• Eurasia Staff

Eurasia Research Quarterly Newsletter: TERA (April 2019- June 2019)

Updated: Dec 16, 2020

Teaching and Education Research Association (TERA)

Dear TERA Members,

Greetings and sincere thanks for your patronage and support. TERA has now grown to 8504 followers and members from 47 countries.

(TERA Membership List)

We are glad to present to you our latest edition of newsletter. The newsletter showcases the associations current and upcoming endeavours.

Conferences Held:

TERA has successfully organized following International conferences in the period of  April 2019- June 2019:

(TERA Upcoming Conferences)

We thank all members, participants and supporting organisations for making these conferences successful.

We will be glad to partner with your organisation. Please write to convener@eurasiaresearch.info for assistance.

Job Openings

TERA is searching for talented and energetic conference coordinators (part-time) who are working/ studying at following locations:

Dubai/ London/ Barcelona/ Lisbon/ Rome/ Kuala Lumpur/ Bali/ Singapore/ Bangkok

It's a golden opportunity to be a part of our global team, to interact and associate with International academicians, display your leadership and organizing skills and earn handsome honorarium.

All interested and eligible candidates are requested to contact us with their CV, Photograph, Cover Letter on convener@eurasiaresearch.info

Eurasia Research International Conference began with opening remarks by Honourable Keynote speaker highlighting the main context on Teaching Issues.The main aim of this conference was:

  • Advancement of Research and Innovative ideas through conference, workshops, seminars and publications

  • Fostering a global community based on research and knowledge

  • Fostering innovation and ideas through research based activities

  • Global dissemination of ideas and research through use of technology

  • Working towards world peace and community development

Our worthy Keynote speakers open up the conference enlightening participants with their speech. Here are the List of keynote speakers who participated in our conference.

Annika Bush, Research Assistant and Lecturer, Department of Science Education, Bielefeld

Malgorzata Wojcik, Assistant Professor, SWPS University of Social Sciences and Humanities, Warsaw, Poland

Dr. Liudmyla Gryzun, Full Professor of Computer Science Department, National Pedagogical University, Kharkiv, Ukraine

Marion Hopfgartner, Speaker, Educationalist, Author & the Founder of TLI-Pedagogics

Dr. Hiroshi Hasegawa, Japanese Course Coordinator and a Senior Lecturer in the School of Education at Curtin University, Western Australia

Elmarie Potgieter, Founder and Managing Director of RITE Education, Kuala Lumpur, Malaysia

Ana Saldanha,Translator (English and Spanish into Portuguese), Lecturer, Mentor (Member of the EMCC and Associate Board Member IMA), Lisbon, Portugal

Dr. Janos Kollar, Associate Professor, Institute of Behavioral Sciences, Semmelweis University, Budapest, Hungary

Witold Matulewicz,Co-Founder / President, Natural Born Leaders, UK

Magdalena Matulewicz, Co-Founder / President, Natural Born Leaders, UK

Eurasia Research makes continuous efforts in transforming the lives of people around the world through education, application of research & innovative ideas. In order to promote Young Researchers, Eurasia Research International conferences, Provides Young Research Scholarship in the form of full Registration fee waiver to participate in such events. This gives immense encouragement to the researchers who have brilliant ideas to exhibit their research work on the International platform. Eurasia Research aims for promoting research and talent of scholars by giving the scholarship to 5 selected applicants for each conference. Eurasia Research makes continuous efforts in transforming the lives of people around the world through education, application of research & innovative ideas. In order to promote Young Researchers, Eurasia Research International conferences, Provides Young Research Scholarship in the form of full Registration fee waiver to participate in such events. This gives immense encouragement to the researchers who have brilliant ideas to exhibit their research work on the International platform. Eurasia Research aims for promoting research and talent of scholars by giving the scholarship to 5 selected applicants for each conference.

