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VOLUME 16 NUMBER 6 June 2017
Table of Contents
The Discourse of School Dropout: Re-centering the Perceptions of School-based Service Providers ......................... 1
Deborah Ribera.
Is the Norwegian Armys View of Physical Education and Training Relevant for Modern Military Operations? 18
Ole Boe and John H. Nergrd
The Framework of an International MBA Blended Course for Learning About Business Through the Cinema .... 37
Alexander Franco
Learning Through Play in Speed School, an International Accelerated Learning Program ....................................... 52
Susan Rauchwerk
Identifying EFL Learners Essay Writing Difficulties and Sources: A Move towards Solution The Case of Second
Year EFL Learners at Tlemcen University ......................................................................................................................... 80
Asma BELKHIR and Radia BENYELLES
Saudi Arabian International Graduate Students' Lived Experiences Studying for the First Time in a
MixedGender, Non-Segregated U.S University ............................................................................................................. 101
Barbara N. Young, Ed. D., Donald Snead, Ed. D.
1
Deborah Ribera
California State University, Los Angeles
Los Angeles, CA, United States
Introduction
which my subjects work, UMS, feeds into a high school which has historically
had one of the city's highest dropout rates, averaging around 40%. Based on
grades, test scores, and behavioral patterns, the assistant principal at the middle
school estimates that 30-40% of the students currently enrolled at UMS are at-
risk for school dropout. This school had a student population of over 2,000 at the
time of this study and was 99% Latino.
Michel Foucault's ideas have been used to examine how knowledge,
truth, and power construct our discourses in education (Jardine, 2005). Foucault
believes that knowledge is not based on fact, but rather is a constructed truth
that varies based on historical and political contexts. It is key for those in power
to continuously legitimate their version of truth by maintaining control over the
discourse of various social constructions within education, politics, religion, sex,
and the economy. Maintaining control of the narratives that underlie the tenets
of American culture allow for social control. The apparatus of schooling is one
way that the discourse of education is sustained. Law and politics, by way of
educational policy, are other ways that the regime of truth is maintained and
regulated (Foucault, 2001; Jardine 2005).
Conceiving of education as a contested space of knowledge forces us to
examine the dominant discourse of dropout as failure. In my own experience as
a dropout prevention counselor, I found many of my students demonstrated
high levels of critical thinking, insight, and conceptual knowledge during our
one-on-one and group interactions; however, they consistently tested poorly and
received failing grades. From a Foucauldian point of view, the quantitative
assessment of students is not neutral, rather it reflects a space in which any so-
called fact would point to a coherent regime of knowledge in which it counts as
a fact, (Jardine, 2005, p. 86). Critical race theorists take this a step further,
arguing that education's invalidation of qualitative data in favor of a numbers
only approach has perpetually marginalized minority students (Dixson &
Rousseau, 2005).
Critical race theorists believe that researchers should look to the
bottom in order to re-center counterstories that expose the racial privilege
inherent in the educational system (Matsuda, 1995, p. 63). The purpose of this
case study is to qualitatively re-center the perceptions of four minority school
personnel in the discourse of dropout. In their experiences working at UMS and
other urban, minority schools, how do issues of power and truth influence their
service provision to and experiences with students? What, if anything, do they
believe needs to change in education in order for it to adequately address the
needs of urban, minority students at-risk for school dropout?
This study intends to re-center the individual participants as the subjects
of educational policy development. It aims to recognize the agency of the service
providers and give them a platform on which they can voice their opinions
about how national policy affects them and the students in their high-need
school. Ultimately, this study demonstrates how the frustrations expressed by
school-based staff can be interpreted as a reaction to the institutional racism
inherent in the US educational system.
Literature Review
Methodology
Participants
My first interview was with Kay, a 33 year old Asian-American female.
She worked as a Dropout Prevention Counselor (DPC) at UMS for two years.
Her position was cut due to a change in funding allocation at the district level.
She was subsequently transferred and is now a DPC at a high school. I selected
her because she is the only counselor who worked directly with students at-risk
of dropout at UMS. She is also one of the few DPCs who stayed in the unit after
they reorganized, despite political pressure to reclassify to an attendance
counselor or academic counselor. Her decision to stay with the unit has made
her one of the most experienced DPCs in the district. I worked in the same unit
as Kay for three years, so I have built a rapport with her as a colleague.
My next interview was with Selena, a 36 year old Latina. Selena works as
a Dropout Prevention Counselor at the district level. She helps to oversee the
work that the Office of Pupil Services (which recently merged with the Office of
Dropout Prevention and Recovery) does with students at risk of dropping out.
She is responsible for developing district-level programming in order to help
these students. I selected Selena because she is the only district-level counselor
who was formerly a DPC at a middle school. I felt that her experience at the
middle school level as well as the district level would give her unique insight
into the discourse surrounding our at- risk students. I worked in the same unit
as Selena for three years, so I have built a rapport with her as a colleague.
My third interview was with Joe, a 37 year old Latino. Joe is an 8th grade
English, Journalism, and AVID teacher at UMS. AVID is a program designed to
specifically target students who are towing the line between success and failure
in school. The goal of the program is to put them on a college-going track. I
selected Joe because he is a teacher who is involved in his students' lives and is
an advocate for their needs. Also, it is important to my study to interview a
teacher. Teachers are with students for over 6 hours a day and they are the only
ones (other than the students) who know the complete story of what is
happening in the classrooms. I have worked in Joe's classroom several times
over the past year. I have been able to establish rapport with him as a colleague.
My last interview was with Javier. Javier is in his fourth year as the
Assistant Principal over Counseling at UMS. I selected Javier because he has a
unique perspectivehe has been a teacher, a counselor, and now an
administrator. I knew his comprehensive understanding of student needs from
multiple perspectives would help shed light on the discourse surrounding youth
at-risk of dropout. Javier also has worked for another district as a teacher. I felt
that this experience would also enrich his perspective in terms of how different
districts address students' needs. I attended graduate school with Javier and
have worked with him though UMS at least once a year for the past four years,
so we have established a good rapport as colleagues.
Results
Kay: I think with the schools that Ive been at, low-income schools, I think
first and foremost it has to do with parent participation. I think more
parents that are involved in their students lives not just in school but in
their personal lives probably can minimize their at-risk situation.
However upon further inquiry, it was clear that Kay's reasoning went deeper.
Kay: Parents have to work. I mean you have parents that have multiple
jobs and I cant tell the parents, you know what you have to quit your
job so can come to school and meet with me. You know thats the
hardest thing, it's like they know they have to come but they cant...I
think there are very few parents who just dont care...The district, the
state, the federal government, everybody wants to increase the
graduation level rate and they see the data. They see Well if you do X, Y
and Z less with this program and with these resources then why not,
why wouldnt it work? But they dont look deeper into the issue
because at the school level were dealing with more than just Well I
have laptop for you if you just go to school. You know, why cant you
come to school? Why arent you coming to school? Whats preventing
you from coming to school? They dont see anything like that or even if
they do they ignore it. They think that it can be fixed, if we put more
personnel in that school or we give them more stuff or we give them
more money to buy more stuff, you know. So I think thats a huge
disconnect and I dont know if thatll ever be fixed.
So although initially Kay states that schools are not responsible for student
dropout, her actual beliefs show a far more complex set of factors at play in the
educational system: a system that does not accommodate the needs of the
working poor, a hierarchical power structure out of touch with the challenges
their urban, poor, minority students face, and a stubborn commitment to the
interventions developed by the dominant population. The belief is that if these
interventions are quantitatively proven, evidence-based strategies, then they
should work with urban, poor, minority students. Critical race theorists would
say that the hierarchical power structure that Kay is describing is exemplifying a
restrictive understanding of the nature of equity (Dixson & Rousseau, 2005,
14). This understanding fails to identify the distinction between the equality of
process versus the equality of outcome.
Selena further illustrates this idea of equality of process versus equality
of outcome.
Selena: I believe the student attendance goal is at 96% so they really
want the kids to understand and parents and families to know the goal is
less than seven days a year. I know that they based that goal based on
the research that has come out in the recent years...and basically shows
that students with less than seven days attendance do better that
attendance is linked to student achievement.
Here, Selena reiterates the dominant discourse: that dropout is an individual
and family matter and that if students simply attended school they would not
dropout. However later in the interview, Selena strays from the party line as she
reflects on her own experiences with students.
Selena: In my experience in working with dropout prevention there is
that one type of student...when you see a student thats having
attendance problems youre going to see lots of other things that are
going on and barriers to that student getting their education. But theres
another type of dropout which is one of the ones that really bothers me
and its kids that come to school every day, but theyre failing all their
classes. And how can you have a student that comes to school that has
perfect attendance, that is failing six classes? That student will be a
dropout. Because they wont be able to accumulate credits, they wont be
able to continue through the grades. How is it that schools are not
picking up on those students? How is it that they are being allowed to
just continue semester after semester after semester failing everything
and nothing is being done? ...I mean what can we do as a school, as a
district to, to figure out why, why is it that theyre failing through and
figure out what are the causes? If its not attendance then what is it? It
has to be something.
When Selena reflects on her qualitative experience as a service provider
to describe the needs of students at risk of dropping out, as opposed to reflecting
on the quantitative measure of attendance, she paints a picture of a system that
is not paying attention to the needs of its students. One that does not always
educate the students, whether they attend everyday or not. She also points out
though, that admitting that the system has and is failing its students would
create a public relations problem for those in power.
Interveiwer: Why do you think that it is acceptable to have a district
wide campaign for attendance but maybe not a district wide campaign
for push outs (dropouts who are pushed out not because they choose not
to attend school, but because they have too many fails or are not wanted
at school due to poor behavior)?
Selena: Well I think because thats not something that, its not something
that Im sure that they want to advertise. Its not something that they
want to bring to the limelight. Its something Im sure that would be
better to be addressed in the top down approach. Its not like they want
to have an immediate campaign saying Hey this is what weve been
doing all this years and lets fix it. I think that theres a lot of political
things going on there. And Im not sure that that would be the approach
or the solution to it anyways. I feel like that through attendance it [is
addressed], because it is a form of attendance because when most kids
are pushed out theyre not attending. So it does in a way address that
issue without explicitly, you know, advertising it. But I think that the
educating and creating awareness and then having the support from the
top down and creating accountability I think that will be, thats the best.
The idea that major tenets of education such as school curriculum, policy, and
law (specifically attendance laws) are color-blind instruments that are enacted
through an equitable process is fundamentally flawed according to critical race
theorists. They maintain that these constructs are culturally specific ways of
enforcing white privilege. The number of dropouts in the United States proves
that these tenets of education do not result in an equal outcome for students of
color. However those in power refuse to stray from the dominant discourse.
Here, we see that the dominant discourse has infiltrated the schema of minority
teachers and counselors as well, despite the fact that their experiences reinforce a
counterstory to this narrative.
Javier, the assistant principal at UMS, describes how the inflexibility of
the educational power structure trickles down from law to student/teacher
relationships. In this case, we see how good administrators can use laws (such as
the compulsory education law) to mitigate power struggles that emerge between
students and teachers.
Javier: Theres a sense of entitlement from the teachers that they can
demand certain things and expect certain things that they wouldnt
expect of themselves. Or their children you know? Like I had a teacher
who was saying, Oh I dont want this kid back to my classroom because
she hasnt written me a letter of apology and I want a letter of apology
because she was rude to me. Wheres her right to that? Discipline
policy? Where is that in the ed code, that you can deny a kid his public
education because you want a letter of apology? Oh he called me a fat
bitch. I was like Whoa, sorry. How many times have I been called a
bitch, have I been called an asshole? And if I demanded a letter of
apology do you think that thats gonna happen? And then I said Do
you think a police officer demands a letter of apology from a suspect?
That hes entitled to have a letter of apology? Hes not." (laughs) Hes
not.
In this example, Javier has created a counterstory to the dominant narrative
where compulsory attendance laws are used to simply ensure an equitable
process: that all students are expected to come to school. By re-centering the
student above the teacher in this power struggle, he used the law to ensure not
just an equitable process, but an equitable outcome. Using his own power and
agency, he set his own standard that we cannot create the pushouts Selena
referred to. According to the law, we must educate them, even when it's hard.
Javier further demonstrates his method for turning racist practices that
hide under the guise of equitable access into counterstories that demand
equitable outcome:
Javier: Each classroom is different. You dont teach them the exact same
thing, each class is going to have a different group dynamic...you have to
adjust and I think that thats what a lot of teachers dont likethat they
have to change. They think they are doing it all right all the time and the
reality is they are not doing it right all the time or half the time. Or you
may be doing it right if youre teaching college students. But youre not
teaching college students, youre teaching 11, 12, 13 year olds...And there
is that pressurewe do have to teach, there is certain amount of stuff
that you have to teach. There is that pressure of yeah I have my
standards, I have this and there is that expectation but you do have that
opportunity to adjust, you do have that opportunity to make it
work...but you have to adjust and you cant just be fixed in your way of
like..you know These kids cant learn.
