Secondary Schools in Beijing

431 Manhong Lai and Lijia Wang

A Faith-Based Intervention to Improve Nutritional Habits Within African American and Hispanic Populations

432 Victor Romano, Karen L. Butler and Elliot Royal

Making Use of the External Evaluation Report in School’s Work Improvement

Joanna Kołodziejczyk 436

The Pathways of Leadership's Indirect Influence on Students' Learning Processes 440 Jakub Kołodziejczyk

The Passage from Teaching to Administration: Socialisation of Vice-Principals in Hong Kong

444 Paula Kwan

Education by Principles: What Education? Which Principles? 449 Marcus Vinicius Santos Kucharski

School Autonomy: 21st Century Developments 454

José da Costa, Paul Newton, Frank Peters and Lorne Parker

Perceived Practices and Influence of Educational Leaders on Academic Success in K-12 Adult Schools

459 Gustavo Lara-González

POSTERS

Immigrant Teachers: Professional Induction Challenges and Strategies 467 Claire Duchesne, Nathalie Gagnon and France Gravelle

The Aesthetics of Everyday Life in Primary School and the Implications of Aesthetic Education

469 Ya-Ting Lee

Cinema, Biology and Education in Secondary School: Construction of a Lifelong Learning

472 Marcia R. Pereira and Ana Beatriz F. Ribeiro

Engineer-Teachers in the Changing Attraction of the Teaching Career 475 Anetta Bacsa-Bán

Are Booksellers Encouraging the Cultural Extinction of Sciences? A Longitudinal Study Regarding the Overstayed Welcome of Pseudosciences in Bookshops of Quebec

478 Carole Sénéchal and Serge Larivée

School Administrators. in Good or Bad Psychological Health? 479 Carole Sénéchal and Michel St-Germain

21st Century Foreign Language Teaching: Mapping Teacher Educators’ ICT Attitudes, Knowledge and Skills

482 Maurice Schols

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Judit Sass, Éva Bodnár, Horváth H. Attila and Krisztián Pálvölgyi

Students, Parents and Teachers’ View on Extra-Curricular Educational Processes in School

488 Joanna Kołodziejczyk

Using Computer Simulations to Prepare Future Teachers 491

Roberta Gentry

Self-Efficacy, Interest, Goal Achievement: How to Use Motivation in Classroom?

Julien Masson

494

Effectiveness of Early Intervention for Reading Development in Students with Reading Disabilities

Renata Mousinho

497

Biology Inclusive Education in Secondary Education: Building an Education for All Sergio E. C. P. Silva, Simone J. R. Maciel and Marcia R. Pereira

500

Transport Simulation for Educational Purpose Alexandra Haller and Lisa-Maria Putz

503

The Family Influence on Reading Comprehension in Children with Dyslexia Nayana Pires da Silva Rodrigues, Raquel Rosa Mendonça and Renata Mousinhoo

506

The Effect of the Theme Centered Interaction on the Teachers’ and on the Students’

Work

Rita Sápiné Bényei

509

Case Study of a Scholar With Dyslexia: the Role of Inclusive Education and RTI Program Maria Clara Holanda, Carolina Sathler and Renata Mousinho

510

Service Learning: a High Impact Practice with First Generation, Minority College Students

513 Linda R. Guthrie and Pamela L. Knox

Fingerpaints and Masterpieces: Babies in the Art Museum 516

Marta Cabral and Effie Phillips-Staley

Towards a Sustainable Future for Schools: Enough for All, Forever 519 Rosemary Papa

The Use of Virtual Learning Environments at Feausp 521

Andrea Consolino Ximenes

A Transition from the Beginner to the Mentor: a Contribution to Further Education of Preschool, Primary and Secondary School Teachers

524 Adriana Wiegerová, Peter Gavora and Hana Navrátilová

The Positive Experience of Students in Larger Class Sizes and Innovative Technology Relating to that End

527 Karen Fraser & Colette Mccreesh

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World-Wide Collaborative Network of Scholars: the Flagstaff Seminar Educational Leaders without Borders

528 Rosemary Papa

Functions of Preschools as Perceived by Students of Pre-Primary University Education 530 Adriana Wiegerová and Peter Gavora

The Virtual Learning Environment (Moodle): a Tool in the Process of the Teaching and the Learning

