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The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles
Arab World English Journal (AWEJ) Volume 10. Number 1. March 2019 Pp.271-282 DOI: https://dx.doi.org/10.24093/awej/vol10no1.23 The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles Meriem Baghoussi Department of English, Faculty of Foreign Languages University of Abdelhamid Ibn Badis, Mostaganem, Algeria Ilhem Zoubida El Ouchdi Department of English, Faculty of Letters and Languages University of Abou Bakr Belkaid, Tlemcen, Algeria Abstract To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above. -
The Role of Educational Psychology in the Teaching Process Within an EFL Classroom
People’s Democratic Republic of Algeria Ministry of Higher Education and Scientific Research University of Mohamed Khieder-Biskra Faculty of Letters and Languages Department of Foreign Languages Division of English The Role of Educational Psychology in the Teaching Process within an EFL Classroom: Case study of Third Year LMD students-University of Biskra Dissertation submitted in partial fulfillment of the requirement for the Master Degree in English Option: Science of Languages. Submitted by: Supervised by: Moufida BOUAFFAR Mrs. Iman GUETTEL Members of the Jury: Houadjly Ahmed Chaouki Bencherf Sakina June 2012 BOUAFFAR 1 INTRODUCTION Educational psychology is the branch of psychology focused on the development of effective teaching techniques and the assessment of learners’ aptitudes and progress. In another words, educational psychology is the study of the behavior, social, ethical, and cognitive development of students during their growth from children to adult learners. Educational psychologists develop and apply theories of teaching, learning, and human development to determine the most effective ways for educators to teach students. The present research is an investigation on the role of educational psychology in the teaching process (EFL). The intention of this work is to carry out the strategies, techniques, and methods that are improving and developing the strategies of teaching. The aim of this study is to investigate to what extent educational psychology helps teachers for achieving the objectives of teaching and increasing their efficiency. 1. The statement of the problem: Nowadays, we observe a huge distance between teachers and students. The cause of this distance is the lack of teachers’ knowledge about the educational psychology and its values in teaching. -
Sebuah Kajian Pustaka
International Research Journal of Engineering, IT & Scientific Research Available online at https://sloap.org/journals/index.php/irjeis/ Vol. 6 No. 5, September 2020, pages: 13-20 ISSN: 2454-2261 https://doi.org/10.21744/irjeis.v6n5.1007 Educational Psychology in Education David Alejandro Navarrete Solórzano a Geomara Karinel Patiño Briones b Erwin Alejandro Villamil Moreira c Nubia Stefanía Quijije Troya d María Yessenia Mantilla Cedeño e Article history: Abstract The study of teaching and learning is a relatively new field, carried out by a Submitted: 9 March 2020 young science from the social areas of the branch of psychology, which relies Revised: 18 July 2020 on psychological and didactic methods to support the academic development Accepted: 27 August 2020 of students. Based on this premise, the objective of analyzing the contributions of psych pedagogy in education was established. Bibliographical research from reliable and current sources was applied, from a qualitative approach to give value to the information consulted and a Keywords: deductive and inductive style in the text structure for its understanding. The contributions; results obtained allowed for a better understanding of study science and its education; contributions in the educational sector. It was concluded with a positive, importance; realistic and enthusiastic approach to the research topic. psychopedagogy; teaching learning process; International research journal of engineering, IT & scientific research © 2020. This is an open access article under the CC BY-NC-ND -
Cómo Citar El Artículo Número Completo Más Información Del
