- Miresevini në CDE

Transcription

- Miresevini në CDE

2nd Albania International
Conference on Education
(AICE)
14 -15 November 2014
Proceedings
European dimension within national context
Tirana, Albania
EUROPEAN DIMENSION WITHIN NATIONAL
CONTEXT
2nd Albania International Conference
on Education (AICE)
Proceedings
14-15 November 2014
Tirana, Albania
EUROPEAN DIMENSION WITHIN NATIONAL CONTEXT
2nd Albania International Conference on Education (AICE)
Proceedings
Editorial Board:
Editor in chief:Bardhyl Musai, Prof. dr. Chair of the Steering Committee
Editors:
James Wile, Ph.D.
Tomorr Plangarica, Prof. dr.
Ines Shaba, M.Sc.
Ada Pilika, M.BA.
Review commission:
Claudia S Dybdahl, USA
Ema Kristo, Albania
Vivienne Baumfield, UK
Ulli Arnold, Germany
Etleva Lala, Albania
Willy Aastrup, Danmark
Eda Vula, Kosova
The translation of papers from Albanian into English is done by
authors themselves and CDE is not responsible for the translation
quality and grammatical errors.
Adresa:
Qendra për Arsim Demokratik
Rruga Jordan Misja, Pallatet Gener 2,
Tirana, Albania
Tel: 44 50 90 11
www.cde.edu.al
ISBN: 978-9928-133-02-1
GENRAL INTRODUCTION
INFORMACION I PËRGJITHSHËM
K
T
he 1st Biannual Albania International
Conference on Education was held on
December 14-15th, 2014 at the Center
for Democratik Education, Tirana, Albania.
The 2014 Albania International Conference on
Education was the gathering place for academicians
and professionals from Education and related
fields from all Albania and some European and
USA countries. The main goal of the 2014
Albania International Conference on Education
was to provide an opportunity for academicians and
professionals to come together and learn from each
other. An additional goal of the conference was to
provide a place to meet and interact with members
inside and outside their own particular disciplines.
The conference began on 13 November with four
thematic workshops. Plenary Session took place
on November 14 at Tirana International Hotel,
which was attended by His Excellency, former Mr.
Prime Minister Sali Berisha.
onferenca e 2-të Ndërkombëtare
Arsimore
të
Shqipërisë
zhvilloi punimet në Tiranë,
më 14 - 15 nëntor 2014. Konferenca
kishte për qëllim të nxiste dialogun dhe
komunikimin për çështje të ndryshme
të arsimit, ku profesionistët e arsimit
shkëmbyen përvoja dhe praktika përmes
diskutimeve ndërvepruese të nivelit të
lartë. Konferenca ishte një forum për
akademikët, hulumtuesit, pedagogët dhe
mësuesit të cilët paraqitën idetë e tyre,
projektet, arritjet dhe problemet me të cilat
përballen në punën e përditshme, sikurse
edhe shkëmbyen përvojat e tyre më të mira
dhe identifikuan sfidat e përbashkëta në
arsim. Konferenca i filloi punimet më datë
13 nëntor me katër workshope tematike.
Seanca Plenare u zhvillua më datë 14
dhjetor në Hotel Tirana International,
ku mori pjesë edhe Shkëlqesia e tij, ish
Kryeministri Z. Sali Berisha.
3
Folësit kryesorë
Keynote speakers
Profesor Vivienne Marie Baumfield PhD
Universiteti i Glasgout
Vivienne Baumfield është profesore e pedagogjisë, politikës dhe praktikës në Shkollën e
Edukimit, Universiteti i Glasgout dhe Dekane ndërkombëtare për Euroazinë dhe Azinë
Jugore. Fokusi i saj hulumtues janë qasjet në teoritë dhe praktikat e të nxënit dhe në
zhvillimin profesional të mësuesve si edhe në rolin e partneritetit shkollë-universitet, për
krijimin dhe transformimin e dijeve pedagogjike. Ajo është vlerësuese e artikujve shkencorë me karakter arsimor.
Professor Vivienne Marie Baumfield PhD
Universitety of Glasgow
Vivienne Baumfield is professor of pedagogy, policy and practice at The school of
Education, University of Glasgow and International Dean for Euroasia and South Asia.
Her research focus are approaches in leraning theories and practices, in professional development of teachers and the role of partnership school-university, for the creation and
transforming pedagogical knowledge. She is evaluator or research papers on education.
5
Profesor Dr. Dr.hc Ulli Arnold
Universiteti i Shtutgartit
Ulli Arnold është Profesor Emeritus i Universitetit të Shtutgartit dhe kryetar i bordit të
prodhimeve industriale dhe të menaxhimit të pajisjeve industriale, në po këtë Universitet.
Ka qenë dekan, anëtar i senatit të universitetit dhe folës i profesoratit të Universitetit të
Shtutgartit në vitet 2004-2008. Ai ka një veprimtari të pasur mësimdhënëse dhe ka qenë
profesor i ftuar në disa universitete në Suedi, Poloni, Francë, Zvicër, Ukrainë, Rusi, Kinë,
Vietnam, SHBA dhe Nehemia Gateway, Shqipëri. Ka marrë pjesë në disa projekte hulumtuese të Bashkimit Europian. Mban Kryqin e Meritës të Gjermanisë që nga viti 2010.
Prof. Dr. Dr. hc Ulli Arnold
University of Stuttgard, Germany
Ulli Arnold is Professor Emeritus of University of Shtuttgart and chair of Industrial
Goods Marketing and Supply Management / Business Administration, University of
Stuttgart. He has been Dean and Member of Senate: 2004 - 2008; Speaker of professorate Stuttgart University and Director of the Institute of Management, connected with
Stuttgart University during the years 2004-2008. He has a rich experience in teaching
and has been invited professor in some universities in the world, such Lund University /
Sweden; Lublin, Lodz /Poland; Straßburg /France; St.Gallen /Switzerland; Kiew, Donjez
/Ukraine; Saratov /Russia; JiaoTong University Shanghai, Renmin University Beijing;
Universities in Saigon /Vietnam; Arizona State University /USA; Nehemia Gateway University /Albania. He has participated in some research projects of EU. Chairman of the
Control Board of a Profit Organization and of Non Profit Organizations. Awarded with
Federal Cross of Merit, Germany (2010).