Like the rest of the participants, Javier states here and throughout his interview
that urban minority students at-risk for dropout are indeed capable of learning.
Javier in particular believes that students can learn the dominant curriculum.
However it takes a creative teacher and administration to create an environment
that supports this cultural pluralism. Like Joe, he believes that it is the
responsibility of the teachers and administrators to adapt the dominant
methodology to the lived cultural experiences of their students.
Every participant agreed that when it came down to measuring
effectiveness, quantitative measures count for very littleit is the relationship
that matters.
Javier: Apart from teaching them how to be good citizens and good
adults, I mean it all stems from just the relationships we have with the
kids...Ive worked really hard to try to create positive relationship with
kids and model and really work at talking to them and saying Hi and
Good morning and doing those sort of things and trying to bring
people here to school who are going to help our kids and try bring
resources and and try bring other leaders on the campus to help our kids
be successful and try to help try to build capacity and try to just do
things differently because I know that it wasnt working before.
Selena: Its all about relationships and I go back to that like this whole
[process of] disengagement from school. I really do think that it has to
do with not having relationships at the school site. Not having positive
relationships, not having someone to say I know you came to school
today, good job. You know sometimes just having students knowing
that they have somewhere that they can go to when theyre having a bad
day. Having students know that someone knows their name. Therere so
many little things that can happen, that you can do that can make a
difference in how that student feels about school. And I think it all boils
down to relationships and us knowing our kids. Knowing that theyre
gonna make mistakes but believing in them that they can do better, and
that they will do better.
Joe: I mean numbers can be forged, numbers can lie you know And I
think reaching my kids and really establishing that relationship with
them is much more important...If they walked away from my class better
than what they were when they walked in, that would be a step forward
regardless of what level they were at when they walked in or what level
they end up; as long as they can produce more. If my kids can walk
away from this level of education being able to get along socially and be
Conclusion
Throughout this study, we can see the challenges that service providers
face in adapting the dominant curriculum to urban students of color at-risk of
school dropout. In critical race theory, their struggles with curriculum, equality
of outcome, and quantitative modes of education and assessment serve as
examples of how white privilege and therefore institutional racism are encoded
into the U.S. public educational system.
It was surprising to me that none of the participants explicitly recognized
these constructs as inherently racist. Critical race scholars may say that by
ignoring racism, they are missing the root cause of the issues they struggle with
and perhaps even complicit in it. However it is clear that each participant
demonstrated that they are fighting institutional racism every day, whether they
acknowledge it or not. By constructing counterstories within and outside the
classroom, by valuing and putting effort into qualitative modes of education like
relationships and student voice, by attempting to diversify a culturally irrelevant
curriculum, and by accepting personal responsibility for their students, they act
against the social injustices of racism every day. They do not do this because
they have to, in fact, the dominant discourse does not reward them for these
efforts (unless they result in higher test scores). Their courageous actions,
unbridled creativity, and commitment to educating ALL of their students is,
within this climate of education, nothing short of heroic.
Though Michel Foucault's ideas of power and truth guided my study
and critical race theory helped me to analyze it, both theories, to some extent,
believe that true progress is difficult, if not impossible, while caught in
Foucault's panopticon or CRT's institutional racism. These service providers,
though, demonstrate that resistance to oppression does not have to be a pre-
meditated, politically motivated act. Rather, it can be motivated by emotions.
Each participant conveyed that they genuinely love children and that they are
willing to try anything to help them be the best people they can possibly be.
Certainly this does not mean that their work is easy. As John Dewey stated: The
path of least resistance and least trouble is a mental rut already made. It requires
troublesome work to undertake the alternation of old beliefs (1986, p. 136). It is
no wonder then that the teaching profession has such a high rate of burnout,
especially in high need urban areas. For this reason, intentional action in student
organizing and teacher and administrator training will be essential elements to
bringing about lasting systemic change in our educational system.
There is much hope for such systemic change. Grassroots and student-
led organizations have recently been leading efforts for more culturally relevant
curriculum, advocating for access to ethnic studies classes (Nelson, 2015;
Szymanski, 2016). The pushback against such efforts by many in power only
draws more attention to the need for such organizing. Administrators,
counselors, teachers, and teacher preparation programs have been and can
continue to support these efforts by seeking out professional development in
critical, anti-racist pedagogy. Incorporating an interdisciplinary approach into
school-based work will allow them to understand the impact historical context
and societal factors have on the public school system, school dropout, individual
schools, and communities. Teachers can also work from the bottom up by
Acknowledgements
This research was conducted under the author's previous affiliation at Bowling
Green State University. The author wishes to thank the university and the
Human Subjects Review Board for their support.
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Ole Boe
Department of Military Leadership and Management,
Norwegian Defence Staff and Command College, Norwegian Defence
University College, Oslo, Norway
John H. Nergrd
Norwegian Military Academy
Oslo, Norway
Introduction
Within the military profession, many soldiers and officers do not reflect
upon the soldier's true role in society. Even less reflected upon are all the aspects
of the demands a soldier must fulfil. In Norway, this is normal not an issue until
young Norwegian Army officers meet the Norwegian Military Academys
curriculum and education. An example is the concept of war. War can have
multiple meanings depending on, for example, who is experiencing it. Today
Norwegian Armed Forces are talking mostly about combat or fighting when
conducting military operations abroad. The Norwegian Armed Forces Joint
Operational Doctrine (NAFJOD) states that this is a synonym for war, just put
into a different context than the conventional war itself (Forsvarsstaben, 2007).
To be able to survive in conflict zones as a soldier there are a number of
measurable requirements that must be achieved. These requirements are
referred to in the military as the demands of war and are seen as the
existential features a soldier must possess to survive in combat. The demands of
war are related to the requirements of hardiness in a soldier so that he or she
will cope with combat (Sfvenbom, 2008; Sfvenbom, & McD Sookermany,
2008). This is dependent upon good leadership. The U.S. Armys field manual 6-
22 on army leadership emphasises presence as one of the requirement for
military leadership. Within the requirement of presence, one finds both
professional and military bearing, meaning how to conduct oneself. Also
included is an emphasis on confidence, resilience, and fitness. Fitness is in FM 6-
22 further seen as strength and endurance that supports emotional health and
conceptual abilities under prolonged stress (U.S. Department of the Army, 2015).
The core of the military professions is about mastering the domain of
war. Educating soldiers and officers who are able to master this domain is thus
the most essential task of military training and education. We therefore consider
the theme certainly relevant for any soldier, officer and officer in the Norwegian
Army, as the Norwegian Army is becoming increasingly more professional.
The rigors in combat can be extreme. In our profession, the will to succeed and
to strive towards results that exceed the expected, is the difference between
success and failure (Forsvarsstaben, 2007, p. 160, authors translation). This
quotation from the NAFJOD give a good picture of why soldiers and officers
need a strong physical base while conducting their professional practice. In
addition, aggressiveness training is also important in order to face the rigors in
combat. A previous study of how to train aggression and aggression control in
professional soldiers has shown this type of training to be very effective (Boe &
Ingdahl, 2017). The willingness to exercise kill can also be increased, and the role
of the group and the aggressive predisposition of the individual soldier has been
found to be important factors in order to train aggression and aggression control
(Boe & Johannessen, 2015). Aggression is related to the ability to exercise
physical effort. Physical exercise is a thus an important dimension within the
demands of war. With physical exercise, we mean a systematic influence of the
athlete over time with a view to improving or maintaining the physical, mental,
technical and tactical assumptions underlying the performer's performance
(NIH/F, 2005, p. 6, authors translation). By constantly exposing the soldiers to
more challenging tasks, it is possible to increase the individual soldiers physical
fitness skills. This will increase the possibility to respond effectively when facing
a dangerous situation (Matthews, 2014).
In 2008, the Norwegian Armed Forces introduced a new curriculum for
physical training, referred to as body, movement and energy (BME). This
curriculum replaced the curriculum for physical education from 1992. BME
builds on what the conscripts previously have learned in the Norwegian school
system (Sfvenbom & McD Sookermany, 2008). At the same time, we see that
the youth of today's society are less physically active than previously, and that
their physical shape has become worse (Dyrstad, 2006). A question then arises, is
BME the correct way to go regarding physical education for the Norwegian
Armed Forces?
The basis for the curriculum for BME is the Norwegian Armed Forces
doctrines and education plans, in addition to the report Project BASIC (GIH,
2005; 2006). Project BASIC provides guidance and views on how to train before
and during operations. Project BASIC was written by several officers with
extensive experience within the field of military profession. Other nations that
perhaps we ought to look at, because of their similarities with our concepts, are
also making changes in their physical training. The Danish military forces has as
an example has established a Military Physical Training Team (MPTT) that looks
at all aspects within physical exercise. Against this background, one may
wonder if the Norwegian Armed Forces take into account the physical demands
placed on the individual soldier in current operations. In other words, do the
Norwegian Armed Forces take into account the demands of war in its education
and training?
Method
To answer our research question, we decided to use a qualitative study
of existing military governing documents (Johannessen, Tufte, & Christoffersen,
2010). We could have chosen to interview different officers and ask them if they
felt that the physical education and training they had received in the Norwegian
Army had been relevant for participating in modern military operations.
However, we decided not to do this. The reason for this was that we were
interested in the Norwegian Armys view as an organization on physical
education and training for modern military operations, and not the individual
officers view regarding the same themes. In addition, by using interviews we
could encounter several methodological problems with finding officers that had
Endurance training
A definition of endurance training is the ability to work with relatively
high intensity for a long time (Gjerset, Haugen, Holmstad, & Giske, 2006).
Furthermore, endurance is divided into two types, aerobic and anaerobic. These
are defined as respectively; Aerobic stands for the organism's ability to work
with relatively high intensity for a long time and anaerobic endurance i.e. the
organism's ability to work with very high intensity in a relatively short time
(Gjerset, Haugen, Holmstad, & Giske, 2006, p. 48, authors translation).
Strength training
Muscle strength is defined as a muscle's ability to develop power under
different conditions, or that muscle even to develop maximum power (NIH/F,
2005, p. 18, authors translation). Muscle strength can be divided into three
different categories. These are maximum, explosive and endurance strength
(Haugen, 2002). Explosive strength is the muscles ability to develop power while
they contract. Maximum strength is the muscles ability to develop sufficient
power to perform an exercise one time with the greatest possible load. Persistent
muscle strength is the muscles ability to develop power several times in
succession (Gjerset, Haugen, Holmstad, & Giske, 2006). The work your muscles
can do is further divided into two types of work, which is static and dynamic
muscle work. The static muscle work revolves around keeping the same position
over time, meaning that muscle is a holder for the position. Dynamic muscular
work refers to the muscles used to carry out an exercise. This is divided into
concentric (towards the centre of the body) and eccentric (from the centre of the
body) movements. An example would be using a weight in which one performs
two dynamic movements when one raises and lowers the weight (Gjerset,
Haugen, Holmstad, & Giske, 2006).
enemy are not fully being utilized because of the troop commander's reduced
working capacity. Our current officer training should therefore be radically
changed so it is based upon the mental demands on the squad leader from the
beginning and thus trains the aspirants' mental resilience under circumstances
that most resembles the combat situation (Boe, Kjrstad, & Werner-Hagen,
2012, p. 49, authors translation). Bratland also wrote a lot about the vision he had
as an officer in training after having participated in World War II (WWII) as a
platoon leader. Bratland wrote in his treatise about physical endurance and why
this was important in the military profession. Bratland who at the time was
platoon leader in a British military unit described his own physical condition as
satisfactory in a self-assessment before he entered into the war. He later claimed
that the physical rigors he was subjected to on the European continent never
came up against the physical hardships of training. Furthermore, Bratland wrote
that even the most fine-tuned soldiers were psychologically affected and tired
during the war. He pointed out the relevance to train with noise, friction and
external influences to make the training as realistic as possible (Bratland, 1954).
After reading Bratlands considerations one can ask the question whether the
physical demands of the soldiers and officers actually have changed since WWII.
Rekkedal (2001) wrote that in conventional warfare soldiers' physical
capacity and performance is seen as an operational constraint for any armed
forces. Moreover, he further states that in today's high-tech and motorized
armed forces, physical capacity is equally important. This is justified in that it
can seem less important in today's doctrines and thus the concept of physical
fitness is given different meanings in different military environments. To
consider this further, a look at this quote; There is reason to believe that the
requirements for robustness of today's soldiers are at least as large as before.
Flexibility and unpredictability characterize today's military operations, and this
requires that soldiers possess a set of various integrated skills (Aandstad &
McD Sookermany, 2008, p. 229, authors translation). This tells us a lot about the
basic idea behind the physical education in the military, where the military
seems aware that the demands are largely as before, but that greater demands
are imposed in other arenas.
The modern soldier is no longer only evaluated solely on the basis of
military matters, but also in relation to ethical and moral standards in society
(GIH, 2005). In the book Men against fire (Marshall, 1947) the soldier's body is
a theme. Having a healthy and trained body is essential in the face of modern
war, in line with the soldier's weapon. A soldier's hardness and resilience is
something that can be trained. Marshall further noted that all physical exercise
helps to boost morale in the military units. Willpower and physical strength is
something that goes hand in hand and if is not present the unit will experience
major challenges in combat.