Name of delegate: Md. Arif-Uz-Zaman

Affiliation: PhD Aspirant, Limkokwing University of Creative Technology, Cyberjaya, Malaysia and Assistant Professor, Bangladesh Open University, Gazipur, Bangladesh

Paper Title: The Implementation of Communicative Language Teaching (CLT) at Higher Secondary

Education in Bangladesh: Teachers’ Perspective

Abstract: This study investigates Bangladeshi EFL (English as a Foreign Language) teachers’ perceptions and expectations regarding CLT (Communicative Language Teaching) at higher secondary level in Bangladesh. This is a mixed methods research by nature. The main instrument used to elicit data for the study is a written questionnaire and 50 Bangladeshi EFL teachers at higher secondary level are the participants. In this study, multiple sources are the perceptions of 50 teachers as data from a number of colleges in Bangladesh and the survey instrument that asks for opinions, open-ended responses, related research and personal experience. The findings of the research indicate that the participating teachers hold favourable attitudes towards the principles, characteristics and activities of CLT in their beliefs. The results also show the Bangladeshi EFL teachers face several challenges in implementing CLT in their classrooms. Based on major findings, the study finally offers several recommendations to overcome the challenges with regard to making CLT an effective approach in the Bangladeshi context.

Keywords: CLT, Communicative Competence, Higher Secondary Education

Name of delegate: Hari Ram Choudhary

Affiliation: Indian Council of Medical Research - National Institute for Research in reproductive Health, Mumbai, India

Paper Title: Girl Child Education in Rural Rajasthan

Abstract: Education is a human right, important in itself and also ‘enabling’ access to other rights. In today’s competitive world education is a necessity. Education for women is even more significant as she plays a crucial role in nurturing the society. While checkup the data of literacy rate in India (74.04%), women scores only 65.46% (cencus,2011). Girls tend to show higher dropout rates than boys. School dropout rate amongst adolescent girls is also high (63.5%) (MoSPI,2012).

There are many states highlighting poor literacy rate for women, Rajasthan is one such state which is known to have very adverse figures of girl child enrolment and retention in all levels. Girls often have higher dropout rates than boys. In many parts of Rajasthan, the birth of a girl child is not welcomed. Right from her birth, she faces discrimination, humiliation, and oppression at every stage of life. When it comes to healthcare, education and growth opportunities, the situation is even more worrisome. Keeping the above context in perspective, the present study tries to identify the available institutional mechanism for promoting girl child education in rural Rajasthan and factors that contribute to dropping out of a girl child at the secondary or higher secondary level. The study was descriptive in nature focusing on girls who are enrolled in govt. schools of the villages in secondary or higher secondary level specially in Kishangarh block of Ajmer district. The Findings clearly indicates discrimination faced by girls in getting quality education at all levels. Besides, the conditions are also non-favourable for girls to continue their studies.

Keywords: Institutional Mechanism, Girl Child Education & Discrimination

In each, Eurasia International conference, Best Paper award is given to Best Researches. In Teaching and Education Research Association (TERA), Best paper award is given to the participants with the best scholarly paper submitted and presented at the conference.

Name of delegate: Nasser Drareni

Affiliation: Faculty of Business, Economic and Commercial, University of BLIDA02 Lounici Ali, Blida, Algeria

Paper Title: Strategies for Structuring Interdisciplinary Learning Environment Using TBL through PBL for Risk Factors of Cardiovascular Disease: Case University of Medicine Algiers TBL: Team-Based Learning and PBL : Problem-Based Learning

Abstract: The aim of this study is to show how (TBL) through (PBL) can add a new dimension to interdisciplinary learning environment and facilitate the process of integration for (CVD) courses. However, the use of (TBL) through (PBL) as a pedagogical strategy also served to deepen learners’ understanding of (CVD) use real world problems in an undergraduate course of (CVD). There were (60) preventive medicine learners who were selected and randomly divided into two groups : group one (n=30) with traditional teaching method and experimental group two (n=30) with (TBL) through (PBL) teaching methodology. The results of questionnaire showed that more than (90%) of experimental group learners thought (TBL through PBL) teaching approach could help to improve learning interest, independent thinking, and team collaboration. The majority of learners had a positive attitude towards using (TBL) through (PBL) to advance their understanding of a subject or problem that extends beyond the scope any single discipline related to risk factors of (CVD). Learners integrate and develop information, concepts, methodologies and procedures from two or more disciplines to gain new knowledge, understanding and skills, and commonly also to explain or solve real world problems. Interdisciplinary learning environment, which combines with the (TBL) teaching methodology through (PBL) could not only effectively improve the learners′ ability of lifelong learning, but also significantly promote medical (CVD) experiment teaching effect. The perceptions of the university members for introduction of interdisciplinary learning environment using (TBL through PBL) at university of medicine Algiers were positive and encouraging. However, more workshops and virtual presentations emphasizing more on practical demonstrations were the felt need for successful structure of interdisciplinary learning environment.