6
CONTENTS
PëRMBAJTJA
The effective system of the teachers’ performance evaluationin primary
school, low secondary and high school
Afrore LILA, Kosova
13
The education and development of students with key competencies an analysis
of the situation in the public schools and non - public “Nehemia” in Pogradec
Aida ANGJO, Albania
29
Implementation of strategies of the reading comprehension in the first
development cycle of elementary schools
Arbresha ZENKI-DALIPI, Macedonia
45
Improving democratic environment through schools and teachers based on
students’ opinions
Bahtije GËRBESHI ZYLFIU, Kosova and Petrit TAHIRI, Kosova
54
Mentoring approaches towards learning results for education students during
professional practices
Beatriçe GANI, Albania
66
Student’s attitudes towards self-assessment – A study conducted at the
Department of English Language and Literature, FLCC
Brikena XHAFERI, Macedonia
78
Need and the importance of 2-years higher Vocational Institutions in Albania
Dalina JASHARI, Albania
88
The European Dimension in school history teaching by reproduction in the
interpretation of the facts and historical events
Desara KARAJ, Albania
95
Problems encountered by Albanian students in Montenegro in their textbooks
Dritan CEKA, Albania and Anila JAKU, Albania
7
107
Educational television content and their relevance to lifelong education
Dritan CEKA, Albania, Vjosa IMERI, Kosova, Anila JAKU,
Albania and Shkëndije JASHARI, Kosova
121
Attitudes of people that are in lead of the Educational Institutions in
Prizeren municipality over the concepts and processes of managing,
administration and leadership
Driton IMAMI, Kosova, Zymer TAFAJ, Kosova and Fatos
TURKAJ, Kosova
141
Motivation- its effect in English language achievement
Edita BEKTESHI, Kosova
150
Professional development of teachers in basic education in Kosovo preparation and recognition with the new curriculum
Egzona HYSENI, Kosova
159
The evaluation of essays in English language
Elona MAZARI, Albania
170
European civilization and Albanian Identity
Emirjana ISLAMI, Albania
179
Exploring diversity in grade ten citizenship education textbooks: the
comparative case studies of Albania and Ontario, Canada
Eriola PEMA, Canada
189
The role of the techniques and methods of working in groups in the learning
process
Evjonda PYLLI, Albania
203
Assessment
Ferzilet BORIÇI PRIFTI, Albania and Ornela PASMAQI, Albania
210
The role of Computer-Assisted Language Learning (CALL) in the
development of Language Skills - A case in the Republic of Kosovo
Flora MALIQI, Macedonia
220
The impact of anxiety caused by the Matura exams in high school graduates
results
Flutura DERVISHI, Albania
234
8
The identity and the standard of the language of a nation
Greta JANI, Albania
243
The impact of teacher’s professional style in the outcomes of students’
learning
Hamit HOXHA, Albania
249
The impact of ICT on 6 and 7 grade students in the subject of mathematics
Jeta KINGJI – KASTRATI, Albania
253
Discutable issues and matters in language and literature teaching in
preuniversity education
Jolanda BIBAJ, Albania
272
Self-assessment’s students develops metacognition and influenced in learning
results
Jonida GRADA, Albania
279
Preliminary study about Animals Therapy to improved social behavioral in
kindergarten children
Lindita SELAMI, Albania, Eneida SINANI, Albania, Fejzo SELAMI,
Albania and Jonida MATOHITI, Albania
296
Types of supervision, monitoring and performance evaluation of teachers
Lon LASKA, Kosova
305
Leadership style preferences and their impact on teacher’s performance
Luiza ZEQIRI, Macedonia
319
For a successful teaching and learning
Luljeta PRENÇI, Albania
331
The establishement of pupils’ skills in creative teaching
Lulzime LUTFIU KADRIU, Macedonia
339
Just - in - time teaching and learning
Magbule MEJZINI, Kosova and Violeta BUZA, Kosova
345
The necessity of further development of engineering professional
post-secondary education in Albania
Mehdi SHEHU, Albania
355
9
Investigating the factors that cause anxiety in learning English speaking skills
among high school students of Gjilan-Kosovo
Mejreme YMERI, Kosova
365
Controversial issues about linguistic training of students through a written
evaluation in primary schools (survey results)
Meleqe KURSONI, Kosova
380
Current principal’s attitude on leadership and modern management in
elementary schools
Merita BANJICA, Kosova
394
A comparison between the present situation of spoken language of Mati and
the language of old writers
Merita HAS’HYSAJ, Albania
410
Improving the teaching of fractions through collaborative research
Merita HOXHA, Kosova and Eda Vula, Kosova
422
Patronymic of Gjakovars -The history of a city reflected in family surnames
Migena ARLLATI, Kosova
434
Use of e-learning and the effects in higher education – facilitation or
complication in the teaching and learning process
Mimoza SHAMOLLI, Kosova
443
Possibilities of the Implementation of Bilingual Education in Nehemia
School
Mirjeta HOXHALLARI, Albania
452
The impact of school development grants on student continuation rates with
reference to Kosovo
Nora TAFARSHIKU, Kosova
472
Concepts of citizenship: Perceptions of Kosovo School Students
Petrit TAHIRI, Kosovo and Bahtije GËRBESHI ZYLFIU, Kosova
486
Change managment in educational institutions in Kosovo
Ragip GJOSHI, Kosova
499
Adapting to the new gymnasium curriculum with teacher training for
chemistry and biology subjects
Saimir MUÇA, Albania
516
10
The process of learning English writing habits
Shpresë QAMILI, Kosova
541
Impact of topic work in the pupils’s motivation
Shqipe HAXHIHYSENI, Albania
557
Metamorphosis of Albanian legislation on European way
Sokol MËNGJESI, Albania and Klodjan SKËNDERAJ, Albania
571
Some problematic issues related to learning and teaching
Sonila ÇELA SEJDINI, Albania and Mirela HAJDARMATAJ,
Albania
584
The Reformation of Albanian pre-university education during 1944-1970
period
Valbona NATHANAILI, Albania
592
Pupils Attitudes and behavior to learning English language in Pre - University
school system
Valbona SOFTA, Albania
599
Factors that influence the learning and the successful teaching process
Valbona XHANI, Albania
608
The actual issues in using of assessment for small group work in the higher
education
Valentina HAXHIYMERI XHAFA, Albania
615
Harmonized school management: A product of law-based communication
behavior
(Management experience in Bdk High School, Berat, Albania)
Yzedin HAJDARAJ, Albania
624
The communication competence through the texts of the Albanian language
Zhuljeta CINGA LILO, Albania
636
11
The effective system of the teachers’ performance
evaluationin primary school, low secondary and
high school
Afrore Lila, MA
School Principal
School “Mileniumi i Tretë”, Prishtina
Abstract
The aim of this study was finding the best way in building an effective system for
evaluating teachers’ performance, in order for teachers to be motivated in improving their
teaching practices, to develop professionally and to increase work quality in schools.
The research results talk about the necessity of teachers to feel evaluated for quite
satisfactory motivation level in using new teaching strategies and professional progress,
as well a necessity to accept meaningful suggestions from evaluators for teachers that are
evaluated.
In general the study has contributed in solving the dilemma towards the usage of
the actual evaluation system where the teachers of case study agree and really evaluate the
criteria, standards and evaluators of their performance. This study helps for the protocols
of monitoring to be reviewed in the future, and that together with mentor teachers to
compile new strategies for the implementation of more effective system, among which is
also the impact of external tests’ results of TPE.
Key words: Teachers’ performance evaluation, staff development, teachers’
monitoring, mutual mentoring and teachers’ motivation.
Entrance
The success of an educational institution –School depends from the commitment
of the directors to ensure the quality of it and from the performances of people who
work in it. The effective evaluation of performance leads into teachers’ motivation and
intends to continuously improve the quality of teaching and that of the school work. But,
13
it is considered as one of the most complex duties for the head of the school, because
ensuring effective feedback, which can impact the professional development of teachers’,
is a challenging journey for an efficient leadership.
Meanwhile the traditional systems of evaluation, and even the present ones, often
are non-effective and don’t urge any satisfying level of motivation for teachers, because
most are based in some simple check lists without-dated evaluation criteria – simplified
evaluations, such as : “Needs improvements”, procedures these which fail to distinguish
the experience andexpertise between new teachers and seniors; with lack of sustainability
between the evaluators, and communication that starts from the highest hierarchy and
below.
In contemporary literature of evaluation, it’s distinguished a more constructive
approach which promotes two important purposes during performance evaluation, that of
ensuring the quality in teaching and teachers’ professional development, all this according
to Charlotte Danielson1 (1996). In fact, teaching framework piloting in public schools
in Chicago, designed from Danielson for qualitative teaching and teachers’ performance
evaluation in class, has documented benefits from using this approach. In the teaching
framework, according to Danielson it is noticed the presentation of sustainable definitions
for qualitative teaching, the opportunity of positive and beneficial communication with
teachers related to their practices in the classroom and focusing on the important things
inside the classroom for a qualitative teaching as an end result.
Building the policy of PE and reviewing different practices that will help build a
more efficient system of PE in school and raising the quality of education in general was
an encouragement for the “Mileniumi i Tretë” school director to work more thoroughly
on this study while seeing findings of performance evaluation initiations in model
school, to compare PE practisesin some US places, and in the manual lately designed
from MEST(Ministry of Education, Science and Technology) that will pilot to serve in
licensing process of teachers in Kosovo. All the analysis, comparisons of competences
and indicators which serve the model institution towards internationally known practises,
has helped in finding recommending solutions on what to evaluate in teachers from a
completely new point of view alongside my four year experience as a teachers’ evaluator
in “Mileniumi i Tretë” school.
LITERATURE REVIEW
A lot of studies have brought convincing arguments that the key to significantly
improve the students’ results is raising the teachers’ quality level. The question is How?
The mobilization of the American nation in 2009 with the motto: “No Child Left Behind
1 Charlotte Danielson is an internationally certified expert for teachers’ evaluation, who promotes teachers’professional development, Promoting Teacher Effectiveness and Professional
Learning, taken from http://www.danielsongroup.org/article.aspx?page=charlotte , on 5 February 2013
14
Act”2 is the most outstanding effort to improve the quality of teachers while requiring for
teachers to have the appropriate credentials at conducting their duties. The researchers
say that the experience is another key element in the quality of teachers, therefore they
emphasize the necessity in keeping some senior teachers. But, every school administrator/
director will indicate that appropriate credentials and class experience does not always
make learning equally effective.3 There is another rarely mentioned instrument which
is already in the hands of the administrators – Teachers’ evaluation. Reliable evaluation
systems are focused in teaching quality and serve as catalyst for teachers and also for
school improvement, all this according to Thomas Toch’s opinion, co director in The
Educational Department in Washington DC, USA.
Furthermore, in the same article with the title “Models that Improve Teaching”, are
given explicit standards of the Californian example. The Teacher Advancement Program
– TAP is a good model based in clear standards. TAP, established in 1999 from “Milken
Family Foundation”4 which is operated from the National Institution for Perfection in
Teaching- California, has made intensive evaluations in learning where as main element
was a full programme to strengthen learning, where other components were included, such
as, components of practice, carrier level, and the performance based on compensation,
similar with system of teachers’ licensing in Kosovo, which has started as pilot. TAP uses
a set of standards based on the work of the consultant Charlotte Danielson5 for practice
development. In the teaching framework, Danielson (1996)6 1.Divides learning in four
main categories: a)planning and preparation; b)teaching and learning environment; c)instructions,
and d)professional responsibility; where she gives 22 main competences (starting with the
knowledge gained during learning in designing different ways to motivate students to
learn); 77 indicators/ skills (such that explain how and when to use groups of students
and the most efficient manners to get feedback from students). Also, Danielson compiled
a set of columns with details for evaluators on how to know what teachers do or should do
it but don’t do it to gain one of the 4 levels of evaluation, from the lowest to the highest.