533 Marcia Helena Sauaia Guimarães Rostas

Survey on Social Networks Use in the Teaching-Learning Process and its Correlation with Students Socioeconomic Status in Two Public Higher-Education Institutions in México

536 Pedro Moreno-Badajós, Antonio Ponce-Rojo and Jorge Hernandez Contreras

Mobile Learning in Hong Kong Teacher Education: Students’ Level of Readiness and Receptivity

539 Irene C.M. Lam, Chi HoYeung and Yau Yuen Yeung

Lifelong Learner Growth: in What Ways Does College Instruction Help and Hinder? 542 Katherine C. Chen, Roberta J. Herter and Jonathan D. Stolk

Scientific Attitude and Motivation Toward Learning Science of 7th Grade Students 545 Hasan Ozyildirim, Husnuye Durmaz and Seckin Mutlu

Utilization of Ad-Hoc Wireless Networks Models in Courses of Discrete Mathematics 548 Adriana Dapena, Maria José Souto-Salorio, Magda Dettlaff and Magdalena Lemańska

Flipped Homework Solutions 551

Andrea Breitenbach

Videos: Do they Distract or Inspire Learning? Application to Chemistry Lab of First University Year

552 Sara García-Salgado, M. Ángeles Quijano Nieto, Rosa Domínguez Gómez,

M. Carmen Heredia Molinero and Rosario Torralba Marco

The Electron Microscopy Technique as an Educational Resource to Explore the Conception of Science by the Students in Classes of Chemistry

555 Mayara de Carvalho Santos, Ladário da Silva and Alceu Júnior Paz da Silva

Effects of Inquiry-Based Science Teaching on Students’ Science Processes and Critical Thinking Skills and Achievements

558 Hüsnüye Durmaz and Özden Çolak

The Content of Trust and the Function of Manager and Educational Leader in School Heads’ Opinions

Jakub Kołodziejczyk

561

Mobile Science: the Environmental Issues Study 564

Anelise Leal Vieira Cubas, Marina de Medeiros Machado, Ana Regina de Aguiar Dutra, Elisa Helena Siegel Moecke, Ivete Rossato and Rachel Faverzani Magnago

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A Study of Business Management Education by Simulation Using the Business Game 570 Takao Nomakuchi, Suguru Yanata and Kaori Ishibashi

Have Pseudosciences Laid Anchor in Bookshops of Quebec? a Longitudinal Study 573 Serge Larivée, Carole Sénéchal and Dave Miranda

VIRTUAL PRESENTATIONS

The Quality Chain in Education – a Grid Approach 579

Dimitrios A. Giannias and Eleni Sfakianaki

Four Legged Teachers. What About Animal as Teacher? 584

Alessia Gallo, Laura Rio and Filippo Gomez Paloma

From Sport Education to Inclusive Teaching for the Identification of Sen 589 Laura Rio, Paola Damiani and Filippo Gomez Paloma

Hybridizing L2 Learning: Insights from an Intact Class Experience 593 Nádia Silveira and Kyria Rebeca Finardi

The Measurement Invariance of Job Diagnostic Survey (JDS) Across Three University Student Groups Title

598 Mónica Martínez-Gómez, Juan A. Marin-Garcia and Martha Giraldo O´Meara

Web 2.0 Tools for the L2 Class 603

Karina Antonia Fadini and Kyria Rebeca Finardi

Analyzing Moral Education in Schools in Germany 608

Birgitta Maria Kopp, Sandra Niedermeier and Heinz Mandl

A Remotely Controlled Experiment to Determine the Earth´S Magnetic Field 611 Marco Aurélio Alvarenga Monteiro, Isabel Cristina de Castro Monteiro, Leonardo Mesquita,

Galeno José de Sena and José Silvério Edmundo Germano

Teaching and Learning Natural Sciences with IBSE Methodology: a Study Outside Classroom

616 Ana Cristina Tavares, Ilídia Cabral and José Matias Alves

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The Pattern of the Internal Governance of Private Universities in China 620 Xu Liu

WORKSHOP PRESENTATIONS

Children at Risk for Mental Disorders and the Impact of Teachers on Child Mental Health Promotion