Afghanistan have shown that the Danes need robust soldiers with great physical
strength and explosiveness.
The Danish Armed Forces (DAF) conducted surveys on its personnel in
Afghanistan over two contingents (ISAF 6 and 7). The DAF found that six
months of deployment in Afghanistan led to several health problems. The
primary health problems were related to muscles and joints in the form of back,
knee and shoulder problems. The DAFs conclusion was that more focus should
be on these muscle groups during training and that one should look at measures
to prevent muscle loss under the duration of a contingent (K. G. Srensen,
personal communication, October 10, 2009). This has led to a greater focus on
both diet and which exercises the military units should use. In addition, the DAF
now look at their soldiers as top athletes. These are the most significant changes
the DAF have made is in the revision of the military training regime. To
accomplish this, they created the MPTT composed of specialists in all fields that
affect a soldier's physical performance capacity (K. Kristensen, personal
communication, February 24, 2009).
In the field manual FM 21-10 (U.S. Department of the Army, 1998) it is
stated that there are many benefits of a good physical exercise program. This can
for example lead to less sickness among the personnel, increased efficiency and
better mental health, in addition to a greater team spirit and combat persistence
in the unit. The field manual further states that the physical shape of the
individual soldier is related to how well he will do when facing combat. It has
also been proven that good physics help to increase the soldiers' mobility.
Training that includes aerobic conditioning; strength training targeted at the
specific muscle groups, and regular marching exercises will achieve the best
results. This means that if one is to be good at carry heavy equipment one must
train with strain or load that corresponds to the weight of the heavy equipment.
In other words, "train as you fight".
The field manual also highlights the following five physical features as
important for a soldier. 1. Oxygen uptake - the body's ability to transport and
use oxygen. 2. Explosive strength - the ability to carry out lifts that requires great
strength. 3. Muscle endurance - the ability to perform activities that require
maximum power for a limited time. 4. Mobility - the body to be agile enough to
move around with heavy equipment. 5. Body Mass Index (BMI) - that this is
consistent with body size and goals. The entire field manual FM 21-20 (U.S.
Department of the Army, 1998) is devoted to how to train soldiers within these
parameters. This is done by training in different phases throughout the entire
service period, so that one gets a steady progression towards being able to
withstand the maximum load when using all the equipment in harsh
environments.
The American colonel Brian P. McCoy talks about six principles of how
to train a unit to go into combat. The first of these is: You should always use
100% of your combat gear (helmet, vest, ammunition, water and other
equipment (McCoy, 2007, p. 26) This underscores McCoys fundamental idea of
that he believes that one should train as close to the realistic war environment as
possible, also in terms of physical strain. He elaborates this further on this in
mentioning several habits that units should take into consideration in their
physical exercise routines. One of these is combat conditioning. By this,
McCoy means physical exercise that does not involve training with regular
training clothes and sneakers, but training with the equipment one will use in
combat in line with the aforementioned principle of physical exercise. This
allows the soldiers to build physical strength, based upon the muscles that are
important for the soldier in order to function well in combat situations. As a
bonus, this will also increase the psychological strength of the individual soldier.
McCoy (2007) argues that physical strength and mental strength relates closely
to each other.
out is that everything the Norwegian Army do is training, and therefore all
training must be of high quality and be effective (GIH, 2005). Asak (2006) writes
about the handling of military experiences. The models outlined by Asak will
link experiences to the knowledge and further towards the preparations and
conduct of operations. Asak points out that this is something that is not
satisfactory in the Norwegian Army today.
standardized tests with a measuring device, such as one does in the Norwegian
Armed Forces, these tests put great demands on technical performance.
However, it is also possible to perform strength tests in various technical ways,
which undermines the validity of the tests (Bahr, Hallen, & Medbo, 1991). The
3000-meter running test was introduced in the Norwegian Armed Forces in 1980
as the main measuring tool on aerobic endurance and fitness. Similarly running
tests have been used in most other NATO countries. The intention was that
during a soldier's mandatory conscript military service the individual soldier
should complete the 3000-meter running test three times. This would provide
answers to whether the soldiers achieved the desired running persistence during
their service period. Previously a bicycle ergometer test was used to measure
endurance, but this test was too resource-intensive and contained too many
errors. The 3000-meter running test is viewed today as an indirect assessment of
a soldiers physical form, although one does not have sufficient research to
substantiate this. There is also doubt that this test provides an accurate picture of
maximal oxygen uptake (Bahr, Hallen, & Medbo, 1991; Dale et al., 1979).
Discussion
If we compare the before mentioned physical tests with the thinking that
physical requirements are easier because of available assistive technology, we
can state that the demands of war for the modern soldier has been reduced.
Sverre Bratland (Boe, Kjrstad, & Werner-Hagen, 2012) who during WWII was a
platoon leader in a British military unit wrote that even the most well-
educated soldiers also became affected psychologically and tired during the
war. Bratland (1954) also stated that the physical condition was crucial as to
whether you broke down or not. On the other side, McD Sookermany (2008)
claims that there is reason to assume that the demands of today's soldiers are at
least as large as before. He speaks here about the demands of robustness, i.e. a
physical hardiness (Aandstad & McD Sookermany, 2008). When one reads that;
The Norwegian Army should educate and train individual soldiers in the
conflict environment it operates in - both nationally and internationally. It is a
goal for the Norwegian Army to be equipped with personnel and units that can
cope with major stresses and simultaneously solve missions (GIH, 2007a, p. 4,
authors translation). When seen against the statement that it is essential to give
the individual soldier and unit the necessary basic physical skills that will enable
them to make the right decisions and solve both mandatory and unforeseen
military tasks, one start to grasp the importance of physical training (NIH/F,
2006).
conduct of operations also changed. This also changed the military profession,
since the core is to master the most complex operations, i.e. combat. Borkhus
further describes today's conflicts as more complex, and confirms that the
character of war and thus the demand of war have changed. As an example of
this change, in maneuver warfare with a complex situation picture, one is
dependent upon speed to win. Speed relates to situational awareness and the
physical and psychological available resources. We can say that this indirectly
impose greater demands on the individual to perform in this type of operations.
This also changes the demands of war, i.e. the requirements to cope with
combat.
A new challenge for soldiers in current operations is the weight of the
equipment that soldiers use in operations and in combat. To train soldiers to
carry this extra weight is a crucial factor for how well they will cope (Knapik,
Reynolds, & Harman, 2004). This affects the physical demands placed on
soldiers in the direction that it has become more difficult to be a soldier today. If
one only looks at the physical requirements, they have become harder for the
soldier.
To return to the demands of war, Hjellset (2003) writes that in
conventional warfare the soldiers' physical capacity and performance is seen as
an operational constraint in any military organization. Hjellset shows that
previously physical capacity was decisive for operational capability. McD
Sookermany (2008) argues that sport is part of the military legacy, since it is
logical that the soldier depends on their body to perform. Throughout history,
physical form has been regarded as a prerequisite for a good army and thus also
for a good soldier (GIH, 2007b). Marshall (1947) supports this when he argues
that it is essential to maintain a healthy body as a soldier faces the demands of
war.
Moreover, Marshall argues that willpower and physical strength is
something that goes hand in hand. Without a sufficient physical capacity, one
will not have an equally strong willpower, and both of these will have to be
present to survive in combat. If a soldier does not function in combat, the unit
will lose the battle. Although Marshalls book is from WWII, it shows us that
soldiers of all times will have to have a trained body to survive in combat. It also
shows that the basic principles of the demands of war are the same, since a
satisfying physique must be present. Experiences form WWII was that training
and education had to be realistic, and the content of the training had to be in line
with the demands of war. This means that the education of the single soldier and
physical robustness is part of this.
The introduction of the reformed Norwegian Armed Forces with its
focus on international operations has probably changed the ideal of what it
means to be a good or skilled soldier. The Norwegian Armed Forces have gone
from a focus where the task was to create power in a battle, to the ability to
create tempo as the main focus. This change is also supported in that the BME
(Sfvenbom & McD Sookermany, 2008) is desired to anchor the training in the
Norwegian Armed Forces in a more scientific perspective in the wake of this
shift of focus. In today's soldiers, a greater range of skills is demanded and the
individual has become more independent (GIH, 2005, Skaret, 2006).
well with the finding that aggressiveness training is important in order to face
the rigors in combat (Boe & Ingdahl, 2017; Boe & Johannessen, 2015). The reason
for this is that there exists a clear link between aggression and the ability to
exercise physical effort.
Conclusion
The research question in this article was the following: Is the current
understanding of physical training in the Norwegian Army relevant for the demands of
war in contemporary military operations abroad? In an attempt to answer our
research question, we have discussed three factors: 1. Has the physical demands
of the soldier changed when one looks at the demands of war of modern
military operations? 2. Is the Norwegian Army's viewpoint on physical training
relevant compared to what other nations have experienced? 3. Is the physical
training in the Norwegian Army relevant, compared to the demands arising
from participating in modern military operations?
The first challenge is that that the Norwegian Army does not seem to
learn fast enough. Other nations have made their experiences from operations,
operations that are physically demanding, have made changes in their views on
training and thus also their specific training and their physical requirements.
Their experiences are just as relevant for the Norwegian Army. Especially the
Danish military experiences we think are relevant for the Norwegian Army. This
since we are culturally similar and our armed forces are relatively equal, in both
capacities and sizes. The two principles of bottom up and train as you fight
is appropriate in relation to how other nations also look at their training.
However, the challenge in Norway is that this is not enough reflected in how the
Norwegian Army conducts physical training. Both these principles highlight the
robustness and realism as important, and here we think the Norwegian Army
still has more work to do.
At the same time the demands of today's operations has become harder
physically for the individual soldier. An example of this is Knapik, Reynolds,
and Harmans (2004) issue around equipment weight. Another factor in this is
the requirement for physical and mental capacity in order to cope with combat.
The speed of operations is higher today and therefore one is dependent on more
capacity to be faster and to make the best decisions in order to win. Since the
physical and mental are so closely associated as Marshall (1947) and McCoy
(2007) claims, preparing a soldier physically is even more important today.
Today in Norway we also have a disadvantage with the soldiers entering
into compulsory service compared to before. The Norwegian Armed Forces tests
skills that are questionable in terms of the values and gains that are provided
from the tests. This goes for both strength and endurance. In addition, when
measurements show that the time spent on physical training does not lead to the
desired results as stated by the Norwegian Army, a conclusion is that the
Norwegian Army probably does not achieve what they want with their physical
training.
The complexity of the role of the soldier and the Norwegian Armed
Forces understanding of the physical demands is hampering the effort to
educate Norwegian Army soldiers to be able to cope in domain of war in the
Acknowledgements
The authors wish to thank Senior Lecturer Merete Ruud at the
Norwegian Military Academy for valuable help with the language of this work.
The views expressed in this article are those of the authors and do not represent
any official position held by the Norwegian Armed Forces.
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Alexander Franco
Stamford International University, Graduate School of Business
Bangkok, Thailand
Introduction
The incorporation of media technology into the traditional classroom and into
blended courses has allowed for the use of films to teach lessons regarding
business. This is in addition to the reality that new generations entering higher
education have increasingly come to obtain their knowledge by audio-visual
means as much, if not more so, then through the printed word (Addams, Fan, &
Morgan, 2013; Bates & Poole, 2003; Ballera, Lukandu, & Radwan, 2014; Butler,
Zaromb, Lyle, & Rosediger, 2009; Callender & McDaniel, 2009; Champoux, 1999;
Dunphy & Meyer, 2012; Huczynski & Buchanan, 2004; Jones, 2004; Parker, 2009).
This study is divided into three parts. The first is an empirical analysis of
reading and film watching patterns of a sample of MBA students. The second
part provides a literature review that explores the subject areas being studied by
those who use or advocate movies to teach lessons about business. The third part
presents the framework for a blended course since such a course structure is
highly conducive to the watching and analysis of films.
Literature Review
Exploring the possibility of using film for educational purposes has occurred
almost since the creation of cinema itself (Hansen, 1933; Sumstine, 1918; Wood &
Freeman, 1929). The body of literature addressing the use or analysis of films to
study particular subjects is large and expanding. Subjects include
communications (Kavan & Burne, 2009; criminology (Rafter & Brown, 2011),
culture (Belton, 2013; Bodnar, 2003), economics (Bookman & Bookman, 2009;
Macy & Terry, 2008; Valentine, Mujumdar, & Elkhal, 2012; Whaples, 2014),
ethics/morality, (Downing & Saxton, 2010; Gillett, 2012; Good, 2008; Kowalski,
2012; Norden, 2007; Shaw, 2012), history (Carnes, Mico, & Miller-Monzon, 1996;
Hughes-Warrington, 2007; Marcus, 2007; Marcus, Metzger, Paxton, & Stoddard,
2010; OConnor, 1987; Smyth, 2006; Toplin, 1996), human development (Harper
& Rogers, 1999), international relations (Engert & Spencer, 2009), journalism
(Ehrlich, 2004; Good, 2008); law (Bergman & Asimow, 1996; Greenfield, Osborn,
& Robson, 2001; Huang, 2008), mathematics (Borko & Pittman, 2008; Polster &
Ross, 2012), philosophy (Cox & Levine, 2012; Falzon, 2002; Gilmore, 2005;
Livingston & Plantinga, 2009), psychology (Anderson, 1992; Bolt, 1976; Hyler &
Moore, 1996; Nissim-Sabat, 1979; Young, 2012), religion (Marsh, 2007; Marsh &
Ortiz, 1998; Watkins, 2008), social issues (Benshoff & Griffin, 2009; Russell, 2009),
and strategy (Huczynski, 1994).