Here is expressed the fact of teachers’ evaluation on how they direct the questions in the
class, on the basis of high level of thinking.
From this we can come to a conclusion that the multiplicity of strategies, methods
and techniques that are used in teachers’ evaluation without doubt will give better results
on evaluation efficiency, and what’s more in raising the quality of work in school.
• How is an efficient system of teachers’ performance evaluation applied in primary
schools and high schools?
• In fact, in a study form was on the function of findings answers for the sub questions as:
• How much do clear criteria help (with standards, competences and indicators) in a
more effective evaluation in teachers’ performance?
2 National Center For Youth Law - Using the law to improve the lives of poor children, No Child Left Behind Act, taken on 30 October 2011 from: http://www.youthlaw.org/publications/
yln/2009/april_june_2009/no_child_left_behind_fails_to_close_the_achievement_gap/
3 Educational Leadership, taken on 10 November 2011 from: http://www.tasb.org/services/hr_services/hrexchange/2009/Feb09/building_better_teac.aspx
4 TAP – Milken Family Foundation was founded from Lowell Milken in 1999 to develop, improve, motivate and „create“ teachers with high performance what students deserve. The same in
2005 established the National Institution for Perfection, to manage and support the development of TAP.
5 References about international expert for evaluation, explained in abstract
6 Danielson, Ch.(1996), TeacherEvaluation in Chicago, A frameworkforteaching, Associationfor. SupervisionandCurriculumDevelopment
15
• Does the regular teachers’ monitoring play a role during performance evaluation?
• How much are teachers motivated to motivate students to learn?
• Which is the impact of performance evaluation in teachers’ professional development?
THE RESEARCH METHODOLOGY
The main method in the research for teachers’ performance evaluation is case study
(with action research), which was chosen in order to treat more thoroughly this very
complex “phenomenon”, which includes in itself the necessity for a lot of commitment,
professionalism and dedication of individuals involved in this process in different schools
around the world. In addition to it, this method enabled a deeper and critical study of the
TPE system in case study, but also genuinely reviewing many initiatives and systems of
educational institutions in USA.
Initially bibliography from many USA places was reviewed, and then different
evaluation systems were analysed in American schools, districts and states. Efforts were
made to reveal the advantages of these systems, but also disadvantages and problems that
different places go through during the process of TPE.
Next a questionnaire was conducted with teachers evaluated during these four years,
a time period that TPE has been applied in this school. The questionnaire has been filled
online by the teachers through the application in www.surveymonkey.com, to whom
explanations were sent through email on preliminary basis. All this was done in order
to ensure a complete anonymity, confidentiality and because of the two open questions
directed to the system, evaluators, etc. where respondents can freely express their opinions,
and finally to improve the contemporary forms of collecting and analysing data.
From the reviewed bibliography and TPE system in case study, it can be concluded
that a strategy used is also the evaluating research, since the case study had the task to find
answers about these following questions: Did the application of the TPE system in model
school have a positive impact in the model school? From the results it’s shown that the
system of evaluation has a positive impact in teachers, since this party of interest in school,
prefers to be evaluated (while someone thinks that the teacher should be evaluated every
year, someone else thinks that this process could be done rarely). As a result of applying
the TPE, were the teachers motivated for a professional development and to improve their
teaching practices? And, again results from the data show that the majority of teachers are
motivated with the exception of 2-3 teachers, to whom the performance of evaluation
didn’t make them develop further on.
DATA ANALYSIS AND PROCEDURES
16
As it is seen in the standards’ analysis and the plurality of TPE elements in “Mileniumi
i Tretë” school, it can come to a conclusion that the role of the principal is quite crucial in
all these element complexity, for more objective, professional and competent evaluation.
In order the evaluation to have a more argumentative base, the principal in the role of the
evaluator should be professionally well prepared (should be trained or take “lessons” from
experienced experts in TPE), must gather on the daily basis information about teachers‘
work, must be a role model for his/her responsibilities towards the activities inside and
outside the school, must be empathic and understanding while weighing the work of each
individual based also on the teacher’s academic potential. It means that an open minded
principal should be able to think out of the box while evaluating a teacher’s dedication
along with his/her work results.
At the first time, a total of 28 teachers in school were evaluated in TPE (23 female and
5 male), whom in prior school year had teaching experience, at least in closing a semester,
on a regular work contract. Later on, after a year in 2009-2010 school year, 12 other
teachers were evaluated (11 female and 1 male), who practiced 1 year work experience in
school. And, in the school year 2010-11 the evaluation was a bit more challenging for both
parties: teachers were evaluated twice, beside the new teachers, while the director had to
precisely measure the significant changes that were expected to happen, with emphasis on
the teachers aimed to improve teaching practises, based on the suggestions and advices
from the previous evaluation.
The table with teachers ‘evaluation from case study, is presented below according to
school years.
Fig. 1.7
School
year
Total
teachers
F
evaluated
M
Excellent
Good
Satisfying
Not
Satisfy.
2008-09
28
23
5
13
15
0
0
2009-10
12
11
1
8
0
0
2010-11
27
22
5
4
15
+
5
7
0
0
3 weren’t
evaluated in
TPA
2011-12
4
4
0
0
4
0
0
3 more were
evaluated, as
verification
Comments
7 Are described in a table form, the data according to number and gender, also the performance degree during the three evaluation rounds, in“Mileniumi i Tretë” school.
17
Note: In the third round three teachers weren’t submitted in evaluation. Their
performance didn’t show any significant advance from the past, therefore weren’t evaluated,
in order not to damage them in salary, while the performances of 3 other teachers were
verified in round four with purpose of checking the performance’s level to analyse if the
suggestion and request from the evaluator/ school principal were fulfilled, to upgrade so
teaching practices.
A positive significance in 2010-11 is presented by 5 teachers who based on evaluator’s
suggestions and changes that they applied in their work in this school, they passed from
level “Good” in level “Excellent”, which means that, professional development plays an
important role in the model school for contemporary teaching, which is seen from the
other as “cradle/place” work responsibility is in the highest level.
SOME RESULTS
The research in question about the gathering of data was permeated by the quality
technique, meanwhile as an instrument was used the questionnaire about evaluation, made
from three introductory questions – identifying (profile, level, gender), 19 questions with
five alternatives – Likert scale (judgement about teaching, professional development,
evaluation), final question with three sub-questions (possible changes in standards,
procedure or evaluator) with five alternatives, as well as two open questions, in the
conclusion of which the research is based, the purpose of which was finding the eventual
results for change in the actual evaluation system in the study case.
The majority
consider the
Professional
Development of
Teachers as the
most important
Fig. 1.
18
Result 1.
Fig. 2.
Three of respondents
are not motivated
from TPA for
professional
development
Result 2.
hile the 17 respondents or about 60% are completely motivated for continuous
advancement as a result of the evaluation that is done, and 9 or 30% of them partially
evaluate it as motivation, it’s worth mentioning that one doesn’t consider this fact as
motivation.
About 23% consider
that are not encouraged
from school/s for
professional
advancement.
Fig.3
19
Result 3.
Despite the fact that 40% evaluate that are constantly encouraged to develop their
academic skills, and about other 40% are partially encouraged, the school director needs
to research furthermore the reasons why 3 teachers don’t feel encouraged inside/outside
the school for further development.
Fig.4
So far, the Change
that has been
applied is accepted
50% by the teachers
Result 4.
It should have been noticed during the report that, School this year has started
implementing the change in monitoring and mentoring approach, along international
practices, and 50% of participants that agree with changes, are expected to affect positively
at their colleagues in expanding the developing network.
20
Fig. 5
The majority of
respondents feel
confident when they
arenotified about
monitoring
Result 5.
The results talk about reliable attitudes and well-planning skills of the school staff,
and for over passing “the fear” from monitoring in the class. It needs to work in complete
avoidance of the new members who are supposed to not feel confident.
Fig.6.
Another
important feed
back from
teachers!!!
21
Result 6.
This result proves for a consistent evaluation done by school directors, and if it can
be named as transparent and correct given that the teachers feel evaluated, and motivated
to mark successes in the work students.
Fig. 7
Result 7.
Along with world trends, the School is seeking to execute school’s extracurricular
activities from which not only students benefit, but also the teachers themselves; about
80% evaluate this element of the performance.