627 Paulo Pinheiro, Agar Almeida, Orkan Okan, Dirk Bruland, Anabela Pereira, Luis Saboga

Nunes, Ester Lopes and Ullrich Bauer

Process Drama in a Creative, Brain – Friendly Language Education 630 Alicja Gałązka

Magic Science: Introducing Mystery to Learning Scientific Inquiry 633 Ran Peleg, Dvora Katchevich, Malka Yayon, Rachel Mamlok-Naaman, Johanna Dittmar, Peter

McOwan, Peter Childs, Tony Sherborne, Julie Jordan, Marina Carpineti, Marco Giliberti, Cristina Olivotto and Ingo Eilks

AUTHOR INDEX 637

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AN EFFORT TO MAKE AMERICAN CLASSROOMS CULTURALLY RESPONSIVE

Krystyna Nowak-Fabrykowski

Department of Teacher Education and Professional Development Central Michigan University (USA)

Abstract

The situation for immigrant children is often difficult because, in the course of their lives in the United States, they encounter many different kinds of borders (Patel, 2013). One way to ameliorate their situation is to provide culturally responsive teaching. Twenty one early childhood teachers working in the Midwest in the United States took part in this research project, and two hundred eighty children. This project was based on action research addressed to answer two main questions: How culturally responsive is my classroom environment, my curriculum and my teaching strategies? and How can I improve my practice to make it more culturally responsive? The teachers assessed their classrooms using Kendal’s (1983) checklist and initially came up with thirteen activities that could be implemented. The results of the assessment demonstrated that every classroom needed some modifications and implementation of new strategies, materials and projects. This paper discusses the detailed outcomes of their project.

Keywords: culture, responsive teaching

1. Introduction

Taking into consideration the fact that 13% of the US population consists of immigrants (Kao et al., 2013), it is necessary to keep the curriculum responsive to the social and cultural realities of young children (Bredecamp & Copple, 1997,p. 9). Teachers have an ethical responsibility to advocate for children and to provide safe, healthy, nurturing, and responsive settings. They must support children’s development, respect their individual differences, help children learn to live and work cooperatively, and promote health, self-awareness, competences, self-worth, and resiliency (Baptiste and Reyes, 2008).

According to recent research findings, half of the students in the suburbs of the largest American metro areas are non-white as of 2011 (Orfield 2014). The United States has 41.3 million legal and illegal immigrants, the highest percentage in 93 years (Perez, 2014) and the predictions are that there will be 40% of language minority (LM) students in the U.S. by 2030 (Thomas& Collier 2002 quoted by Drake, 2014). The United States has 41.3 million legal and illegal immigrants, the highest percentage in 93 years (Perez, 2014).

2. Review of literature and conceptual framework

Banks’ (2007) definition of multicultural education emphasis includes that all students, regardless of the groups to which they belong--such as those related to gender, ethnicity, race, culture, language, social class, religion, or exceptionality--should experience educational equity in the schools (p.25). To make this ideal possible the teachers should develop strategies and make curricular changes to help all children to reach their full potential.

The principles for culturally responsive teaching include, according to Pewewardy(1999) : 1. Teachers use students’ prior cultural knowledge as a foundation in the teaching and learning

process.

2. Classroom practices are compatible with students’ language patterns, cognitive functioning, motivation, and the social norms and structures to which they are accustomed.

3. Assessment practices and procedures reflect the diversity of students’ strengths and an appreciation of for multiple intelligences.

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4. The attitudes, beliefs, and actions of the school model respect for cultural diversity, celebrate the contributions of diverse groups, and foster understanding and acceptance of racial and ethnic plurality.

5. Teachers value cultural knowledge, view students as assets, and integrate them into classroom instruction.

6. Teachers act as cultural mediators and provide assistance through the use of questions, feedback, and scaffolding.

7. Schooling provides children with the knowledge, language, and skills to function in the mainstream culture but does not do so at the expense of the students’ Native language and original cultural orientation.

8. Schooling helps children participate in multiple cultural or language domains (areas) for different purposes without undermining their connection to their original culture.

9. The community and the home validate and support the academic success of the children (p.97) 3. Method

Qualitative research is based on a philosophical grounding stressing the importance of paying attention to process and assuming change is constant and ongoing whether the focus is on individual or an entire culture (Patton, 1990). Action research is defined by Corey (1954) as research undertaken by practitioners in order that they may improve their practices.

