Journal of Research in Innovative Teaching - National University

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Figure 10. Didactic Task Structure student student TEACHER student student student student The Conference Task Structure operates according to the low Grid, strong Group principles of an Egalitarian. The discussion takes place in a group of equals in contrast to a Small Group Task. The Conference structure is a natural learning task for the Egalitarian, since this social world thrives on cooperative relationships between members in an atmosphere of harmony and shared knowledge (Alder, 2001). This is not to say roses are always red in this context. Egalitarians are predisposed toward an inability to resolve differences of opinion. Still, the educator in an Egalitarian setting is expected to cultivate student differentials in perception and valuation while holding each person accountable to the social group as a whole. Figure 11. Conference Task Structure student student student TEACHER student student student Similar to the Conference Task Structure, the Class Meeting Structure is also Egalitarian and occurs with a meeting of the entire class. The role of the teacher is to present a problem for the class to solve in an open-ended discussion. The instructor does not direct the meeting but listens and clarifies in such a way that dialogue is free, uninhibited, and without value judgments. The behavioral objective is to brainstorm a topic where the ideas of each student are sought and given equal consideration (see Figure 12). Figure 12. Class Meeting Task Structure student student student The Problem student student TEACHER student 21
An example of a Class Meeting task may be engaging students in ownership of a learning activity, such as: "As you know, our class debate is only two weeks away. Let's decide how we should plan..." It may also include more serious topics the teacher may wish to stimulate thinking about, such as: "The class will discuss and determine what teaching structures are most appropriate for African children in their context." Egalitarian learners expect to be committed to each other so that each person active in the learning task feels successful. Conclusion Discussion of organized patterns of socio-interpersonal relations with inherent patterns of bias give rise to balancing an educator’s sociocultural predisposition. Self-awareness of cultural bias is key for reducing barriers between social worlds and encouraging global citizenship. A positive consequence should be a broader global focus in curriculum, classroom management, and meeting expectations. That which is believed to be naturally so for engaging ideas in the Bureaucratic, Hierarchic, Individualist, and Egalitarian social worlds varies in significant ways. Educators have an obligation to understand these perceptual dynamics and to design learning environments to meet the challenges of these four orientations. There are several obvious purposive motivations for recognizing and understaning the four social worlds in an educational context. Educators desire to be understood by learners through the easiest means for the student and by reducing confusing intentions that may hamper learning. Teachers also seek to communicate knowledge believed to improve student lives and their relations within their emerging identity in the global world. A global perspective recognizes the fundamental influence social orientation wields for engaging ideas and consciously pursues diverse uses of curriculum to meet those challenges. References Alder, P. (2001). Market, hierarchy, and trust: The knowledge economy and the future of capitalism. Organization Studies, 12(2), 215–234. Altman, Y., & Baruch, Y. (1998). Cultural theory and organizations: analytical method and cases. Organization Studies, 19(5), 769–785. Barber, S. (1995). Literacy use and incorporation in culture: The “how” and “how much” of literacy. D. Miss. Dissertation, School of Intercultural Studies, Biola University. Buck, T., & Shahrim, A. (2004). The translation of corporate governance changes across national cultures: The case of Germany. Journal of International Business Studies, 36, 42–61. Douglas, M. (1982). In the active voice. London: Routledge & Kegan Paul. Douglas, M. (1989). Culture and collective action. In Morris Freilich (Ed.), The relevance of culture (pp. 39–57). New York: Bergin & Garvey. Duval, D. (2006). Grid/Group theory and its applicability to tourism and migration. Tourism Geographies, 8(1), 1– 14. Giles-Sims, J., & Lockhart, C. (2005). Culturally shaped patterns of disciplining children. Journal of Family Issues, 26(2), 196–218. Jackson, S., & Philip, G. (2005, May). Organisational culture and the management of technological change: A theoretical perspective. Proceedings of the 13th European Conference on Information Systems, Information Systems in a Rapidly Changing Economy, Regensburg, Germany, May 26–28, 2005, retrieved from http://is2.lse.ac.uk/asp/aspecis/20050109.pdf Lingenfelter, S. (1996). Agents of transformation. Grand Rapids, MI: Baker. Neyrey, J. (2005). God, benefactor and patron: The major cultural model for interpreting the deity in Greco-Roman antiquity. Journal for the Study of the New Testament, 27, 465–492. 22
Page 2 and 3: Journal of Research in Innovative T
Page 4 and 5: Table of Contents Editor’s Column
Page 6 and 7: Editor’s Column National Universi
Page 8 and 9: training-based method for integrati
Page 10 and 11: The Editorial Board invites the rea
Page 12 and 13: The Influence of Social Worlds on E
Page 14 and 15: experience in a strong group settin
Page 16 and 17: Table 1 Example Scenario of a Burea
Page 18 and 19: hierarchy ensures a social position
Page 20 and 21: (see Figure 5). Each member is affo
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 28 and 29: Stansberry, S., & Harris, E. (2005)
Page 30 and 31: Utilizing current research-based co
Page 32 and 33: teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77:
the students evaluate the optimum s
Page 78 and 79:
Using Bibliotherapy as a Tool for C
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different clients and their present
Page 82 and 83:
supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
Page 86 and 87:
psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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