About 90%
motivated
Fig. 8
22
Result 8.
Isn’t this a proper indicator that teachers constantly feel motivated to do a good
job in school? However for 3 teachers this applies partially and it is left to the School to
identify cases for motivation of all its members.
Meanwhile, listed below, the coded questions will be analysed, in order to support
the research, to identify answers from research questions and verify the serious approach
in teachers’ performance evaluation.
Fig. 9.
What influence and urge does the Teachers’
performance evaluation present for me?
Frequencies (number of respondents)
Constant professional development and
advancement, major influence
+ + + + + + + (7)
Motivation, self-reflection, positive urge,
encouragement
+ + + + + + + + + (9)
Promotion, compensation, material benefit
+ + (2)
Advices, suggestions,
+ + (2)
Urge for research, urge for work and
+ + + + + + + + (8)
creativity, pushes me to cooperate (effective)
Clarifies my position, make me feel good
+ + (2)
I feel evaluated, motivated and supported,
my work is appreciated
+ + (2)
As far as it concerns the questions: “What influence and urge does the Teachers’
performance evaluation present for me?”it is noticed that the majority of teachers in
study case feel motivated and positively encouraged for a more successful work, for new
researches, they prefer to develop professionally on daily basis, as well as some of them
see this work system in this school as beneficial, materially or by feeling good, satisfied and
supported in the workplace.
In results came out that only one teacher expresses that TPE has cause him/her more
stress than motivation, which it considers as an unhealthy competition between teachers;
and another prefers that monitoring /evaluation should always be done by competent
evaluators.
23
Fig. 10.
Suggestions/ideas to improve the
actual system of TPE
Actual PE system perfect, good job,
flawless, success, don’t have suggestions,
OK
More wider and flexible concept from
the evaluators, inter-collegial monitoring,
more meetings
To create a space for further development
for excellent teachers
To have a major influence the constant
work, not only the monitoring
Frequencies (numberof respondents)
+ + + + + + + + + (9)
+ + + + (4)
+ (1)
+ + + (3)
To be continuous, during the whole year
so we can improve faster, at all teachers
every year
+ + + + (4)
To be realistic, to apply questionnaires
with parents, students, internal evaluators,
not to be confidential
+ + + + (4)
To take into the consideration the nature
of the subject, math, sciences
+ + + (3)
The last request addressed to respondents: “Suggestions/ideas to improve the
actual system of TPE” talks about 30% of ideas that the actual system for teachers’
performance evaluation is completely in order, doesn’t need any changes, which means
that the teaching staffs supports the system as it is. Teachers equally think that monitoring
should be combined, more flexible and to have more frequent; then that the evaluation to
be continuous (formative) and with evaluations from other participant such as: students,
parents, etc.Threeteachers think that it should have a more “easing” criteria for math and
science teachers, because of the subject’s difficulty and the impossibility of achieving high
results (as in Skills).
DISCUSSION
The role of the executing the plurality of elements in building an efficient system for
teachers’ evaluation, was the main focus during the research of this study case.The results
show that the influence of continuous professional monitoring, the support and clear
criteria of standards, is big enough for the professional improvement and advancement of
teachers and the teaching quality itself. When is used correctly used, TPE can identify and
evaluate learning strategies, professional attitude of, and the way the teacher distributes
24
the knowledge he as which affect the learning of students (Danielson &McGreal, 2000,
Shinkfield & Stufflebean, 1995).
The necessity to create/build of a functional evaluation system, it is more than evident
in all the writings where this study is based. We should always take into consideration
that teachers should feel valued in order to understand PE as phenomenon that directly
influences in the “growth” of their career. This is better achieved when they are convinced
that their work and commitment is appreciated and evaluated in good intentions so they
can constantly rise in performance,like the results in fig. 6,where it is proved that 80% of
teachers think that their work and commitment is reflected in the evaluation.
About 73% of teachers prefer to be monitored and get informed about monitoring,
because this serves to them for a better planning.
Next, it is required from the School to promote changes during time while organizing
trainings, different workshops that impact on the teachers’ professional development,
which can be concluded from the individual plans for professional development and from
the evaluation of the curricular and extracurricular activities. It also needs to be discussed
the unreserved necessity to prepare the evaluators to do proper evaluations trough training
or mentoring forms from experienced experts in evaluating teachers. In the research
of National Center for Teacher Quality it’s emphasized the fact of lack of policies for
evaluators training: One of the 10 regulations/ policies presents evidence of trainings that
have been made for evaluators.8
Ultimately, teachers’ performance evaluation brings results that reflect students’
success in even external tests, that a good school must organize them in order to measure
its quality by linking them with the financial stimulation of the staff.
The results from the case study prove that 90% of teachers are motivated for work,
accept the changes that School applies and they prefer their work to be evaluated and
appreciated from competent evaluators.
CONCLUSION
Study case has helped in finding the answers of questions in the research considering
applying all the elements of evaluation that are used in model school. The reader will
indirectly have it clear from the research results that the motivation plays a primary role in
the welfare of the people who contribute in school and this is achieved with serious and
tireless commitment from the principal and other school structures during phases and
aspects that are continuously evaluated.
8 TEPS, Teacher Evaluation Performance Survey, (2008) from National Center for Teacher Quality
25
The study proves for a maximum motivation level of teachers and their belief that
their work and dedication they do is positively reflected in the performance evaluation.
And, it’s not unnatural than in kosovar context people hesitate towards changes, but in
this school it is noticed from the study that teachers here are self-demanding, and all this
because the School has “seeded” not only the sense of responsibility, but also the necessity
to constantly develop.
It’s also noticed from the results that the School has created a monitoring culture
at teachers’ work with what they were advanced during time, with constant support of
director. The formal forms of observations and of planning that teachers do, has helped
them to constantly improve the gaps created during prior education or the experiences in
public schools where demands to report weren’t practiced in a satisfying level from school
principles.
Furthermore, the element of reflection for individual needs for professional
development has influenced school teachers to think on themselves where they need to
be improved and developed during their teaching performance in school. In such a way
they are not only encouraged to seek help for development as needed, but also engage
themselves in different topics that they present within the department or in school level
while proving that they are prepared to involve themselves in a topic with interest and
treat them with colleagues. All steps of the study case from the plan and design until the
spreading of the results were discussed with departments’ directors of the school (as
critical friends) so they can see school teachers’ opinions related to evaluation system and
eventual needs for new changes.
The study case with action research (the first in this context in Kosovo) could be
a spark of new journeys for new researchers, since spreading this experience in other
schools and the support that will be offered at the principals within leadership training (an
advancement programme where the author of the study is dedicated in Kosovo level) it is
believed to be an additional motive for a deeper continuity towards this topic.
LITERATURE
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RESEARCH: ONE SCHOOL’S JOURNEY, Unitec Institute of Technology (master thesis)
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IMPACT and TEAM in DC PublicSchools, Washington, DC: MathematicaPolicyResearch, Inc,
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pdfs/education/valueadded_techrprt.pdf
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for IMPACT and TEAM in DC Public Schools, Washington, DC: Mathematica Policy Research,
Inc, received on October 2011 from: http://communications.mathematicampr.com/
publications/pdfs/education/valueadded_techrprt.pdf
Kathleen J. Skinner, Ed. D. A paper for Center for Education Policy Forum, September 12, 2005
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Laine, S. Oliva, M. Mathers, C. (2008) Improvinginstructionthroughteacherevaluation:
Optionsforstatesanddistricts: TQ ResearchandPolicyBrief,
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NCCTQ.ORG
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të mësimit profesional in Stevens, F. 9 ed.) INOVACIONI DHE VLERËSIMI I ARSIMIT
TË SHKENCAVE: FORUMET E VLERËSIMIT TË NSF, 1992094; National Science
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humane, England: Pearson Education Limited, transleted by Nishku, M. &Nishku
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Pupovci, D. (2008) Doracak për vlerësimin e performancës së mësimdhënësve, në shkollën „Mileniumi i
Tretë“, KEC: Prishtinë
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An examination of performance-based teacher evaluation systems in five states. (Issues & Answers
Report, REL 2012–No. 129). Washington, DC: U.S. Department of Education, Institute
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edlabs, December 2012
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growth. Teaching and Teacher Education 18 (2002)
Teacher Performance Appraisal Manual (2002), Supporting Teaching Excellence, Queen’s Printer
for Ontario: Canada
Teaching And Learning International Survey. (2009), First results from TALIS, Creating
Effective Teaching and Learning Environments, OECD
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TEPS (Teacher Evaluation Performance Survey)
The New Teacher project, 2010, received from www.tntp.org, January 5, 2013
•
The Teachers’ Professional Learning Framework, received from: www.gtce.org.uk. TPLF,
2009
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Udhëzues për seminaret e programit (2012) “Ngritja e kapaciteteve në udhëheqjen arsimore”, GIZMASHT: Prishtinë, part 2
Yin, Robert K. (2009), Case Study Research – Design and methods, 4-th ed., United States of
America: SAGE Publications, Inc.