Research questions

The two main questions addressed in this project were: How multicultural are our classrooms?

and How can we improve our teaching and classrooms by making them more diversity responsive?

Participants

Two groups of early education teachers working in the Midwest in the United States enrolled in the Master of Early Childhood Education program totalling N=21 taking the course tilted “Making Early Childhood Classroom Culturally Responsive.” One group of teachers (N= 10) participated in 2012 and the second group (N= 11) participated in 2014. All teachers were Caucasian females from the middle class who had previously graduated from the same university. Two of them taught special education classes and one was a reading recovery teacher for children from Kindergarten to 4^th grade. One teacher taught in a school for Native children. Two hundred eighty children were involved in these classrooms.

Procedure

For the first step, all teachers evaluated their classrooms using Kendal’s (1983) checklist to determine how the classrooms reflected the multicultural character of the country. They watched a video (Nowak-Fabrykowski,2005) presenting a preschool teacher who described her endeavor to make her classroom culturally friendly, and they read Nowak-Fabrykowski’s 2013 paper giving pre-service and in- service teachers’ experiences and challenges to implement multicultural education in their classrooms.

Both groups read and discussed two books: Suskind, R.(1998).A Hope in the Unseen; An American Odyssey from the Inner City to the Ivy League and Rodriguez, R. (1982). Hunger of Memory; The Education of Richard Rodrigues. Both groups of teachers visited a museum of Native culture located near to the university. One of the groups watched a movie about a residential school that had existed in the same city where the university is located. Each teacher came up with strategies to implement multicultural education based on her curriculum and developmentally and culturally appropriate strategies for her particular group of children.

4. Results

Contextual factors play a big role in this endeavor, since the place where this particular university is located has not-very-diverse population, except for Native American children who may attend either public or local Tribal schools. This situation is unusual, and the nearby universities have a more diverse environment. Teachers divided diversity in their classrooms into four categories, gender, culture, children with special needs, and poverty. Some teachers reported that, unusually, most of the children even lived with both parents, some lived with grandparents, and this also creates diversity. In total, 280 children participated in this project; 132 preschoolers, 84 kindergarteners, 26 first graders, 21 fourth graders, and 24 children in two special needs classes. In addition, some of the children in regular classes were also identified as having special needs. In regular classes there were children with speech impairments, physical impairments, vision impairments, and those with symptoms along the autism spectrum, and/or children with ADD or ADHD totalling 57 children (20.4%). All together there were 81 with special needs in 21 classrooms.

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Figure 1. Number of boys and girls. N=280

There was very little gender diversity as reported by the teachers, as there were 152 boys and 128 girls in 21 classes.

The twenty one teachers participating in this project identified many different types of diversity such as gender, socioeconomic, cultural, and developmental, including children with special needs.

Figure 2.Cultural diversity among students.N=280

There was very little visible diversity in the 280 child population: 32 Native children (11.4%), 25 African American children (8.9%), 10 Latino children (3.6%), 6 Asian children (2.1%), 2 children from the Mid-East (0.7% ), 8 Biracial children (2.9% ), and 17 Multiracial children(6.1%).The cultural diversity comprised 75 children of color, that is 26.8%.

Only 12 children (4.3%) were born outside the USA; one child in Mexico, one in Yemen, one in India, one in Croatia, two in Honduras, and six in Korea. Also most of the children were born in the state where they attended school and this research project was conducted. Only 10 children (3.5% ) were born out of state: one in New York, one in California, one in Kansas, one in Wisconsin, one in Florida,one in California, one in Arizona, one in Georgia, one in Virginia, and one in Ohio.

Table 1. Parents heritage

Country of heritage Number of parents (mother or father) Africa 25

Belgium 5 Canada 13 Croatia 1 Denmark 2 England 19 Finland 1 France 16 Germany 12 Holland 1 Honduras 2

Hungary 3 Ireland 15

Italy 9 Mexico 8 Nederland 3 North Korea 3

Poland 14 Russia 4

Saudi Arabia 2 South Korea 3 Scotland 15 Sweden 2 Switzerland 2 24 countries Reported by 180 parents

Boys/Girls

Girls Boys

0 500

Cultural Diversity

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The teachers reflected on the economic diversity of their student populations, since many of the children are on free or reduced lunch, meaning that their parents lived at or below the poverty level. In one case, all the children in the classroom were in the Head Start program, and their parents were receiving financial assistance. That indicates that all of the children fall into low socio-economic category.