Anagramas -Rumbos y sentidos de la comunicación- ISSN: 1692-2522 Sello Editorial - Universidad de Medellín Nitrihual-Valdebenito, Luis; Fierro-Bustos, Juan Manuel; Reyes-Velásquez, Carlos; Henríquez-Morales, Francisco Conspiración y nuda vida ¿The X-Files, I want to believe: mundo posible o mundo presente?* Anagramas -Rumbos y sentidos de la comunicación-, vol. 16, núm. 31, 2017, Septiembre-Diciembre, pp. 91-112 Sello Editorial - Universidad de Medellín DOI: https://doi.org/10.22395/angr.v16n31a3 Disponible en: https://www.redalyc.org/articulo.oa?id=491555087004 Cómo citar el artículo Número completo Sistema de Información Científica Redalyc Más información del artículo Red de Revistas Científicas de América Latina y el Caribe, España y Portugal Página de la revista en redalyc.org Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto Universidad de Medellín Conspiración y nuda vida ¿The X-Files, I want to believe: mundo posible o mundo presente?* Luis Nitrihual Valdebenito** Juan Manuel Fierro Bustos*** Carlos Reyes Velásquez**** Francisco Henríquez Morales***** Recibido: 2017-04-22 Enviado a pares: 2017-05-25 Aprobado por pares: 2017-07-18 Aceptado: 2017-07-25 DOI: 10.22395/angr.v16n31a3 Resumen El presente artículo problematiza, en general, la conspiración como una estructura política y narrativa fundamental de la Modernidad. A través de un análisis fílmico de la serie The X-Files, I want to believe, planteamos como objetivo revelar como el tópico de la conspiración, en un nivel superficial, es un articulador de la trama de la serie, pero en un nivel profundo y amplio entendemos la conspiración como una estrategia articuladora de la vida moderna y, en este marco, del control biopolítico. -
Clinical Psychologist (Celeste.Duque @ Gmail.Com). This Text Is a Reflection
IMPORTANCE OF PSYCHOPEDAGOGUE © Celeste Duque Clinical Psychologist (celeste.duque @ gmail.com). This text is a reflection on the importance of Educational Psychology for the subject indi vidual and social, based on experience of daytoday. Authors are not cited here , nor theoretical perspectives (will be studied in later articles). Psychopedago gy is defined in the Dictionary Portuguese Speaking as the principles of psychol ogy to pedagogy (2001, p. 1232), which does not serve as a great explanation. Bu t knowing that pedagogy comes from Latin and Greek Paedagogos paidagogÃa, and r efers to the theory that studies education, regarded by many as "the art of educ ating and teaching," which aims to study the ideals of education in accordance w ith conceptions specific life, adapting them to the processes in a manner deemed most effective for achieving the ideals, then the definition makes sense (ibid. , p. 1148). In fact psychology is devoted to the study of human behavior and all that underlies it, ie, all processes involved in the action / reaction but also the perception, evaluation, reasoning, thinking, acting, personality, in which the subject is inseparable from its multiple dimensions (biological, psychologic al, social, cultural, economic, ecological, spiritual, etc.).. Psychopedagogy is thus an area of knowledge that deals with studying the best strategies to bring the subject to buy / integrate knowledge ... It is best to teach but also learn ... Contrary to what one might think Psychopedagogy is not for exclusive use of Psychologists, is an important tool for all who are dedicated to education! All professionals who fall within the school whether primary, secondary, college or university must master and apply in practice knowledge of this particular area because this helps them better deal with the individual and the group class, but better teach skills that may seem at the outset no applicability to practice on ce considered uninteresting, useless, redundant, and many other adjectives so ne gative that lead students to underinvest in their learning. -
Historical Links Between Latin American Psychology and Pedagogy in Experimentation
Propósitos y Representaciones Ene. -Jun. 2014, Vol. 2, N° 1: pp.215-253. ISSN 2307-7999 http://dx.doi.org/10.20511/pyr2014.v2n1.57 e-ISSN 2310-4635 ARTÍCULOS DE REVISIÓN Historical links between Latin American psychology and pedagogy in experimentation Nexos históricos entre la psicología y la pedagogía latinoamericana en la experimentación Walter L. Arias1a Universidad Católica San Pablo, Arequipa, Perú. aPsychologist graduated from Universidad Nacional de San Agustín. Master in Educational Sciences with major in Cognitive Psycho-pedagogy of Universidad Nacional Pedro Ruíz Gallo. He has a second major in Children and Adolescents Guidance and Counseling and Family Psycho-therapy. Professor in the Psycho- logy Professional Program and Professor – Researcher of Universidad Católica San Pablo. Member of the Sociedad de Investigación Educativa Peruana and Editor of Revista de Psicología de Arequipa. Received: 24-06-14 Approved: 26-11-14 Correspondencia Citar Como: Email: [email protected] Arias, W. (2014). Historical links between Latin Ameri- can psychology and pedagogy in experimentati- on. Propósitos y Representaciones, 2(1), 215-253. doi: http://dx.doi.org/10.20511/pyr2014.v2n1.57 © Universidad San Ignacio de Loyola, Vicerrectorado de Investigación y Desarrollo, 2014. Este artículo se distribuye bajo licencia CC BY-NC-ND 4.0 Internacional (http://creativecommons.org/licenses/by-nc-nd/4.0/). HISTORICAL LINKS BETWEEN LATIN AMERICAN PSYCHOLOGY AND PEDAGOGY IN EXPERIMENTATION Summary This work sets out historical information about the development of Latin American psychology over the base of education. It reviews the contribution from education to Latin American psychology, and especially, the creation of experimental psychology laboratories in schools and educational and psycho- pedagogical institutions, where experimental pedagogy laboratories operate, which were a relevant antecedent for psychology’s institutionalization through the creation of Programs and Professional Schools. -