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Vlerësimi i performancës së mësimdhënësve, (2011) Manual i MASHT
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http://en.wikipedia.org/wiki/Peer_mentoring, received on January 16, 2013
28
The education and development of students with key
competencies an analysis of the situation in the public schools and non - public “Nehemia” in Pogradec
Aida Angjo
ABSTRACT
Nowadays education and development of students with the key’s jurisdiction is one
of the most discussed issues in the Albanian education system and beyond. The education
system is oriented toward a combination of knowledge, skills and attitudes, competencies
that are needed for these disclosures and personal development, social inclusion, and to
be an active citizen.
The study is focused on the development of students in two public high schools
“Gjergj Pekmezi” and “Muharram Çollaku” and also non-public “Nehemia” in Pogradec
for key competencies, especially civic initiative and entrepreneurship, the development of
which is achieved by coming from traditional teaching, which is focused on the teacher,
applying open forms of teaching as group work, projects, community service hours, and
Project Service Learning, which take place inside and outside the classroom environment.
The student has more room to act and take responsibility for his duties, while passing on
the role of teacher with student partners, communication between them builds on mutual
respect.
To fulfill the study, learning techniques were combined with quantitative and
qualitative methods, goal of data collection. Voice recordings were conducted by the
Service Learning Project, developed between school graduates of “Nehemiah” and of
“Amaro Tan,” where children are mainly from the Roma and Egyptian communities.
A survey of students and teachers of the three high schools, observations, and
pictures have been other institutional instruments of research. Focus groups have been
intentional: teachers and pupils of the three schools.
Results show that starting the first experiences intentionally promote these
29
competencies to students, but the school still dominates the emphasis on subject content,
and the students still learning scientific knowledge away from real life. The traditional
frontal method is still a widespread use in our schools. Curricular projects developed mostly
in the form of research learning. New approaches are needed that encourage deliberate
formation of students with key competencies, their active learning, by improving existing
methods and enrich the learning process with new interactive methods.
One of these methods is the Service Learning Project, through which students
develop their skills cognitive, social and entrepreneurial initiative. The first experience of
this method at the school “Nehemiah” was positive and paves the way for other experiences.
Schools alone with its environments, can not develop and prepare the student for the
future. As a result a close cooperation is needed of all educational facilities, communities
and other institutions for a more complete training of students.
This paper serves teachers and school leaders to reflect on the most effective ways of
open teaching forms that promote civic competence components intentional components
of competence and entrepreneurial initiative. It provides recommendations that schools
need to undertake collaboration with the community to implement some of the open
forms of teaching.
Chapter I
Challenges of today’s education
In order to understand occurrence and necessity of education orientation toward
competences, must first, to illuminate the social background, which brings shift of paradigm
of education. Today the world is becoming smaller, and globalization a phenomena that
goes deeper; faster and continuous communication between seven continents is something
very normal and daily. Scientific findings and technologic inventions are becoming more
necessary for further development. All life, the economy and society seem more complex,
and the past can not serve as a guide for solving the issues that the future will bring. The
knowledges outdate very fast, and the employees requirements for theoretical, technical,
social, organizational and emotional skills are higher.
Albanian society as well as global society, is facing enormous economic and social
changes, accompanied by other issues. In this situation, education plays decisive role for
success, and the school goal remains same: Preparing today’s pupils to be able to solve
the future problems. Children who now go into the garden, should be equipped with the
skills to enter the labor market in the 2030-2035 years. Education, as a continued process,
remains the main key for individual and social welfare, and economic prosperity.
Chapter II
1. Competence
Today the development and completion of each individual has become imperative
30
with the competenceto face the challenges of today and tomorrow. Even education seems
to be getting new flow, and like the people facing challenges.
1.1. Definitions for Competence
In this chapter will be an explanation of the concept “Competence” which in XXI
century was made hit. First will be given some quotes for its meaning.
The Law on Pre-University Education System in the Republic of Albania defines
competence as “The combination of knowledge, skills, attitudes and values needed by the students for
personal development, active citizenship, social involvement and employment. “1
For the author Helen Orth “Competence are general acquired skills, attitudes and knowledge
elements. We need them for the resolution of challenging situations and to win new competence, in order
for us to create the ability to act, which enables the fulfillment of our individual requirements as well as
social.”2
According to German psychologist Franz Emanuel Weinert, we understand with
key competence “cognitive abilities that each individual owns, to solve specific problems, as well as
civil readiness, related to motivation, also with the ability to use the solutions of the problems in variable
situations in successful and responsible order.”3
As we can see from the quotes competence are more than knowledge and cognitive
skills. Forms of the competence are determined from these aspects: skills, attitudes,
knowledge, interest, understanding, opportunities, value, action, experience, motivation,
the ownership of requirements and complex tasks.
Changes and globalization have placed the European Union in front of challenges.
All its citizens need general competence in order of an easy adaptation to an environment
characterized by multiple changes. Therefore, the European Union defined eight of them
as the key of competence for lifelong learning. With them we understand the competence
needed by all people for personal disclosure, social integration, and active citizenship. They
need to be acquired. 4
by young people at the end of middle and high education, because these
competence should provide them for the life as adults and at the same time to
have created base for further education
by adults, and they need to develop and actualize these competence throughout
life
1 Kuvendi i Republikës së Shqipërisë, (2012), Ligji për Sistemin Arsimor Parauniversitar në Republikën e Shqipërisë, Tiranë, p. 2
2 Orth, Helen (1999), Schlüsselqualifikationen an deutschen Hochschulen, Neuwied, Luchterhand Verlag, f.107
3 Weinert, Franz, (2001), Vergleichende Leistungsmessung in Schulen – Eine umstrittene Selbstverständlichkeit, Weinheim, Beltz
Verlag, p. 27
4 cf. Das Europäische Parlament und der Rat der Europäischen Union, (2006), Schlüsselkompetenzen für lebensbegleitendes Lernenein europäischer Referenzrahmen, p.13
31
According to the concept of European Union eight key competence are: 1)
Mathematical competence and basic competence in science and technology 2) Digital
Competence 3) Competence of native language 4) Competence in foreign language 5)
Competence of cultural backgrounds and expression 6) Competence of lifelong learning
as well as:
7) Social and civic competence
Social competence means, social intelligence, is the ability to understand people, to
enter into relationships with them, and smart behaviors in social relations. 5
Social and civic competence cover all forms of behavior that enables individuals to
participate in efficiently and constructively ways in social and professional life. It refers
to those skills and personal attitudes, which enables relationships with others and enables
coexistence. This competenceis closely connected with our personal well being as well as
that social.
Coexistence with people of different cultures is a challenge of today and the future.
To understand behavior and customs of different culture plays a great importance in the
development of individual personality.
Civic competence based on the concepts of social and political structures, prepares the students as
responsible citizens, active participation, and democracy in civic life.6
Social Competence includes all the knowledge, skills, which enable entry into
relationships with people depending on the situation. To successfully accomplish this, the
assessment of their needs helps to cooperate constructively. Social competence includes
among other components like: exercise of personal rights and respect the rights of
others; the ability to work in a team; the ability for cooperation; tolerance; the ability to
communicate; to take responsibility for themselves, others, and specific tasks; to take social
responsibility; empathy; evaluation of diversity and tolerance, respect and attitude toward
changes; constructive criticism; ability to compromise; accepting criticism; the ability to
confront the conflicts and resolve them in a constructive way; interest for issues of the
community and contribute to solving community problems;
8) Competence of initiative for takeovers
Competence of initiative for takeovers is the ability to put ideas into practice.
This requires creativity, innovation, willingness to take responsibility, dealing with risk,
if necessary, in order to combine learning with the life of each of us as individuals of
the community. It is the ability to organize projects and to develop them with specific
purposes.
5 Ripplinger, Jürgen, (2013), Wie Schulen soziales Lernen systematisch fördern können, Stuttgart, mehrwert gGmbH, p.2
32
Individual aware of his working environment recovers to catch possibilities and opportunities offered
in this environment. Competence of initiative for takeovers is the base for specific skills needed to create
and contribute to social and economic activities and their sustainability.7
As a result competence are not only important factors for how people should face
the world, but it direct them to their organization and formation. In one hand they refer
to the demands of the modern life, and on the other hand it shapes the individual towards
social and individual goals also. For this reason, the competence referred to demands of
modern life, our individual goals and social.
1.2. School oriented towards the development of competence, innovative school
model
A school which is oriented towards key competence, it has main purpose: “Formation
of students with basic knowledge, creating opportunities for active and independent
learning, that the students with the knowledge to evaluate results critically and ultimately
encouraging students for their achievements”.