2. Business ethics (Arsenault, 1998; Belden, 1992; Berger & Pratt, 1998; Chan,
Weber, & Johnson, 1995; Dunphy, 2011, 2013; Dyl, 1991; Higgins & Striegel, 2003;
Kester, 2013; Kester, Cooper, Dean, Gianiodis & Goldsby, 2012; Teays, 2015).
3. Entrepreneurship (Eikhof, Summers, & Carter, 2013; Hang & van Weezel,
2015; Higgins & Striegel, 2003; Llander, 2010; van Gelderen & Verduyn, 2003;
Zampetakis, Lerakis, Kafetsios, & Moutakis, 2015).
5. Lifestyle choices within the business world (Coupe & Sansolo, 2010; Frymer,
Kashani, Nocella, & Heertum, 2010; Levinson, 2012; Naremore, 2004; Shugan,
2006; Theberge, 1981; Thomas & LeShay, 1992; Younkins, 2014).
Table 1: Frequency of reading books* (What was the last time you finished reading a complete book?)
_____________________________________________________________________________________________
Period of Time Male (#) Male (%) Female (#) Female (%)
_____________________________________________________________________________________
A week ago 1 1 0 0
A month ago 4 4 3 2
3 months ago 12 12 9 8
Table 2: Frequency of watching films* (What was the last time you finished watching a complete film?)
_____________________________________________________________________________________
Period of Time Male (#) Male (%) Female (#) Female (%)
_____________________________________________________________________________________
A week ago 28 29 21 18
A month ago 68 70 90 79
3 months ago 1 1 4 3
Table 3: Preference of Films Over Books (Would you prefer watching a film over reading a book in
order to learn lessons about the business world?)
_____________________________________________________________________________________
Preference Male (#) Male (%) Female (#) Female (%)
_____________________________________________________________________________________
Yes 63 65 66 57
No 12 12 19 17
Not sure 22 23 30 26
_____________________________________________________________________________________
Total 97 100% 115 100%
_____________________________________________________________________________________
This study chose the timeframe of a blended (or hybrid) course. Blended courses,
which are growing in popularity around the world, are designed wherein an
equal portion of the face-to-face time spent in the traditional classroom between
the teacher and the student is allocated with web-based, online resources, and
other technologies for learning at home and preparing for face-to-face sessions
(Arbaugh 2010; Bicen, Ozdamli, & Uzunboylu, 2012; Bleed, 2001; Carre, 2015;
Garrison & Kanuka, 2004; Garrison & Vaughan, 2008; Hew & Cheung, 2014;
Keengwe & Agamba, 2014; McGee & Reis, 2012; Tseng & Walsh,
2016). The goal is to provide for more effective and efficient learning by
providing for more adaptive and personalized instruction that is customized to
suit the learning style, speed, and capabilities of the learner and to encourage
greater interactive participation so that the learner encounters a more
meaningful learning experience (Bonk & Graham, 2006; Cho & Cho, 2014; Lim &
Morris, 2009; Tseng & Walsh, 2016; Woo & Reeves, 2007).
A blended course within the timeframe of five weeks (six hours on five different
Saturday, face-to-face classes) was used for the development of this course. This
is based on the blended course structure in the international university whose
MBA population was surveyed in this study. (Note, however, that flexibility
exists for a similar blended course that is not as concentrated in time, say, for
example, eight weeks.) Two films would be assigned for each week: one to be
viewed and analyzed at home (with a discussion in the morning session of the
Saturday class) and a second to be viewed and analyzed in the afternoon session
of the face-to-face Saturday class. A paper, answering specific questions
germane for each specific film, would be required. Grading would consist of
these papers (totaling ten) as well as class participation in the face-to-face
discussions. This ensures that students will learn from the cinema world while
also improving their writing and speaking communication skills. Each film is
linked to specific scholarly articles that are to be read and referred to in the
respective papers.
Only feature films were selected and not documentaries since both have
distinct differences as to style and approach. Films convey ideas subtlety
through fictional story lines and characters that provide escape;
documentaries are direct and formal.
Three films would be available for each of the following five subject areas
chosen as result of the literature review: cross-cultural managerial issues,
business ethics, entrepreneurship, managerial leadership, and lifestyle
choices within the business world.
The instructor would choose the movie, in each subject area, that will be
shown in the face-to-face portion of the weekly session; students would
be allowed to choose from one of the two other movies to view and
analyze at home.
The films chosen are limited to about two hours each to make them more
manageable as to viewing and analyzing at home and to allow for
sufficient discussion time during the Saturday afternoon, face-to-face
sessions.
Films that minimize profanity and adult content were chosen to conform to
school standards and to student sensitivities. Using this criterion, for
example, the film Wall Street (1987) was chosen over The Wolf of Wall Street
(2013) which re-defined the word gratuitous. Moral considerations over
learning from organized crime personalities exempted the Godfather movie
trilogy (1972, 1974 and 1990) and films such as Scarface (1983) and American
Gangster (2007), to cite a few examples.
Films were chosen from the rich span of cinematic history despite the
perception by many contemporary students that black-and-white films
belong in a museum.
Gung Ho (1986) involves the clash of two corporate cultures when a Japanese
corporation purchases an auto manufacturing plant in Pennsylvania. Lost in
Translation (2003) portrays an aging actor from the United States who goes to
promote a whisky brand in Japan and becomes a stranger in a foreign land.
Outsourced (2006) deals with an American novelty products salesman who goes
to India to manage an office after his department is outsourced to that country.
Business ethics:
1. Wall Street (1987)
2. The Insider (1999)
3. Margin Call (2011)
Entrepreneurship:
1. Glengarry Glen Ross (1992)
2. Tucker: The Man and His Dream (1988)
3. The Founder (2016)
Glengarry Glen Ross (1992) depicts the behavior of four real estate salesmen who
are pressured by their corporate office to meet their sales quota at all costs.
Tucker: The Man and His Dream (1988) portrays the struggles of entrepreneur
Preston Tucker to create and market the 1948 Tucker Sedan. The Founder (2016)
presents the story of how Ray Kroc, founder of McDonalds, built the company
into a multinational, billion-dollar franchise empire through creativity, ambition,
persistence, and a degree of ruthlessness.
Managerial leadership:
1. Executive Suite (1954)
2. Twelve Angry Men (original 1957 version)
3. Thirteen Days (2000)
Executive Suite (1954) depicts the inner struggle for executive control of a
furniture company after the president unexpectedly dies. Twelve Angry Men
(1957) deals with twelve jurors deciding on a case. The film demonstrates skills
of leadership, communication and consensus building. Thirteen Days (2000)
recalls the leadership and decision-making challenges of the Kennedy brothers
as they explored and analyzed different recommendations to deal with the
Cuban Missile Crisis of 1962.
In The Man in the Gray Flannel Suit (1956), a businessman in post-World War II
America struggles to find a balance between his career and his family. The Devil
Wear Prada (2006) depicts a recent college graduate whose life is consumed in
working for the demanding editor of a fashion magazine. Up in the Air (2009)
focuses on a corporate downsizer who re-examines his philosophy of isolation
and non-commitment.
Each movie would have questions that are specific to the context of that
particular film. Students would be required to answer the questions, in writing,
while also referring to specific scholarly material related to the subject matter.
For example, questions and references for the film The Insider (1999) would
include:
Jeffrey Wigand did become a whistleblower, but he only became one after he was
fired. In your opinion, does this make any difference? Is he a hero to you? Why
or why not?
You have a nice job with very good compensation and you have a future in your
company. However, you are convinced that company activities are harming
people in some significant way (e.g., exposing the environment to some toxicity).
Would you whistle blow if no one in the company responded to your concerns?
Why or why not?
There are two other major characters in the movie beside Jeffrey Wigand: Lowell
Bergman and Mike Wallace, both within CBS. What is your opinion about these
two characters? Do you think that CBS acted in an ethical matter when they
decided to edit out Wigands interview from the original 60 Minutes broadcast?
Did this film affect you emotionally in any significant way? If yes, how so and
why?
What did you learn from this film? How could you apply the new knowledge
from this film to your life and career?
2. Near, J. P., & Miceli, M. (2016). After the wrongdoing: What managers should
know about whistleblowing. Business Horizons 59(1), 105-114.
4. Van Es, R. (2003). Inside and outside The Insider: A film workshop in
practical ethics. Journal of Business Ethics 48(1), 89-97.
Films can serve as a pedagogical tool to bring subjects alive and to provide for a
rich context of analysis by way of well-written scripts with good characters, and
good acting. The use of film, along with other media, is particularly useful for
blended courses which are structured for
significant commitment by the student as to self-study. While a student in
another blended course may decide not to fulfill reading assignments, a student
in the course developed for this study cannot forsake viewing and analyzing
films at home or in class since this task affects the bulk of the course grade. Time
management is structured and maintained by requiring a series of papers to be
written (in this case, two per week). Discussion of films during the face-to-face
sessions primarily would be in the form of elicitation of commentary rather than
reliance on commentary that is made voluntarily. This provides for further
incentive to carefully watch a film.
Because of the stakes involved, future research should monitor the gradual
implementation of blending courses in order to assess the perceptions and
experience of students and the level of learning motivation as well as learning
outcomes and achievement (Owston, York, & Murtha, 2013; Tseng & Walsh,
2016). In addition, purposive designs of blended courses should be based on a
learning partnership built on an iterative process of reflective practice and post-
intervention, leading to continuous improvement (Aycock, Garnham, & Kaleta,
2000; McDonald, Straker, Schlumpf, & Plack, 2014; Owston, York, & Murtha,
2013; Tseng & Walsh, 2016; Vaughn, Cleveland-Innes, & Garrison, 2013).
Following the implementation of the blended course proposed in this study, its
impact should be empirically assessed as to factors such as student perception,
experience, and overall academic outcomes. A meta-analysis of over one million
students by Moskal, Dzuban and Hartman (2013) indicated that improved
student satisfaction and learning success were vital for the continued adoption
and implementation of blended courses. Empirical verification of enacted hybrid
courses, by way of an iterative framework, can allow instructors to facilitate
learning and improve their communication skills.
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Susan Rauchwerk
Lesley University
Cambridge, Mssachusetts, USA
Introduction
Kkalama helps the other children in her group draw the hop-scotch spaces
using only multiples of three as the teacher instructed. She hums the counting
song she learned yesterday and tosses her rock which lands on the number 12.
She hops while her group excitedly shouts 3, 6, 9, 12! Firew, the student
recorder, asks how many spaces it took to get to 12. Together they count 4, and
Firew scratches 3x4=12 in the dirt. Simhal is next, it lands on 21, and they start
the process over. In the distance Kkalamas hears her brother Abush count 5, 10,
15, 20 as he jumps rope with another group across the yard. She helped him
practice at home last night, will he make it to 100?
Kkalama and her classmates are participating in Ethiopia Speed School, an
accelerated learning program for out-of- school children between the ages of
eight and fourteen, living in rural or remote areas of Ethiopia, who have never
attended or who have dropped out of school. Students cover the first three years
of the national curriculum in just ten months, and prepare to rejoin government
schools at the third or fourth grade level. In this model, students spend a good
portion of each day moving through the curriculum independent of the teacher,
playing games designed to encourage collaboration and stimulate learning
through both the mind and the body. Speed School leverages successes from
other accelerated learning models (Longden, 2013, Stansbury, 2001, Westbrook,
et al., 2013) and supplements the academic module with parent and community
engagement groups that catalyze long term support for their childrens
education.
Speed School refers to an accelerated learning program funded by the
Liminos fund which is Managed by Geneva Global. Faculty in the Center for
International Education at the University of Sussex serve as the evaluators for
this project. At the time of this review, University of Sussex reports focused only
on Ethiopia Speed Schools where 85% of the more than 100,000 Speed School
children have transitioned to, and remained in Ethiopia government schools.
(Legatum Foundation, 2006-2017).
This paper provides background on schooling in Ethiopia, a brief overview
of Speed School success, and closely considers the impacts of play and play
pedagogy within the Speed School curriculum.
The Speed School curriculum uses the same Ethiopian government textbooks
and Minimum Learning Competencies (MLCs) for grades 1-3 in literacy skills,
Amharic, English, environmental science, and mathematics that are used in
traditional government classrooms. Yet, Speed School graduates comprehension
and aptitude levels are much higher than peers in government schools. Speed
School graduates exceed their government school peers on placement exams.