List of English and Native Language Names
LIST OF ENGLISH AND NATIVE LANGUAGE NAMES ALBANIA ALGERIA (continued) Name in English Native language name Name in English Native language name University of Arts Universiteti i Arteve Abdelhamid Mehri University Université Abdelhamid Mehri University of New York at Universiteti i New York-ut në of Constantine 2 Constantine 2 Tirana Tiranë Abdellah Arbaoui National Ecole nationale supérieure Aldent University Universiteti Aldent School of Hydraulic d’Hydraulique Abdellah Arbaoui Aleksandër Moisiu University Universiteti Aleksandër Moisiu i Engineering of Durres Durrësit Abderahmane Mira University Université Abderrahmane Mira de Aleksandër Xhuvani University Universiteti i Elbasanit of Béjaïa Béjaïa of Elbasan Aleksandër Xhuvani Abou Elkacem Sa^adallah Université Abou Elkacem ^ ’ Agricultural University of Universiteti Bujqësor i Tiranës University of Algiers 2 Saadallah d Alger 2 Tirana Advanced School of Commerce Ecole supérieure de Commerce Epoka University Universiteti Epoka Ahmed Ben Bella University of Université Ahmed Ben Bella ’ European University in Tirana Universiteti Europian i Tiranës Oran 1 d Oran 1 “Luigj Gurakuqi” University of Universiteti i Shkodrës ‘Luigj Ahmed Ben Yahia El Centre Universitaire Ahmed Ben Shkodra Gurakuqi’ Wancharissi University Centre Yahia El Wancharissi de of Tissemsilt Tissemsilt Tirana University of Sport Universiteti i Sporteve të Tiranës Ahmed Draya University of Université Ahmed Draïa d’Adrar University of Tirana Universiteti i Tiranës Adrar University of Vlora ‘Ismail Universiteti i Vlorës ‘Ismail -
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INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the moat advanced technological meant to photograph and reproduce this document have bean used, the quality is heavily dependant upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Pags{s)". I f it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an imaga on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image o f the page in the adjacent frame. 3. Whan a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
DECLARATION of Jane Sunderland in Support of Request For
Columbia Pictures Industries Inc v. Bunnell Doc. 373 Att. 1 Exhibit 1 Twentieth Century Fox Film Corporation Motion Pictures 28 DAYS LATER 28 WEEKS LATER ALIEN 3 Alien vs. Predator ANASTASIA Anna And The King (1999) AQUAMARINE Banger Sisters, The Battle For The Planet Of The Apes Beach, The Beauty and the Geek BECAUSE OF WINN-DIXIE BEDAZZLED BEE SEASON BEHIND ENEMY LINES Bend It Like Beckham Beneath The Planet Of The Apes BIG MOMMA'S HOUSE BIG MOMMA'S HOUSE 2 BLACK KNIGHT Black Knight, The Brokedown Palace BROKEN ARROW Broken Arrow (1996) BROKEN LIZARD'S CLUB DREAD BROWN SUGAR BULWORTH CAST AWAY CATCH THAT KID CHAIN REACTION CHASING PAPI CHEAPER BY THE DOZEN CHEAPER BY THE DOZEN 2 Clearing, The CLEOPATRA COMEBACKS, THE Commando Conquest Of The Planet Of The Apes COURAGE UNDER FIRE DAREDEVIL DATE MOVIE 4 Dockets.Justia.com DAY AFTER TOMORROW, THE DECK THE HALLS Deep End, The DEVIL WEARS PRADA, THE DIE HARD DIE HARD 2 DIE HARD WITH A VENGEANCE DODGEBALL: A TRUE UNDERDOG STORY DOWN PERISCOPE DOWN WITH LOVE DRIVE ME CRAZY DRUMLINE DUDE, WHERE'S MY CAR? Edge, The EDWARD SCISSORHANDS ELEKTRA Entrapment EPIC MOVIE ERAGON Escape From The Planet Of The Apes Everyone's Hero Family Stone, The FANTASTIC FOUR FAST FOOD NATION FAT ALBERT FEVER PITCH Fight Club, The FIREHOUSE DOG First $20 Million, The FIRST DAUGHTER FLICKA Flight 93 Flight of the Phoenix, The Fly, The FROM HELL Full Monty, The Garage Days GARDEN STATE GARFIELD GARFIELD A TAIL OF TWO KITTIES GRANDMA'S BOY Great Expectations (1998) HERE ON EARTH HIDE AND SEEK HIGH CRIMES 5 HILLS HAVE -
Educational, Developer and Educative Duties in the Taxonomy of Training Objectives