One such school encourage students to develop opportunities, recognizing strengths
and weaknesses, enables them to master yourself in new situations. The purpose of
learning today is the willingness to take responsibility, to cooperate with others, to have
the initiative, and influence in the form of social life inside and outside school.
There are three main columns,8 on which to base all its activities and they are:
students learn with more effectively, Students learn to have initiative to take responsibility
and students learn to coexist with one another.
1.3. Service Learning, a method which comprises the development of competence
and expertise with civic entrepreneurship initiative
Service learning is a method, which combines the student civic activism with content
of school subjects and learning processes. It is treated as a new method of teaching,
‘learning through experience’. These hours are the hours of informal learning outside the
classroom walls in the form of a project and group work is of particular importance.
The original idea comes from John Dewey,9 in 1916, according to it “democracy
depends on the willingness of educated citizens to engage in the public sphere for the
common good of society”10 and the first initiatives for Service Learning, begin in North
America in the years 84-90, while in Germany, has come as a method just before 10 years
8 cf. Rasfeld, Margaret, (2012), EduAction, Hamburg, Murmann Verlag, p.36
9 John Dewey education reformer
10 J. Mc Aleavey, Susan, (2014), Service-Learning: Theory and Rationale
33
ago. 11 Application and development of this method is still in its infancy in this country
education.
By this method the school develops new approach of combining theory with
practice, and on the other hand she realizes close cooperation with the community and
other institutions. Students take responsibility; use the knowledge and the competence
learned in an authentic context problem.
Service Learning
To do something for others Develop
Good service to the community Cognitive development of students
Solutions to real problems Development of social competence Personality Development
Figure 2. Fussnoten. Service Learning BLK. Wir übernehmen Verantwortung12
Service Learning can be compared very well with a scale where service balances
individual development and growth. He is learning oriented towards problem in real
life, where students explore independently in the learning process and implement the
knowledge and competence acquired in school for solving the problem or problems in
the community.
Some of the advantages that brings the use of this method are:
•
School opens its doors;
•
Students take the initiative to new experiences in real life;
•
Students develop all the key competence;
•
Students learn to put their learning into practice;
•
Create new social connections;
•
Students improve their communication skills because they need to enter into
relationships with different people;
•
Students take responsibility and commit to other people;
•
Their commitment strengthens confidence;
•
Students see different realities and problems of our society;
11 cf. Schröten, Jutta, (2013), Service Learning in Deutschland, p.4
12 Reinmuth, Sandra Iris & Angelika Eikel, (2006), Wir übernehmen Verantwortung, Berlin, p.6
34
•
Students acquire skills to solve real-life problems independently;
•
Students learn to solve conflicts in a constructive way;
•
These hours serve on inclusion of isolated groups and overshadowed, for example.
Roma children, people with special needs etc.
•
Service Learning serves to break prejudices that can be created between social groups
and leads to interaction between them;
•
Students gain recognition and appreciation from the community;
•
While helping others, students go on to the right path, towards personal development,
towards fully developing their personality.
•
Phases that needs to be followed in developing the projects of the method Service
Learning.
First Phase: Research
Service Learning begins with research phase. During this phase, students observe the
environment where they live, interview people around them to ask for their needs. They
identify the most important challenges, community problems and return in detectives to
community needs. It is important for students to engage in those activities for which they
feel motivated. Everyone decides for himself what he can do better and these activities
serve students to recognize their strong points and weaknesses, this component of the
competence of takeovers initiative. 13
Second Phase: Collection of ideas
At this phase, students gather ideas for solving the problem or problems. It is
important at this phase close cooperation with partners in the community, with public
administration institutions as municipalities, municipal, educational and health institutions,
various non-profit organizations, etc.
Third Phase: Planning and the implementation of the project
In planning students should consider implementing professional instruments of
project management. They take responsibility as active citizens, plan, collaborate, and
evaluate tools and people, the opportunities available to them. Knowledge and competence
learned in school are necessary to implement the project.
13 cf. Sliwka, Anne, (2004), Service Learning:Verantwortung lernen in Schule und Gemeinde, p. 4
35
Fourth Phase: Reflection
Students reflect systematically in class about their experiences outside the classroom:
what is done, what to achieve, what can improve, how have they experienced this experience,
whether they achieve what they want, as well as other issues are brought to the classroom
and discussed with the teacher in charge. The student is taught to do self-assessment.
Fifth Phase: Feedback
This phase is strongly supported by all the actors, other students, teachers participating
in the event, partner. At this phase strengthen the image of them, students learn to evaluate
themselves and gain the skills to operate.
Measuring instruments for self-assessment of students are:
a) Portfolio of students
In their personal portfolio students keep all the documents that they had during
the project: notes, evaluations of teachers, classroom homework, different impression,
postcards etc.
b) Diary is part of the portfolio of students
Sixth Phase: Completion of the project
Presentation of the project, sharing the experiences of the project participants,
films, different recordings, website, celebration, distribution of certificates to participating
students, by specifically defining activity and appreciation for the skills and competence
offered by each of them.
Some ideas where students can contribute and develop such projects are:14
1. Computer courses for adults;
2. Commitment in the city’s library;
3. Lesson for children in preschool;
4. The students provide support for young students’ progress in the classroom;
5. Educational activities with children in elementary school;
6. The students create natural science exhibition and present them to children in various
preschools;
14
cf. Lernen durch Engagement, (2014), Beispiele und Projektideen
36
7. Students are mentors for students in lower classes;
8. Engaging in politics, where local politicians are invited to the podium of the schools;
9. Courses in painting, music, sport etc.;
10. Students commit to the care of the elderly;
11. The protection of the forest;
12. Guide to the museum etc.
Chapter III
2. Results and analysis of the studies
Part of the results of the work is first the study of a specific case of the project
Service Learning in high school “Nehemia”, the first of its kind in Pogradec, followed by
his analysis.
The second part of the study continues with the results of surveys conducted by
the students and teachers in two public high schools in Pogradec, and in high school
“Nehemia” and their analysis.
2.1. Case study of the project Service Learning in high school “Nehemia”
The theme of the project: Seniors of the school “Nehemia” contribute to the integration
of students Roma in society.
Project duration: 01.12.2013 until 08.04.2014
Participants in the project: 12 Nehemia high school seniors and 40 students of the school
“Amaro Tan”
Location of the project: School “Amaro Tan” where students are mostly children from the
community Roma and Egyptian.15
Goals of the project:
Students put into practice the knowledge acquired in school;
Students develop competence of expertise;
Students learn to take responsibility for themselves and for other people;
Students develop through this project social competence and entrepreneurship;
15 Nehemia Gateway Albania, Amaro Tan Local Center
37
This cooperation has a positive influence in shaping the personality of the students;
Seniors impact through this collaboration in integrating in social groups.
Project Development
Students of ‘Nehemia’ divided into six groups held every Wednesday tutoring for the
students of the school, ‘Amaro Tan’ in the subjects mathematics, German, painting, sports
and teach kindergarten children, which lasted 60 minutes. Media group would record the
activity.
In the group of German seniors were taught the basics of the German language and
the day of the project presentation students ‘Amaro Tan’ featured a play in German.
In the group of mathematics were developed mathematical hours with all the students
of 9th grade, exercises and tests models for the exam preparation.
Two talented seniors were the leaders of the painting group and the day of
presentation they presented to the students and guests various paintings and drawings.
Some other students were involved with kindergarten children. They taught them
math, draw, sang and played together during this time.
In the football team the students of “Amaro Tan” and “Nehemia” needed to play
according to the rules and without injure each other.
Two seniors were responsible for media, photographs, film footage and the film on
the last day of the project.
Each senior was involved where he or she felt more prepared. Work and activity
of the groups was constantly monitored by the school principal ‘Amaro Tan’, from the
teachers of the respective subjects and the leader of the projects of the school ‘Nehemia’,
with the intention that only quality to be provided.
Students make priors plan for each day of the project, the way of its performance
as well as the tools that will be needed. Independently, they wonder what would perform
every day, what tools they needed, knowledge that will be needed, were created portfolios
where students gathered their work, self-assessments, their experiences and postcards
from the students of the school “Amaro Tan”.
Comprehensiveness is a challenge and the goal of century of education. This project
was one more step towards the integration of Roma students in society and bringing the
38
students from both schools toward each other.
On 08.04.2014 the International Roma Day was the last day of the project with a
presentation about everything what students developed during three months: drawings,
various creations, the experience of the students of both schools as well as a play in
German. In the end of all participants we saw the film from the media group. With the
distribution of certificates was finalized the activity. In the end the students expressed a
desire for such initiatives to be undertaken again.
Below are quotes of some of the thoughts of the students during the presentation
of this project, which are evidence of achievement from the projects of Service Learning.
Student 1, school “Nehemia”, which was the leader of the drawing tutoring
‘This project was different from the others, was truly a community work, really a work with values,
where no one was alone and anyone helped everyone, was an opportunity to create friendships between
students from both schools.”