Ethiopia woreda (district) and kebele (neighborhood) officials, school principals,
and even the students themselves recognize this, highlighting greater
motivation, better attendance, classroom participation, and good behavior as
contributing to their success (University of Sussex, 2016b).
Method
This paper uses a narrative literature review. Speed School evaluation reports
written by the Centre for International Education at the University of Sussex,
United Kingdom, and research on the role of play in learning were reviewed.
Search criteria were developed based on a critical review of the documented
teaching practices and learning outcomes articulated in Speed School program
evaluations, as well as research about learning through play and primary
research on play-based learning. Search criteria focused on play in an academic
setting, including social/emotional and cognitive learning in relation to learning
standards and expectations. Criteria such as play pedagogy, play-based
learning, playful learning, play and learning, and learning through play formed
the nexus. Play referring to recess, sports, athletics, fitness, and outdoor group
games were excluded. Literature that provide a foundation for understanding
the Speed School learning model were identified using the same narrative
review process. Search criteria included accelerated learning, educational
development programs. sub-Saharan Africa education, out-of-school children,
Ethiopia education, indigenous learning, and youth at risk. Learning outcomes
related to self-help and social capital were not examined. Qualitative analysis of
evaluation reports, empirical research about play, and accelerated learning
programs for at-risk youth resulted in the identification of four key topics that
are discussed; what play looks like; talk, movement, and materials. The study is
intended to provide a clear look at the structures and outcomes of Speed School
that relate to play in the context of current research. The scope of the study is
limited as it does not look at research that disputes the effectiveness of the
model, or of play as a pedagogy.
where 60-100 children learn through lecture and drills. Speed School facilitators
serve as the primary teacher for small classes of 25 students, allowing for
individual attention and follow up (University of Sussex, 2016b). In Speed
School, communicative strategies are embedded within the interactive
pedagogic practices that include group work, questioning, teaching resources,
using a local language as medium of instruction, lesson planning, and sound
explanations.
Even in the hands of less experienced teachers, pupils engage with the content
through a variety of activities that include social interactions, ensuring that
learning far more likely to take place. An Ethiopian student who successfully
transitioned from Speed School to the local government articulated how these
multiple modalities supported her learning. The difference between Speed School
classes and here [government school] is in the Speed School we learn and re-learn the
points until all of us understand... the teacher explains but [in government schools] there
are teachers who simply write notes and do not explain (University of Sussex, 2016b,
p. 90). In addition to the 21day training prior to the start of the ten-month
program, facilitators receive professional development, ongoing supervision,
and evaluation, factors known to be critical supports in teacher preparation
(Beare, Marshall, Torgerson, Tracz, & Chiero, 2012). This model translates
directly to student success (University of Sussex, 2015).
Play as Pedagogy
A pedagogy of play is central to the Speed School curriculum, evolving in
sophistication as children move through grade levels in months rather than
years. For example, in a grade one lesson on numeracy, children learn how to
follow directions and work with others while playing counting and sorting
games with natural objects. By grade two, children engage in discourse and
argumentation through ball-tossing games that teach multi-digit operations and
probability. In grade three, students might construct tools and toys that illustrate
fractions, multiples, or relative events over time. In the process of designing and
building these objects, students learn to analyze reflect, and revise. Play is
essential to the success of the Speed School model at all levels, providing a
framework for cohesive learning experiences and inspiring creativity, risk-
taking, and initiative. With a focus on small group play, students not only catch
up on their basic skills, they become proficient learners (University of Sussex,
2016a; Mardell et al., 2016). The power of this approach is illustrated through
this students comment; We were learning like playing and the things we learned as
play have remained inside us like heritage. (University of Sussex, 2016b, p. 76).
Play conjures up images of children using toys to create and tell stories,
running, laughing, negotiating rules, etc. We see it as tactile and kinesthetic, and
synonymous with exuberance and creativity. Play is usually associated with free
time rather than school, however research shows that play paves the way for
learning, leading to cognitive and social maturity. When there are other children
to play with and adults who can encourage and guide children to play
effectively with each other, play inspires and even drives learning (Bodrova &
Leong, 2010; Smith, 2009). Play as a medium for learning promotes foundational
skills, making it possible for children to achieve higher levels of mastery of
specific academic content (Bodroba & Leong, 2010). Collaborative play builds
cross-curricular knowledge and skills by making the most of students
backgrounds, promoting a safe learning environment and encouraging
inclusiveness and constructive feedback.
In Speed Schools, play is a platform for communication between teachers and
students where teachers actively draw upon students life experiences and
promote an environment where students feel safe and supported, ultimately
leading to positive student outcomes. Play provides a pedagogical framework
(Baker, et al., 2016) that shapes both the social structure and content delivery
within the Speed School classroom. Classrooms are interactive, and learning is a
process rather than an outcome (Krug, 2011). In Speed Schools, the
student/teacher paradigm shifts from authoritative to collaborative, from
teacher- centered to student-focused. Speed School facilitators emphasize how
learning happens and are shaped by their own experiences and understanding
of the teaching and learning process. Communication with students is the
priority, and play is at the center of that communication (University of Sussex,
2016a).
Talk
In Speed School, using the learners first language and familiar context
provide cultural relevance and encourage questions and critical dialogue with
peers and teachers. Talk is rich and deep when play is at the center of a balanced
curriculum. Speaking or presenting in front of a group builds self-esteem and
confidence (Heckman & Rubinstein, 2001). Structuring lessons around games
and activities in small and large groups generate social interactions and helps
students build communication skills. In the process of developing a skit, song,
dance, or story, students learn to think, explain, and reflect. As differences of
opinion arise, they negotiate, building interpersonal skills, and learn how to
substantiate their claims with evidence.
Sharing reflections, discussing ideas, asking questions, brainstorming,
presenting, and responding are all ways in which facilitators generate student
talk through play scenarios. Speed school teachers allow freedom of expression
and tolerate levels of noise and movement, encouraging active participation of
students in the teaching and learning process (University of Sussex, 2016a).
Movement
Physical play stimulates learning through multiple modalities which, in turn,
helps to deepen and codify understanding (Cutter-Mackenzie & Edwards, 2013;
Thomas, Warren & deVries, 2011). The Speed School program encourages
students to interact with and learn from people and the environment around
their school.
Working with tools or artifacts such as soil samples or stalks of corn; exploring a
local farm, blacksmith, potter, or market; playing with toys they construct from
found materials; and dancing and singing as they recite numbers or phrases are
some of the ways Speed School incorporates movement. Even a simple activity
such as flash cards require students to engage different cognitive pathways to
express and process knowledge. Working with peers, community members, or
text to verify the information that goes on each card; the physical act of writing
and drawing on the card; learning to read the card and respond to the prompt;
singing or acting out what is on the card; and taking turns to respond all
stimulate physical and cognitive processes that use and generate memory in the
mind and body (NAEYC, 2012).
Materials
While the government textbook is the sole reference point for the Speed
School curriculum, facilitators adapt the content for play pedagogy; local
materials such as clay, stones, and treesas well as chalk and paper are used
regularly to augment learning and make it meaningful (Westbrook, et al., 2013).
One Speed School facilitator links learning to many concrete real life examples in
the local environment, taking students outside to use the open space and maize
stems, and presenting the material in an alternative form for students with
special educational needs (University of Sussex, 2016a). Children learn naturally
from interacting with materials, and exploring and playing with everyday
objects leads to flexible and sophisticated thinkers (Gopnick, 2012). Tactile and
kinesthetic learning increases student understanding, and playing with these
materials whether through manipulation, interaction, or construction
increases learning opportunities (Klebanoff, 2009).
Discussion
In Speed Schools, play serves as a foundation for learning. Ethiopian
government teachers and school officials recognize that Speed School pedagogy
is better at providing students with the knowledge and skills they need to
succeed. (University of Sussex, 2016b, p. 76). Through classroom talk, physical
movement, hands-on materials and social engagement with classroom
facilitators/teacher, peers and community members, Speed School students
acquire the skills and dispositions of life-long learners. Not only does this
enable them to succeed within the Speed School model, but positions them to
succeed and even excel in the more standardized learning environments of
Ethiopian government schools.
Practices described by the University of Sussex as the key strengths of the
Speed School pedagogygroup work, questioning, hands-on materials,
demonstration and explanation, use of native tongue, and flexible planning
illustrate how the pedagogy of play also supports social constructivism
(University of Sussex, 2016a). The student- centered learning environment of
Speed School encourages peer-to-peer learning. Speed School students learn in
classrooms where facilitators/teachers take on more democratic and less
authoritative role. Learning from facilitators who are from their own
communities, and who share the same language and culture make the culture of
play more accessible to both facilitators and students. Constructivist play
pedagogy encourages students to test out ideas and build skills that form and
maintain quality relationships, resulting in a commitment to social engagement
and learning (Burriss & Burriss, 2011). Despite the lack of more formalized
teacher training, facilitators are able to establish opportunities for social
interactions which, in turn, makes learning more accessible to students.
(University of Sussex 2016a, p.3).
Individual and group play focused on problem solving and project work
stimulate more complex thinking and processing than listening to a lecture or
reciting text (WISE Channel, 2015). As children interactwhether in agreement,
discussion, or argumentationchildren engage in social interactions that
traditional approaches and settings rarely achieve (Westbrook, et al., 2013).
Many forms of play require social interactions which, in turn, provide students
both the opportunity and the time to engage, think, and rethink. Play enables
children to make connections to units of study, encourages social nature of
learning, and invites transfer of knowledge from life to classroom and vice versa
(Mardell et al., 2016). Children are experts at play. Starting in infancy, they
naturally interact with the world and others through play (Smith, 2009). Speed
school takes advantage of this innate skill, helping students become active,
independent learners and problem solvers through hands-on, interactive
activities, games, and toys. Rather than passively sitting and receiving
information, students develop games, toys, and activities that serve as both
assessments for student understanding and as a resource for further learning. In
the process, students transfer new knowledge into a different medium, enabling
visualization, and relate meaningfully and creatively to abstract concepts
through active participation. By incorporating play, Speed School facilitators
help learners to engage in complex thinking and manipulate concepts on
multiple levels. Play encourages students to construct knowledge rather than
memorize facts (University of Sussex, 2016a).
This report shows how play serves as an important pedagogical approach to
learning in Speed School. The incorporation of play across the curriculum fosters
the development of independent learning that can contribute to students long-
term academic success.
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Burriss, K. & Buriss L. (2011). Outdoor play and learning: Policy and practice.
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Baker, M., Krechevsky, M., Ertel, K., Ryan, J. Wilson, D., Mardell, B. (2016). Playful
participatory research: An emerging methodology for developing a pedagogy of play.
Retrieved 1/12/17 from http://www.pz.harvard.edu/resources/playful-
participatory-research-an-emerging-methodology-for-developing-a-pedagogy-of-
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Ball, D. L., & Forzani, F. M. (2010). What Does It Take to Make a Teacher?. Phi Delta
Kappan, 92(2), 8-12.
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Beare, P., Marshall, J., Torgerson, C., Tracz, S., & Chiero, R. (2012). Toward a culture of
evidence: Factors affecting survey assessment of teacher preparation. Teacher
Education Quarterly, 39(1), 159-173.
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Cutter-Mackenzie, A., & Edwards, S. (2013). Toward a model for early childhood
environmental education: Foregrounding, developing, and connecting knowledge
through play-based learning. The Journal of Environmental Education, 44(3), 195-213.
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Dinsmore, J., & Wenger, K. (2006). Relationships in preservice teacher preparation: From
cohorts to communities. Teacher Education Quarterly, 33(1), 57-74.
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Ethiopia Speed School Fund. (2015). Pedagogical Review if Speed Schools. Retrieved
5/29/17 from http://luminosfund.org/media/32505/20151201-ss-eth-
pedagogicalreviewdecember2015-v10.pdf
Federal Democratic Republic of Ethiopia Ministry of Education(FDRE). (2016). General
education. Retrieved 7/4/17 from http://www.moe.gov.et/general-education
Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small group
instruction promote reading success in all children. Learning Disabilities Research &
Practice, 16(4), 203-212.
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Gebreselassie, G. (2012, Jan. 20). Educating Ethiopians to develop Ethiopia retrieved 7/4/21
from http://www.tigraionline.com/articles/article120118.html
Gopnik, A. (2012). Scientific thinking in young children: Theoretical advances, empirical
research, and policy implications. Science, 337(6102), 1623-1627. http://DOI:
10.1126/science.1223416
Heckman, J., & Rubinstein, Y. (2001). The importance of non-cognitive skills: Lessons
from the GED testing program. The American Economic Review, 91(2), 145-149.
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Klebanoff, A. (2009). Block Party: Legos in the Library. School Library Journal, 55(7), 24-26,
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Essays on Learning and Teaching, 4, 103-106.