Propósitos y Representaciones ISSN 2307-7999 Set. – Dic. 2020, Vol. 8, N° 3 e-ISSN 2310-4635 http://dx.doi.org/10.20511/pyr2020.v8n3.465 ARTÍCULO DE INVESTIGACIÓN Educational, Developer and Educative Duties in the Taxonomy of Training Objectives Deberes educativos, de desarrollo y educativos en la taxonomía de los objetivos de formación Alizade Sabina Hikmat Azerbaijan State Pedagogical University, Azerbaijan ORCID: https://orcid.org/0000-0003-0302-6786 Recibido 30-12-19 Revisado 11-01-19 Aprobado 14-02-20 En línea 27-02-20 *Correspondencia Citar como: Email: [email protected] Sabina, A. (2020). Educational, Developer and Educative Duties in the Taxonomy of Training Objectives. Propósitos y Representaciones, 8(3). doi: http://dx.doi.org/10.20511/pyr2020.v8n3.465 © Universidad San Ignacio de Loyola, Vicerrectorado de Investigación, 2020. Este artículo se distribuye bajo licencia CC BY-NC- ND 4.0 Internacional (http://creativecommons.org/licenses/by-nc- nd/4.0/). Summary Every person has ability of creative thinking. However, not every person can be called a creative person. Creative people are those who are smart and possess the ability to grasp realities and reactions to these realities. At the same time, people who achieve extraordinary inventions or realize creative acts can also be referred to as creative people. The creative way of thinking is the type of thinking resulting from inventing new things or improving other actions. The creative way of thinking is used to generate a large number of ideas. The main characteristic of the creative way of thinking as an intellectual system is the ability to analyze any problem, establish systematic relations, reveal contrasts, find out ideal solutions for these contrasts, and forecast possible versions for the development. -
©2012 Ellorashree Maitra ALL RIGHTS RESERVED
©2012 Ellorashree Maitra ALL RIGHTS RESERVED FORMS OF SERVICE: THE POETICS OF COMMUNITY IN EARLY MODERN ENGLAND by ELLORASHREE MAITRA A Dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in Literatures in English Written under the direction of Ann Baynes Coiro And approved by _______________________________________ _______________________________________ ________________________________________ __________________________________________ New Brunswick, New Jersey MAY, 2012 ABSTRACT OF THE DISSERTATION Forms of Service: The Poetics of Community in Early Modern England By ELLORASHREE MAITRA Dissertation Director: Ann Baynes Coiro This dissertation examines how the concept of service shapes representations of community in texts drawn from four key early modern genres: tragedy, court-masque, travel journal, and epic poem. As a condition of bondage central to early modern social experience, service crucially mediated agency and communal identity in both domestic and cross-cultural contexts. Generically varied as they are, early modern tragedy, masque, travel-journal, and epic all share a profound concern with the founding imperatives of communal life. In the texts I study, this concern manifests itself through an exploration of service as an inherently social, but not necessarily sociable concept. Thus, juxtaposing dystopian social critique with utopian idealism, Shakespeare and Middleton’s -
Typologies of Evil in the X-Files
TYPOLOGIES OF EVIL IN THE X-FILES BY MAGNE HÅLAND SUPERVISOR: PAUL LEER SALVESEN AND SOLVEIG AASEN UNIVERSITY OF AGDER 2019 FACULTY OF HUMANITIES AND EDUCATION DEPARTEMENT OF RELIGION, PHILOSOPHY AND HISTORY 0 ACKNOWLEDGEMENTS I would like to express great appreciation to my supervisors, Professor Paul Leer-Salvesen (University of Agder) and Solveig Aasen, PhD in philosophy (University of Oslo), for their valuable and constructive suggestions during the development of this research work. I would also like to express my deep gratitude to my colleagues at Arendal Upper Secondary School, Steinar Tvedt, Inger Johanne Hermansen, Ane Kristine Bruland and Ida Wullum for their patient guidance and useful critique of my writing in English. Finally, I wish to thank my father, a proud working-class man, for his support and encouragement throughout my whole life. Throughout his life, he was never able to read English. Therefore, he “forced” me to translate my work for him. The Nazi-form of evil with Himmler, Mengele and Eichmann concerned him. Often, he asked me, how could a man (Eichmann) be that blinded? Without my father giving me motivation, I would never have come this far in my studies. 1 CONTENTS ABSTRACT …..5 CHAPTER 1, INTRODUCTION 1.1) General introduction of evil in movies …..6-7 1.2) My Research Question ……7 1.3) A short overview on the typologies of evil …..7-9 1.4) Defining evil …..9-10 1.5) A critique and defense of evil ….10-12 1.6) What is The X-files about? ….12-14 1.7) Why explore The X-Files? …..14-15 CHAPTER 2, METHODS 2.1) Theory and applied ethics …..16-18 2.2) Specific evil episodes as subjects for research and constructing analysis chapters ..18-19 2.3) The importance of using scientific work related to movies and evil …..19-21 2.4) Methodological inspiration for my thesis, work done by Dean A.