Student 2, school “Nehemia”:
“I was part of a wonderful group of students of the school” Amaro Tan “, students of 9th grade.
Our task was very special and difficult at the same time, because we had great responsibility. For three
months every Wednesday we worked with models of tests for the exams of 9th grade. Being all-together
we make the community that we live a better place. This experience will remain long in our memory all the
difficulty of the work, but also the joy of the results we have achieved, the jokes we made together, advice,
dreams, hopes.”
Student 3, 9th grade student of “Amaro Tan”:
“Nehemia’s group came to us with a very special project that has made us a little bit smarter. In
mathematics as you know there are difficult problem, but if you take the proper time you can solve any
problem. In our class came two girls that taught and explained to us like real teacher, taught us easy and
difficult ways. For me it was a great fun, but I feel bad that the time passed so quickly.”
Student 4, school “Nehemia”:
“I wanted to thank from the heart the German group girls, which surprised us with a great desire
to achieve desired results. In these girls we found motivation, a quality, which is rare among students today.
Both schools won no less from this experience, is this a cooperation which gave us the knowledge, insights,
and more than that, we learned and came together more with these children who made us laugh, and spend
beautiful times together. We did not want to be their teachers, but their older friends, willing to study
together, but also to share with each other situations, problems and desires, that we encounter every day.”
39
Student 5, 9th grade school “Amaro Tan”:
“This was a very nice experience, and with a German play we will show the work and accomplishments
during this time”.
The principal of “Amaro Tan”:
“The group of seniors consisting of 12 member school “Nehemia” during three months worked
with our children and not only worked, but also became friends. Week to week they welcomed them and
all students of the school ‘Amaro Tan’ wanted to participate in as many courses”.
2.2. The analyze of the project Service Learning in high school “Nehemia”
The desire of the students of the school “Nehemia” became the boost to realize this
project. They tried to do something different from others, unlike previous experiences
they had in the school.
For the development of the project, students took time out of their free time for the
project. Effect time, which was very valuable to them being high school seniors and having
state exams, did not prevented them. For three months none of them were truant, they all
waited anxiously to go to school “Amaro Tan”.
In such projects students have the opportunity to take responsibility unlike other
responsibilities that there are given to them in school, such as homework, tests, but reallife responsibility, social responsibility to the people, which they wanted so much. This
experience was a challenge for them, because they needed to cooperate with a group of
children, who for many others could not have even thought of it.
Every passing day the project flew easily with activities organized independently by
the working groups. Seniors needed to be prepared for these hours, had to browse in
order to answer the questions from the students. They expand their knowledge by reading
and studying, preparing tools, games, drawings, problems which will be needed, assess
options and tools available, were well organized in every situation. Driven by an internal
motivation, which cannot be explained where was derived to these students to organize
and realize its purpose very well.
During this time the student of “Nehemia” saw the world from a different perspective.
Roma children are children who others usually avoid, but during these hours they were
able to know them by understand that people are all the same, all have dreams, desires, but
the opportunities to realize them are not equally to all. They looked at each other in equal
in those activities; they were there to help each other.
With this experience the students appreciate the beauty of being different. Roma
40
students are gifted in music and often they play different parts in instruments for high
school seniors’ satisfaction. Prepared postcards decorated with their own hands with
different dedications for the seniors. Students from both schools had managed to succeed
in this first initiative by accepting each other as they are, assessing the strengths of each
other, with the cooperation established on mutual respect, with great initiative to do
something new and good, and with the academic support of the teachers. “All together we
can make the community better”- were the words of a senior of the school “Nehemia”.
The desire of the participants receives value for the fact that such initiatives will continue
in the future.
Chapter IV
3. Conclusion
In the paper titled, “The formation of the students with vital key competence- an
analyze of the situation in “Nehemia” and public schools in Pogradec, were treated and
analyzed some issues of developing students with civic competenceand initiatives through
some open forms of the classes.
Some of the components of the two competence mention above are: ability to
communicate with others, ability to work in teams, flexibility, interest in community issues
and the effort to solve its problems, enterprise initiatives, organizational skills, creativity,
planning and project management etc. All of these components are directly related to our
well being as individual and social.
School is an institution that plays an important role for the development of students
with these competence. With traditional forms and methods of teaching, schools cannot
form the student with the skills, because the necessary space cannot be created, therefore
it needs new approaches to other forms and methods of teaching and learning process.
Some open forms of teaching as group work, projects, community service hours,
Service Learning projects enable students to learn and implement the components of the two
competence mention above, outside the classroom environment, in real life.
According to survey results conclude that the methods of teaching are still not
well absorbed by the teachers. Albanian School continues to pay particular attention the
formation of students with academic knowledge and practical application of knowledge
gained by students has no proper space. In class dominates the frontal forms of teaching,
where creativity, team spirit, cooperation, ability to plan, etc., do not have a proper space.
Teachers duty shift out from the center of teaching and to let the students to take the
leading place in the learning process.
Using teamwork within the classroom environment, students are able to cooperate,
are able to have effective communication with each other, and are able to take initiatives
to better introduce themselves, emphasizing their strong points. Each student takes
responsibility for individual tasks within the work group in order to achieve the main
objective. But according to the results of the surveys these forms remain rare occasions
in the classroom.
41
Components mention above of the two competence, but now in a more extensive
work can very well develop through projects. Projects have begun to slowly take its proper
place in the work of students. In recent years they have become part of the curriculum.
Students must carry one or two projects per year and 10% of the annual assessment in
each subject at Higher Secondary Education concludes their grades. Experience created
by students and teachers are focusing on learning method in research. In the future they
need to take a broader dimension extending in real life, collaborating with community
organizations and different institutions in order that students can develop all the skills that
the project offers.
Hours of community service are good opportunities because students can exit the
classroom environment, in real life, taking initiatives and responsibilities as active citizens.
Projects as well as community service hours have become part of the curriculum only in
recent years and experiences of students with them are not numerous. The activities of
these hours are realized in public schools mainly taking care of the environment in and
outside school, while the school “Nehemia”, has other initiatives to activities directly with
citizens. This comes as a result of the cooperation of the school with the social project of
Nehemia Gateway Albania.
Work in the community is graded positively from half of the students, because these
hours have not been a tradition in our country and not all feel motivated for the type of
activities that were offered to develop. By creating more opportunities and alternatives to
choose and leaving the opportunity to the students to establish themselves on the activity
they will develop, they will feel more motivated.
Service Learning is also one of the newest methods of teaching, which places the
student in other circumstances outside the classroom. It develops not only knowledge
cognitive, but has the space and opportunities to undertake new initiatives, schedule, take
responsibility, to see life from different angles and collect direct experiences with people.
Here students feel freer and everyone is activated where they find themselves.
First experiences of the seniors of Nehemia in a Service Learning project were positive.
The analysis reveals that this form is well accepted by students and these experiences
should continue with other students of the high school and public school students also. To
achieve this recognition first it is required the recognition of the leaders of the school with
these methods, which should be open for their implementation in schools. In the ongoing
need to develop training programs with teachers for more effectively usage.
Communication teacher - student also has special importance in the development
of students’ competence. From the survey results, it appears that the communication
between them is not at the right level. To achieve a better development of social and civic
competence, teachers should be:
Partner with the student in achieving objectives;
Communicative and social relationships with students;
Respect the personality of each of them;
To realize teaching learning standards;
To conclude with the improvement of teaching level based on contemporary theories,
the growing development of social competence, entrepreneurial initiative by the students,
42
enhance the quality of learning of knowledge, providing alternatives, opportunities of
disclosure of knowledge and skills, participation in learning processes, the development
of the individual personality of each student, because the methods with open forms of
teaching promote civic competence development and entrepreneurship initiative. The
student feels more motivated to develop activities not only within the environment of the
classroom, but also outside it, thus motivation brings the effective learning at them. Life
experiences directly affect the formation of their personality.
Age gives the teenager initiative and they do not hesitate to have new experiences in
real life, outside the walls of the classroom. The task of the school is to give them space
to move, to give them responsibility unlike the responsibilities that we have given so far,
with the intention of being active individuals of society. The school alone with conditions
that possesses today cannot form student with key competence. Needed cooperation and
contacts with the community, other institutions, such as hospitals, libraries, and various
organizations, where the student can take responsibility and create real life experiences.
High school students need activities, challenges and responsibilities of real life. They
are an unused potential.