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Harvard Graduate School of Education Project Zero website
http://pz.harvard.edu/resources/towards-a-pedagogy-of-play.
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Ethiopia; Research monograph 1. Retrieved 5/29/17 from
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Countries. Final Report. Education Rigorous Literature Review. Department for
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[Learning World: S5E24, 2/3]. Retrieved 5/29/17 from
https:/www.youtube.com/watch?v=h8xZSuQoC-c&feature=youtu.be&t=59 .
Zulyadaini
Batanghari University, Indonesia
Introduction
Mathematics is a subject that is learnt at all levels of education in
Indonesia it is started from primary school level to university level. Through the
study of mathematics, the students will learn how to give reason critically,
creatively and actively. Because mathematics is abstract ideas that contain
Research Methodology
This study is a Research and Development (R & D). Sugiyono (2014: 333)
argues that, methods of research and development is the research methods used
to produce a specific product and test the effectiveness of the product. In this
study, the results of the product is in the form of teaching materials in the form
of Students Worksheet (LKS) which is based on Contextual Teaching and
Learning (CTL) on the material of Form Algebra Factoring for Junior High
School students of Grade VIII. The Students Worksheet which is based on the
development of Contextual Teaching and Learning (CTL) on the material of
algebra factorization follows the ADDIE model. ADDIE Model consists of five
steps, namely: (1) analysis, (2) design, (3) development, (4) implementation, (5)
evaluation.
Based on the above chart it can be seen that the percentage of eligibility
of the students worksheet the highest rank is on the CTL approach aspects, the
aspects of the layout, and the clarity of writing which are equal to 80% and the
lowest rank are in the aspect of layout and the clarity of the text with a
percentage of 70%. The results of the assessment have been done by the design
experts on all aspects of the assessment are in the category of a Decent and
Very Decent. Based on the results of these assessments, the design of the
students worksheet quality is declared as Valid.
Based on the chart above it can be seen that the percentage of eligibility
of the students worksheet gets the highest rank in the design aspects of the
display which is equal to 94.2%, the second rank is the aspect of picture quality
with a percentage of 93.4%, the third rank is the aspect of the appearance and the
aspect of completeness of the component by a percentage by 90%, the next rank
with a percentage of 86.67% is on the aspects of font usage, and the last rank are
the aspects of the layout and the aspect of layout with a percentage of 80%. The
results of the assessment have been done the experts of media in all aspects of
the assessment are in the category of a Decent and Very Decent. Based on
the results of these assessments, the quality of the students worksheet on its
media is declared as Valid.
Based on the results of recapitulation above, it is known that the
individual testing gained an average of 4.75 so that the total is included in the
criteria Very Well. Eligibility of the Students Worksheet is included in the
category of Very Decent with a percentage of 95% was obtained. In addition to
the analysis of overall score it can also be known the students worksheet
assessment every aspect. The aspects questionnaire individual assessment
testing includes aspects of design display, aspects of size and fond character,
aspects of the layout, the aspect of clarity of learning objectives and instructions
for using the students worksheets, the aspect of clarity, aspects of the suitability
of the picture, the aspect of suitability image and exercise, as well as aspects
systematically.
2) Field Trial
Field trial was conducted on 23 students in one classroom students.
Field trial was conducted to look at the quality of the students worksheet
based on aspects of practicality. In this phase the students were given the
worksheet which is designed by the researcher for the learning materials.
After using this worksheet, the next phase was that the students were given
questionnaire to assess the students worksheet. The questionnaire consists of
13 statements based no 1 to 5 scale. The scale category is (1) for "Less", (2) is
"less", (3) is "enough", (4) is "good" and (5) was "excellent".
The subject of field test was the eighth grade student was obtained an
average total score is 4:43 which is included in the criteria Very Well.
Eligibility of the Students Worksheet is included in the category of Very
Decent with a percentage of 88.6%. In addition to the analysis of overall
score it can also be known that the students worksheet assessment from
every aspect. The field trials aspects of assessment in questionnaire consists of
the presentation of the material aspect, aspects of relevance to everyday life,
aspects of the concept of conformity with the purpose of learning, aspects of
language use, CTL approach aspects, aspects of information and the students
worksheet aspect of existence.
d. Evaluation
The last step is to evaluate the students' worksheet on the subjects of
algebra factorization which have been developed based on the results of experts
assessment sheets of material, the experts of design, the experts of media,
individual testing, small group trial and field trials. The results of the evaluation
are as follows:
1) Expert of Content
Based on the recapitulation of the students worksheet which was
validated by the subject matter experts obtained an average score of 3.81
which is included in Good categories. While is calculated by percentage it
is found 76.2% of the students worksheet which is included in the category of
Very Feasible to be used in the classroom as a learning material. Based on
the results of these assessments, the quality of the students worksheet is
declared as Valid.
The revisions of the students worksheet have been done based on
based on the recommendations of the subject matter experts. The
recommendations are (1) Eliminating of all the images in the answer box and
the conclusion box in the students worksheet, (2) Adding the assessment
criteria and the way of processing the score resulting from the appraisal
process on the authentic assessment sheet. Then the revisions of the students
worksheet based on the recommendation of the subject matter experts has
been done with their recommendations are (1) Changing the item of number
3 which was previously "How is the length and width of Anggas durian
garden? Please answer the question in algebraic formulation. It is changed
into "How is the length and the width of Budis rambutan garden? Please
answer the question in algebraic formulation, (2) Adding the activity on the
material of algebra multiplication into two activities. The first activity is
related to multiplying a number by algebraic binomial form and the second
activity is associated with the multiplication rate of two, (3) Changing the
item of distribution on activities 5 into a division item which is simpler, (4)
Changing the Question of number 4 on an individual exercise become more
simpler division item.
Adding the remarks of component in all parts of the students worksheet, (5)
Replacing the column of "SCIENCE" becomes keywords which is listed in the
beginning of section of the students worksheet, (6) Changing the color
column becomes a white color to be simpler, (6) Making the boxes empty
with blank spaces in order to make easy the students in answering the
questions.
3) Expert Media
Based on the recapitulation of the students worksheet validation which
was done by the expert of media obtained an average score of 4:43 that is
included in Good category. While it is calculated by percentage 88.6% it is
included in the category Eligible to be used as a learning material in the
classroom. Based on the results of these assessments the quality of the
students worksheet is declared as Valid.
4) Individual Trial
Based on the recapitulation of the evaluation worksheets on individual
testing of three eighth grade students and it is found an average score of 4.75
which is included in the Excellent category. While it is calculated by
percentage the students worksheet gets 95% thus included in the category of
Very Feasible to be used as a learning material in the classroom. Based on
the result of the individual trial there is no revision on the students
worksheets.
6) Field Trial
Based on the results of the evaluation recapitulation of the students
worksheet in field trials of 23 students in one classroom of the eight it is
obtained an average score of 4:43 which is included in the Excellent
category. While it is calculated by percentage it is found 88.6% of the
students worksheet which is included in the category of Very Feasible to
be used as a learning material in the classroom. Based on the result of these
assessments the quality of the students worksheet is claimed as Practical.
Based on the result of the small group trial there is no revision on the
students worksheets.
2. Discussion
Development of Student Worksheet (LKS) based on Contextual Teaching
and Learning on the material of algebra factorization which is developed by
using ADDIE development model. ADDIE Stages include: 1) Analysis, 2)
Design, 3) Development, 4) Implementation and 5) Evaluation.
The development phase begins with the analysis which includes
competency analysis, analysis of student characteristics, and analysis of the
material. At this stage the researcher tries to find out the problems that causes of
the low results of Mathematics subject at SMPN 9 Muaro. After conducting
observation by interviewing one of the mathematics teachers in the eight grade
and it is found that one of the causes of the problem lies in the students
worksheets used in the classroom. The students worksheet used in the
classroom by students is only contains the material and the questions that are
still monotonous. The content of the students worksheet is presented briefly and
using instruction of the language that is difficult to comprehend by the students.
It is resulting to the students motivation in learning the material of algebra
factorization. The examples and practices used in the students worksheet is only
symbolic and there is no correlation between the material of algebra
factorization to students' daily lives. The heavy use of mathematical symbols in
the material of algebra factorization makes the students tend to memorizing all
these symbols without deeper understanding on the actual concept of learning
algebra factorization. Based on the case study above the researcher decided to
develop a students' worksheet based on Contextual Teaching and Learning on
the material algebra factorization.
The next stage is designing of the product. In this step the researcher
collected information related to the development the students worksheet such
as collecting books and sources on the material of algebra factorization.
Designing of the basic framework of the students worksheet and drawing up
the assessment sheet of the products.
The next stage is developing of the product. In this step the researcher
developed the product through several measurements such as (1) arranging the
students worksheets based on the Standard of Competency, the Basic
Competency, the Learning Objectives and Learning Indicators on the material of
algebra factorization, (2) arranging the materials, (3) determining the
assessment tools, and (4) paying more attention on the structure of the students
worksheet including the title, the standard of competency, the basic competence,
learning indicators, learning objectives, maps conception, tasks and exercises, as
well as assessment.
After constructing of the students worksheet the next stage was
conducting a product validation. The product validation was conducted by two
experts of design and media. The purpose of validation is to see the quality of
the students worksheets based on the aspect of validity. The first validation was
done by a subject matter expert. In this process of validation the expert
conducted assessment on the questionnaires. Questionnaire for subject matter
experts composed of five aspects, namely the precision of the content, accuracy
aspects of the scope, the content, aspect of understanding, the aspects of the use
of language and the aspects of completeness of the component.
After being revised by the experts further assessment was made by the
expert of design. In this validation process the experts assessed on the
questionnaire that has been provided. Questionnaire for the expert of design
consists of three aspects, namely the aspect of display design, layout and clarity
of the writing aspect as well as the aspects of CTL component.
After being revised by the experts further assessment was conducted by
the experts of media. In this validation process the expert assessed on the
assessment tools of the questionnaire that has been provided. Questionnaire for
expert of media consists of six aspects, namely the aspect of display design,
layout and layout, the aspects of font usage, the aspect of image quality aspects,
the aspects of the appearance and the aspect of completeness of the component.
The next stage is the implementation of the product. In this stage the
revised students worksheets based on the assessment of the experts have to be
tested. The trial was conducted to determine the quality of the students
worksheet based on the aspects of practicality. The test was done in three stages,
namely individual testing, small group trial and field trials (field try-out).
The next stage is a small group trial. The object of this field trial was 6
students of the eight grades who have different learning ability of high, medium
and low. The assessment was conducted on the mathematics classroom.
Researcher asked students as respondents to provide an assessment of the
students worksheet by filling out a questionnaire that has been provided. The
questionnaire used consisted of 15 statements. The next stage is a field trial. This
stage is the last stage in the assessment process of the students worksheet. The
object of the field trial was 23 students form one class of the eight grades. At this
stage the students worksheet has been completely revised and used in the
learning process. Then the researcher asked the students to give an assessment
of the students worksheet by filling out a questionnaire that has been provided.
The questionnaire used consisted of 13 statements. The purpose of the field trial
is to look at the quality of the students worksheet based on the aspects of
practicality.
The last stage of research and development is evaluation. The evaluation
was conducted to collect data on the phases of the students worksheet. The data
were obtained as follows:
1) The assessment was conducted by the expert of subject matter of the
students worksheet get an average total of 3.81 which were included
in the rating categories of "Good" and if it is presented 76.2% thus
included in the category of "Very Decent". Thus the students
worksheet d is declared Eligible based on an assessment in terms of
material. Based on the result of this assessment the quality of the
students worksheet is as Valid.
2) The assessment was conducted by the expert of design gets total score
of 3.62 is included in the rating categories "Good" and if it is presented
72.4% that was included in the category of "Eligible". Thus the
students worksheet is declared Eligible based on an assessment in
terms of design. Based on the results of these assessments the quality
of the students worksheet is declared as Valid.
3) The assessment was conducted by the expert of media gets an average
total of 4:43 which is included in the assessment categories of "Good"
2. Recommendation
Based on the feasibility of the students worksheet, the weaknesses of the
students worksheet and the limitations of the study the researcher provides
some advices of the utilization of the students worksheet and for further
development of the students worksheet as follows:
1. The students worksheet which is based on CTL needs to be developed
more widely that is the materials presented not only discuss one subject
matter, but also covers an expanded material.
2. The students worksheet needs to be developed further in terms of
exercises items. Variations of exercises items could maximize the use of the
students worksheet.
3. For the next researchers the field trials should be carried out more widely.
Trials are not only carried out in one school and in one classroom, but also
the field trial should be held in more than one school and more than one
classroom.
4. For the researchers the students worksheet assessment should not only be
seen from the aspect of validity and its practicality but also it should be
seen from the aspect of the effectiveness of the students worksheet.
5. The students worksheets which have been developed is expected to be
effectively used in Junior High Schools which has similarities
characteristics of the field tested school.
References
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Effect Mechanism and Practice Curriculum. Jakarta: Performance Library.