Keywords: Interdisciplinary learning environment, team-based learning, problem-based learning, cardiovascular disease, risk factors

Name of delegate: Areej Alruwaili

Affiliation: University of East Anglia UK, Education school, UK

Paper Title: Effective University Teachers of English, Native and Non-Native, Through the Eyes of Female Saudi Students, Programme Administrators and Teachers

Abstract: This qualitative study examines female Saudi students, administrators, NESTs and NNESTs perceptions of EETs characteristics and NESTs’ and NNESTs’ strengths and weaknesses. Twelve English classes were observed, and teachers, administrators and students were interviewed during an intensive English programme for one academic year at University in Saudi Arabia. This study has been undertaken in order to explore how the qualities of EETs, NESTs and NNESTs have been constructed by researchers in the field of English language teaching and the research participants.

Findings reveal that language proficiency, pedagogical skills, and responsibility were viewed as important EET qualities for NESTs and NNESTs. Administrators valued the same qualities and teaching qualifications for EETs. Administrators believed NESTs had good linguistic and pedagogical skills whereas NNESTs effectively taught grammar. Students thought that NESTs taught all English-language skills effectively whereas NNESTs effective at teaching grammar, vocabulary and listening.

Keywords: Native English-speaking teachers (NESTs), non-native English-speaking teachers (NNESTs), effective English teachers (EETs)

Name of delegate: Davut Uysal

Affiliation: School of Foreign Languages, Anadolu University, Eskisehir, Turkey

Paper Title: Investigation of Organisational Culture and its Impacts on Job Satisfaction among Language Teachers at a Language School

Abstract: Higher education system in Turkey has experienced many structural changes in recent decades, which resulted in more and more concentration on English language teaching as a foreign language at universities. However, the number of studies focusing on the relationship between organizational culture and job satisfaction among language teachers at higher education institutions is very limited whereas they are the key elements of language teaching process. The main objective of this study is to find out the perceptions of English language instructors regarding organizational culture and its impact on their job satisfaction at School of Foreign Language-Anadolu University in Turkey. The findings of the study revealed that the respondents of the study had positive perceptions regarding current organizational culture including satisfaction with colleague relations and administration, supervision support and the work itself, as well as satisfaction with the available professional development opportunities provided by their institution. A significant relationship between overall organizational culture and job satisfaction was found in the study. This study also presents some key elements about how to increase the job satisfaction levels of the language teachers and to improve the organisational culture based on the findings of this study.

Keywords: Organizational Culture, Job Satisfaction, Language Teachers

Name of delegate: Dr. Lynne M Celli

Affiliation: Dean of Graduate Professional Education, Endicott College, Beverly, Massachusetts

Paper Title: The Intersection of Learning Styles and 21st Century and Technology

Abstract: In contemporary 21st education, teaching must include application of research regarding educational strategies and needs from learners with diverse learning styles. In addition to instructors understanding and implementing instructional strategies that apply the current research about learning styles, instructors must also now include the role that current educational technology plays in developing and application of activities/lessons that not only address these diverse learning styles, but also provides a medium to expand typical teaching strategies to expand the repertoire of learning opportunities for all students. This interactive presentation will address the ways that learnings styles research can be connected in practical ways with contemporary technology to assure academic success for all.

Keywords: Learning styles, auditory, visual, kinesthetic, educational technology, scaffolded learning through technology

Name of delegate: Catherine Jenks

Affiliation: Office of Institutional Effectiveness and Assessment, University of West Georgia, Carrollton, Georgia, USA

Paper Title: Improving Teaching and Learning through Classroom Design

Abstract: This research directly addresses “What impact do active learning classrooms have on supporting student success?” More specifically, we explore student’s perceptions to identify whether active learning spaces provide a more holistic approach to learning. Data was gathered from Fall 2016 through Fall 2018, incorporating one year pre and post changes in the physical space. This study used a quasi-experimental pre/post-test design that controlled for several variables including course content & learning outcomes, class size, and instructor while measuring the effects of altered physical space and pedagogical adjustments to accommodate the space.