Kendel’s(1983) multicultural checklist is mostly helpful in assessing preschool environments, so the teachers from higher grades used only some elements of it, including multicultural books, different types of families, posters that represented diversity, and dolls and toys representing different cultures.

All teachers purchased multicultural crayons (with multiple flash tones) and children started using them while making self-portraits or when they drew their family pictures. One kindergarten teacher read to children The Crayon Box that Talked and asked children to draw their portraits. Next she read I Love My Hair and traced their bodies on pieces of paper, had the children color them, and discussed the differences and similarities and how important it is that they are different. The teachers also added different types of clothing in the dress area and added foods that represented different cultures such as tacos and sushi. During music time teachers added instruments from around the world like lima shakers, ukuleles, flutes, djembe drums, claves, animals clackers, and pan pipes. The children drew self-portrait using the multicultural crayons, and the teachers displayed them in the classrooms with special notes about each child’s holiday foods, special celebrations and traditions, family games and events, family background, etc. The newsletters sent home included photos depicting children from different cultures and dressed in different types of outfits. For the dramatic play area teachers brought different hats, scarfs, outfits and clothes. Many parents gave items representing their culture.

One of the teachers reported that at her school two years ago they implemented Chinese Immersion Language program and all children learn Chinese so she build on this foundation to introduce other Chinese cultural elements. The teachers started looking for toys and games from different cultures.

They were able to invite many parents from different cultural background to talk to children about their heritage and to play some games with them. Some teachers brought to the classroom globes or maps of the world, and children marked the countries of their ancestors.

5. Conclusion

Teachers are the most important school-based resources of equity (Orfield, 2014).

According to the teachers, it is not possible to teach about Mexican using American-Mexican culture etc., or allow tokenism, meaning to use only one book to represent a particular culture. The multicultural classroom must depict people with different aspirations from different sociocultural levels, with different occupations. Teachers commented that it is important to recognize one’s prejudices and/or stereotypes to manage a successful multicultural classroom environment. Teachers must reflect on their beliefs regarding poverty, gender and race. As Orfield (2014) stresses, educators need to invent ways to see and use diversity as sources of wealth and invent ways to see and use our diversity as sources of wealth and cultural and linguistic richness, not as a problem :“Remember we are influencing the children who will be making decisions about our communities in the future” (p.288). The teachers in this research project stressed that their goal is to create culture and acceptance, and they will be further developing their ideas and carry on multicultural activities and projects in the future.

References

Athanases, S. (1999).Building Cultural Diversity Into the Literature Curriculum. In Hollins,E.&

Oliver,E.(Eds.)(1999).Pathways to Success in School. Culturally Responsive Teaching .N.J:

Mahwah: Lawrence Erlbaum.

Banks, J & McGee Banks,Ch.(2007). Multicultural Education. Issues and Perspectives. MA: Wiley.

Bredecamp,S.& Copple,C. (1997). Developmentally Appropriate Practice. Washington: NAEYC #224.

Corey, S.(1954). Action Research in Education. The Journal of Educational Research, 47(5) 375-380 Drake, T.(2014).The Effect of Community Linguistic Isolation on Language-Minority Students

Achievement in High School. . Educational Researcher,43(7)327-340.

Hauser, B.(2011). The New Kids. Big Dreams and Brave Journeys at a High School for Immigrant Teens.

NY, New York: Free Press.Kendall, F.E. (1983). Diversity in the Classroom: A Multicultural Approach to the Education of Young Children, New York: Teachers College Press.

NCCP (2014). Child Poverty. National Center for Children in Poverty, New York: Columbia University:

School of Public Health , Department of Health Policy and Management.

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Nowak-Fabrykowski, K. (2012). An application of the “Seven Steps in implementing multicultural education in Preschool and Kindergarten.” Issues in Early Childhood.3 (18)29-36.

Orfield,G.(2014). Tenth Annual Brown Lecture in Educational Research. A New Civil Rights Agenda for American Education. Educational Researcher,43(6)273-292.