BSNP. 2006. Content Standard for Primary and Secondary Education Unit: Competence
Standard and Basic Competence SMP / MTs. Jakarta: BSNP
MONE. 2008. Teaching Material Development Guide. Jakarta: Ministry of
Education. DRIs, J. and Tasari. 2011. Mathematical Volume 2 for SMP and MTs
Class VIII. Jakarta: Ministry of Education.
Elaine B. Johnson. Contectual 2009. Teaching and Learning: Making Teaching
Learning exciting and Meaningful. Bandung: Kaifa.
Hasibuan, Idrus. 2014. Learning Model CTL (Contextual Teaching and Learning).
Logarithm Vol. II, No. 01
Hasratuddin. 2014. Learning Math Now and Upcoming Character Based. Didactic
Journal of Mathematics, ISSN: 2355-4185, Vol. 1. No. 2. Kemendikbud. 2014.
Mathematics. Jakarta: Kemendikbud.
1. Introduction
Countless of research works have been written about the teaching-learning
process. It is commonly known that to master the language, EFL learners need
to be skillful enough at the four language skills namely, listening, speaking,
reading and writing. This latter appears to be the most difficult language skill
to be acquired by EFL learners and even by native speakers since it requires
much time and effort.. In this vein, teaching/ learning how to write plays a
crucial role in language teaching/ learning classrooms. Though it is important,
many EFL students face a serious number of difficulties that prohibit them
from constructing satisfactory essay writing. In this respect, the following
research questions are designed:
is the ability to produce meaningful correct sentences with the appropriate use of
vocabulary items and obeying certain rules of words arrangement. In this light,
an undertaken study done by Qaddumi (1995) shows that EFL students face
difficulties in finding ways to employ the different types of sentences and the ill
use of some cohesive devices.
In the eyes of Halliday and Hasan (1976) the concept of cohesion is a semantic
one; it refers to relations of meaning that exist within the text, and that define it
as a text (p. 4). Put simply, cohesion is the relation that exists between lexis and
grammar, i.e., Endophoric relation, as well as how grammar and vocabulary
facilitate the understanding of sentence sequences within a text, that is,
Exospheric relation.
It was emphasized by Bailey (2003) that text cohesion refers to the clarity and
readability in which the writer needs to establish a link through the use of
various cohesive devices including: reference, ellipsis, substitution, conjunctions
and lexical cohesion. In this respect, Cox et.al (1990) found that good readers
tend to use the aforesaid cohesive devices more wisely and appropriately than
poor readers do. Such a result indicates that reading plays a significant role in
acquiring the art of writing.
Vocabulary serves a key the requirement for ideas to flow in the right ground. In
this regard, many researchers in the field attempt to identify the reason behind
such a difficulty. Hemmati (2002), interviewed thirty (30) Iranian EFL student
writers concerning vocabulary difficulties in their writing. He finds that these
learners have difficulties in both linguistic and performance. That is to say, these
writers lack the linguistic knowledge of the target language along with the
inability to perform this knowledge into appropriate contexts. He concludes that
the lack reading and the writing practice into the English language are the main
reasons behind such a difficulty. It is safe to add that EFL learners encounter
various writing difficulties in terms of grammar, spelling and punctuation. The
following section is devoted to discuss the sources that affect these learners from
achieving appropriate essay writing.
play. Thirdly, there are some learners who are uncertain to show their
productions; they shadow their weaknesses and convince themselves not to
carry on writing as they feel a beforehand failure. In order to decrease this, EFL
teachers are invited to bring relaxed topics to make their learners feel at ease to
voice their thought, Dornyei (2005).Anxiety is another issues among these
learners as it most of the time engenders to negative attitudes towards the
writing into the target language. Hence, instructors need to establish what is
called writing habit among these students.
5. Research Participants
The selected participants taking part in this research work are second year LMD
(Licence.Master. Doctorate) students with their C.W.E (Comprehension of
Written Expression) teachers. The former are thirty (30) informants; 14 males
and 16 chosen at random and are enrolled in the academic year of 2015-2016.
The latter are five teachers of C.W.E course; 3 males and 2 females, who have
taught this course for at least four years period of time.
6. Research Instruments
The investigator has used three research tools to cross check the research
hypotheses that are the questionnaire; being administered to students, the semi-
structured interview for C.W.E. teachers and students essay writing analysis.
The researcher has designed the questionnaire wisely in terms of form and
content to make each enquiry clearly understood in students mind. For C.W.E.
teachers, the researcher used the semi-structured interview to bring variety in
terms of research instruments from one hand; and from the other hand to collect
rapid answers and the researcher can ask for clarifications and further
interpretations. The third research tool employed in this study is used to record
evidences about students drafts.
7. Data Analysis
input for EFL learners in which this input is for one reason or another can be
retrieved for fulfilling different purposes. The same instruction was asked to
students in students questionnaire and the same idea was said. All what have
been discussed above is going to be summarized in table and bare graph.
Influence L1
into the Lack of
writing of Reading
L2 60%
20%
Low Writing
Practice
2O%
It is wiser to mention that EFL learners and C.W.E teachers are called to
combine their efforts to make the teaching and the learning process goes in the
right way. In this light, the following section covers some practical suggestions
and recommendation the remedy coherence and cohesion difficulties and to
promote the teaching of C.W.E.
9. Conclusion
To sum up, constructing essay writing in the target language is not a trouble-free
task to do and an easy activity to handle. It requires much time and effort. EFL
learners are subject to meet different essay writing difficulties that hinder them
from building effective essays. In this concern, the researcher has conducted an
empirical study which takes place at Tlemcen University with second year
L.M.D students of the English Language Department. To collect data, the
investigator has used the questionnaire, semi-structured interview and students
essay writing analysis as research instruments that help the researcher to gather
and record data both quantitatively and qualitatively. It was reflected that these
learners meet difficulties in coherence and cohesion, and the source of such
difficulties are due to the lack of reading. It was recommended that in hope to
unveil and remedy these difficulties, EFL students are called to build their
reading and writing habits and the above suggestions are of great importance
for these learners to construct effective essays.
References
Baily, S. (2003). Academic writing: A practical guide for students. New York, Routledge.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A questionnaire of the
research. In The American Society for Engineering Education, Atlanta, GA.
Blanchard, K., & Root C. (Ed.) (2004). Ready to write more: From paragraph to essay (2nd ed.).
New York, Longman.
Cox, K.E., & Guthrie, J. T. (2001). Motivational and cognitive contributions to students
amount of reading. Contemporary Educational Psychology, 26, 116 131.
Damiani,M.F., Alves, C.V.P., Frison, L.M.B., & Machado, R.F. (2011). Diagnosis and
analysis of academic writing problems of students of pedagogy. Language and
Teaching Journal, 14, (2), 455-478.
Derewianka, B., & Jones, P. (2012). Teaching language in context. Melbourne:
Oxford University Press.
Dornyei, L. (2005). The psychology of the language learners: Mahwah, New Jorzy: Laurence
Ulbanm Associates.
Droga, L., & Humphrey, S. (2003). Grammar and meaning. An introduction for
primary teachers. Berry, NSW: Target Texts.
Fvero, L.L. (Ed.). (2010). Textual cohesion and coherence (11th ed.). Sao Paulo: Atica.
Freidlander, A. (1997). Composing in English: effects of a first language on writing in
English as a second language. In B. Karoll (ed.), Second language writing: Research
insight for the classroom (pp. 109-125). Cambridge: Cambridge University Press.
Halliday, M., & Hassan, R. (1976). Cohesion in English. London: Longman.
Harmer, J. (Ed.). (2006). How to teach English (5th ed.). Addison Wesley: Longman
Limited.
Harmer, J. (Ed.). (2007). How to teach writing (5th ed.). Person Education Limited.
Hemmati, F. (2002). Vocabulary problems in the EFL writing of Iranian students: Taxonomies
and strategies (Doctoral dissertation). University of Essex, UK.
Joyce, de Silva. H., & Feez, S. (2012). Text-based language literacy Education:
Programming and methodology. Putney, NSW: Phoenix Education.
Kouch, I. G. V. (2004). Introduction to textual linguistics: Trajectory and great themes. Sao
Paulo: Download Fonts.
Kroll, B. (Ed.). (1997). Second language writing: Research insight for the classroom (6th ed.).
Cambridge: Cambridge University Press.
Lee, I. (2002). Teaching coherence to ESL students: A classroom inquiry. Journal of Second
Language Writing, 11 (2), 135-159. Retrieved from
http://wenku.baidu.com/view/2344e230b90d6c85ec3ac652.html
Qaddumi, M. (1995). Textual deviation and coherence problems in the writing of Arab students
at the University of Bahrain: Sources and solutions ( Doctoral dissertation).
University of Nottingham, UK.
Raims, A. (1998). Teaching writing. Annual of Applied Linguistics, 18, 142-167.
Rose, D., & Martin, J. (2012). Learning to write, reading to learn: Genre, knowledge,
and pedagogy in the sydney school. Sheffield: Equinox.
Storch, N. (2007). Investigating the merits of pair work on a text editing in ESL classes.
Language Teaching Research, 11 (2), 143-159. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/1362168807074600
Tribble, C. (1997). Writing. Oxford: Oxford University Press.
Introduction
Word problems -- the bane of high school algebra students! Often word
problems cause anxiety and confusion, leading to the fear and dislike of
mathematics for many high school students (Chapman 2002; Haghverdi &
Wiest, 2016; VanSciver, 2008) lasting throughout their mathematics careers.
Word problem angst negatively influences how students perceive not only
mathematics, but also science, technology, and engineering as well (Didis &
Erbas, 2015; Kribbs & Rogsowsky, 2016; Sisco-Tayor, Fung & Swanson, 2014;
VanSciver, 2008).
The word problem hurdle has not been conquered. While there is much
literature on elementary (1-6th grade) strategies (Boonen, Van der Shoot, Van
Wesel, De Vries & Jolles, 2013) Depaepe, DeCorte, & Verschaffel, 2010; Moreno,
Ozogl, & Reisslein, 2011, Nortvedt, Gustafsson & Lehre, 2016), there is little
research on secondary Algebra I (8-12th grade) strategies (Bush & Karp, 2013;
Haas, 2005; Jitendra et al., 2013). Since students are still struggling with
understanding word problems, it was imperative to find a solution.
One answer to the word problem angst lies in changing our pedagogy in
summary, how word problems are introduced and taught. In secondary
education, word problems should be approached as would any other algebraic
skill; that is, in an organized unit, where word problems are categorized by
content (type) and level of difficulty. After a review of current practices and
multiyear classroom experience, three problem areas needed to be addressed in
the unit: organization, scaffolding, and practice/assessment. Within the unit,
word problems should be organized by decoding difficulty (conversions of
words to algebraic expressions) and computational difficulty. Another essential
component to the solution of word problems is scaffolding. This involves going
from the simplest type of word problem to the more difficult in two arenas:
variable-identification complexity (predefined to non-defined plus) and
relationship complexity (development of the equation). Finally, the Explain-
Practice-Assess or EPA strategy needs be utilized. This EPA strategy gives
teachers the opportunity to take the class as a whole and make it progress to
mastery of word problems; thus, bringing every student along with this learning
so every student can succeed.
After a review of current practices, three problem areas were found. These areas
are identified below and are followed by a presentation of a viable solution.
Textbook pedagogy mirrors what has been generally taught in the classroom. In
a survey of the major Algebra I textbooks, including Addison-Wesley, McDougal
Littell, Houfflin Mifflin, Hickory Grove, Holt, Rinehart and Winston, and Scott-
Foreman, it was found that textbooks varied widely in the extent to which word
problems were explained. The number of exercised examples that were
practiced and assessed also varied in the major texts (not including
supplemental material). On average, three word problems per content topic
were addressed, and these were predominately add-ons at the ends of the
lessons.
Consider the following three word problems that demonstrate the difficulties
encountered in the current practice of teaching word problems (as explained
above):
Word Problem 1: Two more than three times a number is equal to thirty
minus that number. Find the number.
Word Problem 2: One complementary angle is ten more than the other.
Find the measures of these two angles.
Word Problem 3: Izzie has seven more dimes than nickels. Altogether she
has $2.95. How many nickels and dimes does she have?
In all these word problems there is the vocabulary component changing words
to algebraic expressions and equations. However, word problems should be
grouped by considering the degree of transference and computational difficulty.
In Word Problem 1, it is more or less simply a translation from words to an
algebraic equation. In Word Problem 2, two things must be considered when
writing the equation. One consideration is writing the expressions for the two
angles involved (x and x + 10) and the second is showing how these two angle
This resulted in a variety of disjointed word problems at the end of most lessons
which supported a lessons content, but did not aide in students ability to
master solving word problems. Once again, students did not have the
opportunity to see and appreciate one approach before having to apply another.
Nor were students giving the opportunity to practice and internalize one
approach to mastery. By not categorizing word problems by content difficulty,
students were presented with a challenge that was impossible for all but the
brightest.
A Viable Solution
In summation, after a careful analysis of current teaching practices, three areas
in which the approach to word problems can be strengthened were identified:
(a) organization by difficulty of comprehension and computation (including
decoding), (b) scaffolding, and (c) the EPA strategy (Explain, Practice, and
Assess) (Holmes et al., 2017).