Name of delegate: Laureta Seitaj

Affiliation: Department of Liberal Arts, American University of Middle East, Kuwait, Kuwait

Paper Title: Learning Patterns and Academic Engagement of Kuwaiti Students-A Cultural Perspective

Abstract: This study was aimed to analyze the relationship between the learning patterns and academic engagement. The participants were 81 undergraduates from a private Engineering and Business College in Kuwait who were asked to complete the Inventory of Learning Styles (ILS) and Student Engagement Inventory- College Version (SEI-C). The data were analyzed via correlation analysis, using SPSS statistical package. The results showed that student’s learning patterns were associated with student’s type of engagement to learn. In this respect, teacher-student relationship (TSR) was positively related with meaning- and reproduction-directed pattern. Control and relevance of schoolwork (CRS) and future goals (FGA) were related to all patterns, except for the undirected pattern (UD). Conversely, UD and RD pattern were related to peer support. Finally, the GPA was related with an application-directed pattern, only. Due to lack of previous studies on learning patterns in such a homogenous Muslim educational environment, the above results from a cultural perspective are discussed.

Keywords: academic engagement, learning patterns, student learning, cultural influences.

Name of delegate: Erwin Pagtalunan

Affiliation: Humanities and Social Sciences Senior High School Department, Marcelo H Del Pilar National High School Bagong

Bayan Sta Isabel, City of Malolos, Bulaca, Philippines

Paper Title: Work Related Stress and Its Effects

Abstract: The Senior High School (SHS) Program of Marcelo H. del Pilar National High School is relatively new since it just started in Academic Year 2016, by virtue of the implementation of Republic Act 10533 otherwise known as “Enhanced Basic Education Act” or the K-12 Program. Prior to the enactment of the aforementioned law, the Philippines was only among the three countries which only had ten-years for their Basic Education. The said program consisted of a Mandatory Kindergarten and a total of twelve years in Basic Education. The study had the teachers of the Senior High School Department of Marcelo H. del Pilar National High School as the respondents.

The following were the significant conclusions derived :

1. Majority of the respondents were females and belong to the 20-29 sage age range. This could be attributed to the fact that in the Philippines, majority of those who enter the teaching profession are females. Another, since, the K-12 Program is still in its “childhood stage”, so to speak, most teachers are still young, some of the respondents even said that being a teacher was their first job. It should be noted though that only one respondent belonged to the 60 and above age range, this is due to the fact normally, in teaching, that age is near retirement age.

2. The main causes of stress of the SHS teachers of MHPNHS-SHS Department are students with problems and inadequacy of facilities ;

3. The respondents Moderately Agree that the main effect of stress for them is Physical.

4. Respondents’ sex has a positive correlation to Physical and Social Effects of Stress

Keywords : work-related stress, effects, senior high school teachers

Name of delegate: Peter Shephard

Affiliation: Research and Publications, Credo Trust, Kuala Lumpur, Malaysia

Paper Title: The Learning Brain: Optimizing its use

Abstract: This article describes the ‘learning and thinking’ brain, as an interconnected set of parts, each having different functions, yet operating as a unified whole. It explores the cognitive (thinking) as well as the emotional (feeling) elements, and their various roles in learning and memory. The article also discusses brain hemisphericity, and how different types of information are processed in each hemisphere – the left and right! It explains the role that chemicals play, especially neuro-transmitters, in learning, as well as the importance of emotional connections in memory and recall. Also included is the concept of learning styles and how they are more genetically predisposed, and shaped by our strong personality traits. It concludes by emphasizing that the more senses (multi-sensory) are used, and the more talents and intelligences we use, the stronger will be our laying down of memory traces.

Name of delegate: Amy Correia

Affiliation: School of Education, University of Rhode Island, Kingston, Rhode Island, USA

Paper Title: The effectiveness of online graduate teacher education: A case study of online TESOL training to improve

mathematics instruction

Abstract: In 2017, The University of Rhode Island launched a “Program for Instructional Support for Teachers of the English Language” to train a cohort of teachers to improve mathematics instruction for elementary English Learners (ELs). The cohort of 20 teachers received training in both Teaching English to Speakers of Other Languages (TESOL) and mathematics pedagogy and content. The TESOL coursework was fully online and the mathematics component was hybrid and face-to-face. Teachers were given pre and post tests in TESOL and mathematics; tests were adapted from Common Core mathematics assessments and Praxis for TESOL. Teachers were also observed teaching a mathematics lesson using the sheltered instruction observation protocol (SIOP Model) in spring 2018, which is before training began. They were observed again using the SIOP Model in fall 2018, after completing four university courses and a weeklong summer institute in mathematics instruction for ELs. The results of analyses of testing and observation data show a statistically significant improvement in posttest scores on both the TESOL and mathematics assessments. Increases in observation scores were also statistically significant for all but two of the SIOP categories. The significance of our research can serve as a model for an effective method of online teacher training in an area of high need. Our results demonstrate that providing teacher education in TESOL to currently practicing teachers in an online format, can result in significant growth in professional knowledge and effective classroom instructional practices to support English Learners. Follow-up interviews with participants revealed that their participation in the program was possible solely due to the online nature of the TESOL component of the program. Continued research is needed in how to support practicing teachers with collaborative graduate work through fully online settings.