Patton,(1990). Qualitative evaluation and methods (2d ed.) Newbury Park, CA: Sage.

Pewewardy,C.(1999) Culturally Responsive Teaching for American Indian Students. In Hollins, E.and Oliver, E.(1999). Pathways to Success in Schools.NJ: Lawrence Erlbaum.

Perez,Ch.(2014).US Has Highest Percentage of Immigrants in 93 years. New York Post.

Rodriguez,R.(1982).Hunger of Memory. The Education of Richard Rodrigues” New York: Bantam.

Stake,R.(1978).The Case Study Method in Social Inquiry. Educational Researcher,7(2),5-17.

Suskind,R.(1998).“A Hope in the Unseen. An American Odyssey from the Inner City to the Ivy League”

New York: Broadway Books.

Taylor,L.and Whittaker, C.(2009). Bridging multiple worlds. Case studies of diverse educational communities(2 Ed.)New York: Pearson.

Treuer,A.(2012). Everything You Wanted to Know About Indians but were Afraid to Ask. Minessota Historical Society: Borealis .

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IMPROVING STUDENT ENGAGEMENT AND PROFESSIONAL COMPETENCY BY USING SIMULATIONS IN LAW SCHOOL COURSES

Todd Brower

Western State College of Law (USA)

Abstract

Professional degree programs (law, business, medicine, etc.) straddle two worlds: instruction in traditional academic knowledge and abstract principles, and education in and inculcation with professional skills and practice methodologies. The 2007 Report of the Carnegie Foundation for the Advancement of Teaching, Educating Lawyers, criticized American legal education for not teaching law students to develop professional competence and identity, while focusing too much attention on legal principles and theory. The balance of coursework in law schools has typically been weighted towards the latter and away from the former. Further, these two areas are often divided into distinct fields: doctrinal courses and clinical experiences. In my institution, this separation leads to limited student engagement in learning basic principles, as students perceive abstract knowledge to be far removed from the concrete demands of the profession and practitioners’ needs. The problem is exacerbated in student populations who, because of prior educational background or experience, have difficulty translating theoretical knowledge or models into tangible, specific professional situations and skills. This presentation will explain some uses of simulations and methods for reengaging students in their traditional doctrinal courses, helping them bridge the gap between theory and practice, and increasing their professional competence and identity.

Keywords: professional education, pedagogy, student engagement.

1. The problem

United States law schools walk an uncomfortable line. On one hand they are professional schools; training students to be attorneys and to practice law. On the other, they are graduate educational institutions, giving an advanced academic degree after the first university degree.[1] The predominant mode of teaching is question and answer according to the case method, in which students read appellate court cases and the professor interrogates students on the holdings and principles derived from the cases.[2] Developed at Harvard Law School in 1871, it has changed remarkably little in the intervening 140 years.[3] By that method, the student is supposed to develop a sense of both how cases are constructed and how the law develops from one precedential appellate court decision to others. Through this process students are said to learn to “think like a lawyer.”[4]

One problem has always been that students read only upper-level cases and are exposed to legal theory, but they neither learn the skills to achieve what actual lawyers do in everyday practice, nor do they read and employ cases as tools to accomplish specific results as is required by the demands of clients and others.[5] This problem is exacerbated by the fact that in their last two years of law school, students have generally mastered the skill of reading and analyzing cases in an academic manner, but upper-level courses continue to use the same case method of professor-led Socratic dialogue.[6] Without the need to push their skill-set further, and surmount new challenges, students become disengaged from their studies.

They graduate unprepared to join a profession that demands skills other than case analysis and the other academic proficiencies learned in law school.[7] Nor do they take advantage of the luxury of learning in a classroom and fully avail themselves of the opportunity to study unhindered by the demands of practice.

Over the years a number of reports and proposals have sought to change this dynamic.[8]

Clinical legal education, in which students work with supervising attorneys to represent (typically indigent) clients, can provide some opportunities for students to learn concrete lawyering skills.[9] The problem has always been that legal clinics are limited to very few course units out of a student’s total course load and are only taught in legal subjects where the professional clinician has expertise.

Moreover, because of the time and supervision of a small number of students per faculty clinician, they consume very significant school resources. Accordingly clinical courses are not widely available to all students and where they are, they may not correspond to students’ areas of interest.[10]