As reviewed earlier, most modern algebra texts deal with word problems as a
totality, where a smattering of varied word problems appear at the end of an
exercise set. Because similarities among these problems are not emphasized,
students cannot easily determine/identify the solution method required. Word
problems do not appear distinct, separate from one another, and have no
common solution pattern (method of solving the problem). By classifying word
problems by type, this lack of solution and strategy continuity is eliminated.
Scaffolding. Word problems should start with the simplest type and gradually
work up to more difficult problems. Scaffolding is not readily apparent in the
traditional treatment of word problems; in most cases, an assortment of word
problems of vastly different difficulty levels is attached to the end of a lesson.
Within that smattering of word problems, the students are never given the
chance to start at the beginning and take simple steps towards the
understanding of how to do word problems. The students are taught how to
approach the content lesson, but not how to approach the solving of word
problems in general the skill that they lack and that needs to be developed.
After extensive study of the word problems often encountered involving one
equation and one unknown, one possible organization scheme (Holmes et al.,
2017) begins with a variable that is predefined and scaffolds up to a variable that
is not predefined and involves additional vocabulary or content knowledge. The
following exemplify this progression:
These three word problems exemplify one possible way to scaffold simple word
problems involving one equation with one unknown. These word problems are
scaffolded two ways: variable-identification complexity (predefined to non-
predefined plus) and relationship complexity (development of the equation).
In this sequence of word problems, students moved from the simplest to a more
difficult form.
final equation becomes 2x +2(2x) = 48. The final example is the most complex,
requiring the monetary relationship between the total value of the two-dollar
tickets and the five-dollar tickets: 5x equals the monetary value of the $5 tickets
and 2(2x) equals the monetary value of the $2 tickets; their sum is $45, resulting
in the equation 5x + 2(2x) = $45. In addition, care must be given to keep all
monetary values in either dollars or cents, especially when introducing this level
of complexity.
Multiple practice exercises should be provided, so that the students can practice
what they are learning discretely, meaning the students are given the
opportunity to master each level of word problem before proceeding to the next
level. Three practices are suggested. With the first practice, students will make a
variety of mistakes; this is to be expected. In the second practice, students have
corrected the previous errors and perhaps make new ones. In the third practice,
the hope is that students will have mastered this limited lesson the one type of
word problem introduced. Should a fourth practice be required, the first practice
can be re-used. In this way, students are very clearly given the opportunity to
master the material at each step, leading to success and a positive attitude
toward word problems.
The final step involves assessment to determine level of mastery. The assessment
should mirror the practices. The only real hurdle in the EPA strategy is to
harness the involvement of the student. As long as the students are engaged in
the process, mastery is assured. If students practice one thing, repeatedly, with
teacher monitoring, they will succeed.
By classifying word problems based upon similar strategies and teaching each
type in succession, students begin to recognize patterns which facilitate
comprehension of the words; they see how each type of word problem can be
written algebraically. When word problems are not categorized, but en masse,
with every word problem being different, students have a harder time
recognizing and then attacking the problems. The repetition and categorizing of
the word problems assist the learning process.
As always the numbers used in these word problems are kept manageable. This
facilitates understanding rather than time spent on challenging arithmetic.
Unfortunately this may lead some students to guess at the answer, bypassing the
equation altogether. For each type of word problem, the variable must be
identified; the equation must be stated; and the question must be answered.
Insistence on these three steps prevents students from taking a shortcut that will
harm them when presented with more complex word problems later.
Conclusion
In support of this treatment of word problems, there is anecdotal evidence
available. One of the authors has used this pedagogy for over eight years and
has met with substantial success. Students have achieved significantly better
mastery of word problems and no longer avoid them. Students no longer
struggled or expressed frustration and dislike for the word problems.
Classroom assistants, including one who worked with Algebra I students for
many years, commented that this method of tackling word problems gave
students an opportunity to experience success not otherwise found. This
assistant saw that these students were understanding word problems, doing
well on assessments, and displaying a much more positive attitude than in the
past. This method has been explained in detail in the textbook, Now, I Can
Understand Algebra, and is being piloted in several schools in western
Michigan. While the success has been mostly anecdotal, this next step will
provide empirical evidence.
In this article, examples were provided for one equation, one unknown word
problem types, but this same treatment (categorizing, scaffolding, EPA) can be
applied to many different kinds of word problems (e.g., functions including
linear, quadratic, and cubic; two equations, two unknowns; and percentages).
The word problem unit described here gives students the opportunity to
develop word problem skills from the beginning and provides a good
foundation for future word problem study. These skills can be transferred to
more complex problems, which involve applying strategies to new concrete and
abstract situations.
References
Introduction
The late 1970s saw a rapid increase in international students from Saudi
Arabia (SA) entering universities in the United States (US). In the late 1970s, the
number of international students from Saudi Arabia (SA) in the United States
(US) increased rapidly 10,440 reaching a high of 10,440 in 1980/81. A period of
student population fluctuation followed until 1993/94, which was followed by
increases until 2001/02. In the 2002/03 academic year, enrollments dropped 25%
and continued to decline, reaching a low of about 3,000 students in 2004/05. In
2005/06, when participants in the newly-formed King Abdullah Saudi
Scholarship Program (KASP) began enrolling in US universities, the number of
Saudi students rose by 14%. With the scholarship program in place, the number
of students showed a dramatic rise in 2006/07 and SA appeared in the list of top
25 places of origin at #12. The years 2015/16 marked the first time since 2004/05
that Saudi students did not experience double-digit growth. In the 2015/16
academic year, 61,287 students from SA were studying in the US, up 2.2% from
the previous year with 2014/15 at 59,945 students (International Institute of
Education, 2016).
Although studies about male Saudi students in higher education exist,
there is a lack of studies about female Saudi students in higher education. As a
result of the KASPs focus on international education for both males and
females, along with King Abdullahs personal approval and support, and in
spite of the male guardian accompaniment requirement, 19,000 Saudi females
were studying at US universities and colleges in 2012 as compared to 800 in 2004
(Kono, 2013). Middle Tennessee State University (MTSU), an approved
institution under the Saudi Arabia Cultural Mission (SACM), saw a significant
increase in the number of Saudi male students in graduate programs in 2010/11
along with a comparable increase of Saudi females in 2013. Currently, more than
1,200 Saudi students are enrolled at MTSU. The Saudi government has reported
that KASP will run until 2020 which raises the question as to how (and if) these
globally mobile Saudi male and female international students will impact the
social, economic, and cultural transformation of Saudi society after acculturation
experiences in the non-segregated, mixed-gender society and academic contexts
of the US (Ahmed, M. A., 2015; International Institute of Education, 2016). As a
result, this study focused on the naturally-occurring experiences of Saudi male
and female international students living in the US and studying for the first time
at a US university.
Methodology
Because of the nature of the inquiry, the investigators utilized the action
research process and took a qualitative stance in examining and analyzing the
responses of SA international graduate students regarding adjustment
experiences that emerged during the acculturation (cross-cultural transition)
process over the first semester at MTSU. The qualitative approach in the action
research process necessitated that naturalistic inquirers employ various
collection modes to gather data from and about individuals within given
contexts. As a result, the qualitative approach taken in this study utilized
multiple forms of data for triangulation and coding processes and analysis
procedures in order to identify emerging themes and patterns of thought
resulting from examination, analysis, and categorization. Lastly, findings are
reported in a narrative that provides descriptive, interpretive accounts of the
naturally-occurring acculturation experiences of the SA international students as
they interacted in the non-segregated, mixed-gender society and academic
contexts of the US (Bogdan & Biklen, 2007; Corbin & Strauss, 2015; Craig, 2009;
Craig & Young, 2009; Young, 1994).
Thirty SA graduate students enrolled in a Masters in Education Degree
were invited to participate in the study by investigators (one male / one female).
Eleven SA international graduate students (seven males / four females) out of a
possible 30 agreed to take part in the study and signed a release form agreeing
to be surveyed, participate in a focus group discussion, write personal
reflections, and be interviewed. All participants completed a short demographic
survey in writing (English) regarding gender, major, and country of origin.
Next, participants took part in five open-ended interviews conducted orally and
recorded in written form (English) by a research team member. A male
researcher was paired with male SA students and a female investigator was
paired with female SA students. Oral interview questions solicited information
regarding: expectations prior to arrival and reality as compared to expectations,
significant differences in cultural practices in the US versus SA, gender roles
within the university classroom and society in general in the US as compared to
SA, most / least enjoyable activities, challenging or surprising happenings,
experiences with discrimination or stereotyping, communication with
Americans, changes in self, and level of well-being at various time intervals.
In addition, subjects participated in a focus group discussion
and recorded reflections in personal journals describing their experiences as
international graduate students living in the US for the first time and studying at
MTSU. The personal journal format encourages depth of reflective discourse and
is a form of personal reflection, thought, and reaction that differs from face-to-
face interaction and provides an opportunity for sharing personal thoughts and
ideas in an authentic and non-threatening format (Corbin & Strauss, 2015).
Investigators utilized coding for in-depth analysis of data sets. All data sets were
transcribed, coded, and organized according to emerging themes and patterns
(chunks of meaning) that revealed what participants thought and felt about their
naturally-occurring lived experiences (Bogdan & Biklen, 2007; Corbin & Strauss,
2015; Craig, 2009; Young, 1994) in the mixed-gender social and academic
contexts in the US as compared to society and academia in SA. These findings
provided an authentic glimpse into the complex experiences of both male and
female SA international graduate students studying and living in the US
regarding first-time interactions within non-segregated, mixed-gender social
and academic contexts with each other and also with other graduate students.
It was a great feeling that for the first time I studied in a different country and
different people regardless of gender. They are equal.
I think we are all equal at U.S. classrooms. We have to respect another gender.
They are the same in rights and duties.
They are very different. Boys are much preferred in S.A. For each gender we
had separate university.
Not different between genders. All of them has the same rights. It was so
perfect and they dont care about gender.
My impressions of the dress code and overall clothing style of U.S. university
students girls is cool and make the student comfortable when they did not have
formal dress. It is opposite what do in my country.
I think they have nice style specially girls. However, there is something I dont
like for boys when their pants come down.
Many times I see some students laugh when they see me because my cover
sometimes when I have presentation. I feel shy and they put me on stress.
Females do not teach males.
Here women drive. Female students are forbidden to drive and we are driven to
and from school.
We do not have school with boys. No male teachers in classes except with
remote delivery.
Our virtue is protected.
At home is tests and memory and different here with speaking much in class.
Students do not like hijab and stare or ignore me.
I can speak in class and sit with boys. I have no husband or S.A. males in
classroom. My friend is with husband in her class and does not want to speak.
It was the first time to travel out of home country for my wife. Honestly, she
doesnt like to stay here anymore and Im facing some difficulties with her. Im
trying to convince her to stay for one more year to finish her degree. My kids
like to stay and they have many activities.
The gender roles are very different. I do not feel much gender roles.
Genders are completely different in my country they are separate from whole
levels and every place.
In my home country the females university is decoupled from the University of
Males.
My country has a special culture and we have separate education. In my country
there do not have mixing in education.
Gender roles are nonexistent in U. S. and clothing is different with body
exposure acceptable for women.
I dont like sometimes U.S. men sitting next to S.A. women.
No dress code for woman. People wear whatever they want even if their
stomachs show.
I dont like when women wear short shorts and short dresses and clothes with
their midriff showing. A university should be a place to learn not to show your
body off.
Here everyone women too can dress up any style and they dont care about
specific style. It is opposite what do in my country - no rules at all for girls.
It is more open and too liberal than our community.
There (S.A.) the men and women are separate not equal and we have special
universities for each gender.
Genders are completely different in my country. They are separate from whole
levels and every place.
There is a lot of surprising things such as take how some people care of dogs
more than their children. They love dogs and respect them.
graduate students studying and living in the US for the first time. Future studies
might focus on the cross-cultural transition experiences of SA male and female
students educated in the mixed-gender classrooms of the US and their potential
impact on society and / or academia in SA upon return to the home country.
Furthermore, due to the lack of studies focused on SA women international
students in the US, and the significant gender-related cultural differences
between SA and the US impacting the acculturation process of Saudi women in
particular, future studies similar to this one focusing on the acculturation
process (cross-cultural transition) of Saudi international students, especially
female students, are warranted.
References
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Craig, D. V. (2009). Action research essentials. San Francisco, CA: Jossey-Bass.
Craig, D.V., & Young, B.N. (2009). Blog, blog, blog: Online journaling in graduate
classes. Tennessee Educational Leadership, XXXVI(2), 5-10.
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Kono, Y. (2013). Globally mobile Saudi students: Agents of economic, social & cultural
transformation. World Education News and Reviews. Retrieved from
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economic-social-cultural-transformation
NAFSA. Association of International Educators. (2014). The economic benefit of
international students 26.8 billion contributed; 340,000 U.S. jobs supported.
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