Keywords: TESOL, online teacher education, English learners

Name of delegate: Solomon Arulraj David

Affiliation: Faculty of Education, The British University in Dubai, Dubai, United Arab Emirates

Paper Title: Transforming Teaching and Learning in Tertiary Education, Postgraduate Students Perspectives from The United Arab Emirates

Abstract: As contested in many previous studies, education, especially higher education is constantly changing. In particular, higher education in transition countries including the UAE has been transforming at high speed. The change affects all aspects of higher education, including teaching and learning practices. The study opens with some fundamental questions such as; what are the transformation in higher education noticed in the past two decades across the world, in particular in the UAE?, why is it necessary for us to understand the transformation in higher education when reflecting on teaching and learning in tertiary education?, and what implications does transformation on higher education have for teaching and learning in higher education? The study attempts to develop a better understanding on the current transformation of teaching and learning in tertiary education.

This study in particular is keen to understand the perspectives of postgraduate learners in one particular university in Dubai, UAE on the transformation they witness in teaching and learning in tertiary education and on the transformation, they experience and they would like to see. Qualitative data is gathered in a semi-structured questionnaire of post-graduate learners’ perspectives. The responses are gathered from doctoral students who followed a module ‘Teaching and Learning in Higher Education’. Thematic analysis is used to analyze the results and socio-constructivist approach used to interpret the results. The early findings indicate that teaching and learning in the higher education is transformed largely by the use of technology, by engaging various stakeholders, several pedagogic methods, range of assessments and numerous contents and materials. The respondents indicated that the transformation has largely affected positively. Most of the respondents are prepared to embrace the transformation that are realistic, positive and innovative. They cautioned that transformation must not make tertiary education expensive, harder and unrealistic. They predicted that the future of tertiary education will be influenced heavily by technology, artificial intelligence, robotics, which may bring both opportunities and challenges that all stakeholders have to be aware. The study contents that accounting student’s perspectives supports the understanding on the transformation of teaching and learning in tertiary education.

Keywords: Transformation, Teaching and Learning, Higher Education, Postgraduate Students’ Perspectives

Name of delegate: Sandy Buczynski

Affiliation: Department of Learning and Teaching, University of San Diego, San Diego, California, U.S.A.

Paper Title: Full STEAM Ahead: Enriching Students Science, Technology, Engineering, Art and Math (STEAM) Learning

through an Afterschool Program

Abstract: This study was designed to evaluate how a STEAM curriculum-based afterschool program implemented in five elementary schools in an urban school district in Southern California impacted students’ level of STEAM conceptual understandings and attitudes toward experimenting and confidence in STEAM learning. This was a mixed methods study. A qualitative methodology was used to observe K-5 grade level students interacting with the STEAM curriculum to reveal how this STEAM enrichment program helped the development of learner’s analogy skills, engineering capabilities, prediction testing, reasoning skills, and application of science concepts. A quantitative methodology was enacted to survey 150 students to determine students’ level of self-efficacy and attitudes toward STEAM. The findings show that seventy-four percent of students surveyed reported to “like” the full STEAM ahead activities while 81% indicated that they enjoyed experimenting. Forty-two percent of the students revealed that they did not know the science content prior to participation in this enrichment program. The self-efficacy of the students was very high with 69% self-reporting that they expect to do “very well” in their academic science/math classes. Since the majority of students in the program are Latino, the inference is that enrichment of these skills will help bridge the "opportunity gap" that today's Latino students face in the U.S.

Keywords: After school program, STEAM learning, opportunity gap


PUPIL: International Journal of Teaching Education and Learning; ISSN 2457-0648 has a sole objective of providing a meaningful platform to international researchers to publish their academic research and to share the knowledge without any financial burden and yet complying with highest international standards.

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