References
•
Orth, Helen (1999), Schlüsselqualifikationen an deutschen Hochschulen, Neuwied,
Luchterhand Verlag, f.107
•
Rasfeld, Margaret, (2012), EduAction, Hamburg, Murmann Verlag, p.36
•
Ripplinger, Jürgen, (2013), Wie Schulen soziales Lernen systematisch fördern können, Stuttgart,
mehrwert gGmbH, p.2
•
Weinert, Franz, (2001), Vergleichende Leistungsmessung in Schulen – Eine umstrittene
Selbstverständlichkeit, Weinheim, Beltz Verlag, p. 27
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Das Europäische Parlament und der Rat der Europäischen Union, (2006), Schlüsselkompetenzen
für lebensbegleitendes Lernen-ein europäischer Referenzrahmen, p.13
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http://eurlex.europa.eu/legalcontent/DE/TXT/PDF/?uri=CELEX:32006H0962&from=
DE (visited on 10.10.2013)
•
J. Mc Aleavey, Susan, (2014), Service-Learning: Theory and Rationale
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http://www.mesacc.edu/other/engagement/pathways/rationale.shtml (visited on 08.06.2014)
•
Kuvendi i Republikës së Shqipërisë, (2012), Ligji për Sistemin Arsimor Parauniversitar në
Republikën e Shqipërisë, Tiranë, p. 2
•
www.soros.al/2010/foto/uploads/.../ligj_nr_69.docx (visited 08.10.2013)
43
•
Lernen durch Engagement, (2014), Beispiele und Projektideen
•
http://servicelearning.de/index.php?id=17 (visited on 10.10.2013
•
Nehemia Gateway Albania, Amaro Tan Local Center
•
http://www.nehemiah-gateway.al/qendrat/qendra-lokale-amaro-tan.html
10.12.2013)
•
Reinmuth, Sandra Iris & Angelika Eikel, (2006), Wir übernehmen Verantwortung, Berlin, p.6
•
http://www.servicelearning.de/fileadmin/user_upload/dokumente/SL_Broschuere_BLK_
Eikel_Reinmuth.pdf (visited on 10.10.2013)
•
Schröten, Jutta, (2013), Service Learning in Deutschland, p.4
•
http://www.aktive-buergerschaft.de/fp_files/Schroeten_Service_Learning_in_D_2011.pdf
(visited on 07.07.2013)
•
Sliwka, Anne, (2004), Service Learning:Verantwortung lernen in Schule und Gemeinde, p. 4
•
http://blk-demokratie.de/materialien/beitraege-zur-demokratiepaedagogik/sliwka-anne2004-service-learning-verantwortung-lernen-in-schule-und-gemeinde.html
(visited
on
20.11.2013)
44
(visited
on
Implementation of strategies of the reading comprehension in the first development cycle of elementary
schools
Arbresha Zenki-Dalipi
University of Tetovo, Faculty of Pedagogy
E-mail: arbreshazenkidalipi@gmail.com
Abstract
The education process as well as teaching starts and is based on the learning of
literacy. Reading, as an “instrument” that leads towards studying, is not primarily related
to just knowing the letters, but it is also an academic skill which is necessary for success in
all other areas. This skill must evolve from learning to read in the early cycles, all the way to
reading for studying.
The well-established practices of quality teaching of writing-reading reflect in the use
of different instruction strategies, which create conditions for teachers to provide teaching
clearly focused in writing-reading and which addresses specific needs of individual children
and groups of children. The teaching strategies and instructions for writing-reading as goals
that would not only answer all the concepts, skills and processes, stand in complementary
relations not only due to their nature but also due to their complicated character. For this
reason, aiming the objectives and work efficiency also represents a selection of strategies
as an integrated didactic work for achievement of successes during the teaching.
The general framework of this research is based on the study of the implementation
of strategies on the instructions for the comprehension of reading for grades I-III,
opinions and statements of subjective factors, as well as from the tests conducted on
students of the same classes, i.e. the size of the application of strategies on instructions
for the understanding of reading in the first development cycle in the elementary schools.
Key terms: strategies of reading comprehension
45
Introduction
This research focuses on level of implementation of instructional strategies in
reading comprehension in the first cycle of primary school. Encouraged by the fact that
the instruction of reading comprehension problem presents complex multidisciplinary
teaching, this study deals with primarily theoretical concepts in question, i.e strategies
that support reading comprehension. The following highlights the significant data and
evidence regarding the level of implementation strategies of reading comprehension
according to the opinions and statements of subjective factors, which appear alongside
the data according to student achievement gathered from tests.
Aim of the study
The aim of the research is directed by theoretical treatment of strategies for
instruction of reading comprehension in contemporary literature as well as their efficiency
in the process of literacy with scientific support in the pedagogical literature.
This research aims to examine primary pedagogical approaches in teaching literacy
development, i.e the size of the application of instructional strategies for reading
comprehension in the first cycle of primary school. The empiric aim of this research is
also to investigate the level and effectiveness of implementation strategies and reading
comprehension, also to compare the level of understanding of reading in classrooms
implemented these approaches.
Research topics
Strategies of instruction on reading comprehension
In order reading to be processed, readers apply a number of strategies. Strategic
reading allows readers to process, organize and evaluate information from the text.
According to Pressley and Collins (2002), comprehension strategies are no more than tools
that readers employ to build construction of meaning from the text. Strategies are the same
processes under conscious control, for which Paris (1991) highlights the consideration of
strategy as intentional activity, against others who do not see reading strategies as such. As
a conscious and flexible plans that readers apply and adapt in various texts, good readers
plan and monitor their reading in metacognitiv level. All what readers do, is thinking
about implementing the strategy that they will need to understand the reading of the text.
Metacognitive level readers apply a variety of appropriate strategies as conscious plans that
will affect their reading, such as linking strategies to their experience with text, decoding
words, word comprehension, identifying main ideas of being read, analysis and synthesis
of information, while their understanding will extend beyond the literal understanding.
Alexander and Judy (1998), define strategies of reading comprehension as a procedure
aimed at the goal which are caused deliberately planned and aid in regulation, execution
and assessment of duty.
46
Examples of effective strategies of reading comprehension
Strategies are inseparable ways without which the process of reading comprehension
is difficult to achieve its objectives. It was found that the use of a wide range of strategies is
the safest way leading to this purpose, namely facilitating the construction of meaning and
enables readers to turn into metacognitiv reader and intuitively become strategic readers,
reflecting the ability for right use of cognitive strategies
Due to different styles of reading, all readers cannot use the same strategies. For this
reason the implementation of different strategies will present an opportunity to reflect
on the effectiveness of the strategy, whose implementation should be practiced from the
earliest grades, in order to be assisted as active readers. Application of strategies will allow
challenges with articles increasingly difficult, not avoiding the need for strategy adaptation
that coincide with the class level and appropriate text.
Prediction, Questioning, Making connections, Visualization, Knowledge about the words
functioning, Monitoring and Summary, emerge as a proven strategy to increase the level of
understanding of being read.
Regarding Predicting, Anderson and Pearson (2002), as very encouraging fact
represent use of existing knowledge to facilitate understanding of new ideas encountered
in the text, which they label as a bridge between the familiar and new.
Questioning directs attention to the detailed structural elements of being read. The
manner and level of questioning, i.e. experiencing of questions which comes from
sustained and deliberate instruction from the teacher, will reflect the next meeting with text
by the students will encourage the submission of questions to ask detailed questions or
general understanding. The same phenomenon emphasizes Hansen (1891), who expressed
the opinion that the students who often experience questions, tend to focus on integrating
this behavior in the future.
Making connections is one of the many strategies that help in reading comprehension.
Keene and Zimmerman, emphasize that reading comprehension reaches the highest stage
when the reader connects text with himself, with another text, or the world.
In order to emphasize visual appearance, Duke and Perason point Visualization as
a strategy that makes the reader to engage in his reading until embody and make it
memorable, mental images that make reading three dimensional during adaptation.
Direct development of Knowledge about the words functioning, reveals a powerful and
effective strategy on reading comprehension. As important factor, relevant strategy helps
students on decoding content keys, bring conclusions and predictions from keywords, as
well as adjudicate and translate unknown words from their understanding of the text.
Monitoring reading comprehension is a concept that emphasizes the dual attention,
where one side of the material focuses on learning the material that has been read and on
the other hand constantly to control whether you accomplish these mental operations that
produce learning, namely to control reading comprehension.
Summary as a proven strategy lay in the expression ability of the reader to diffract the
text in order to classify the most important events from unimportant ones. This strategy
47
requires the application of a higher level of thinking because in this part they analyze and
synthesize data and summarize them in accordance with the reading, throwing unnecessary
details, focus on the essential, the key words are required, be able to maintain essential main
ideas and details that support them, and keep concise notes of which could carry the link.
Research questions
To be more versatile and precede the research goals, this research is guided by
questions among which the most important are:
Q.1. Has the school been involved in the training of the same nature?
Q.2.What are the statements and opinion of school leaders and pedagogical service
on the issue concerned?
Q.3.Wat are the current methodological and pedagogical knowledge of teachers to
implement strategies of reading comprehension?
Q.4 What is the level of students’ achievement of two sub-samples from the
conducted test?
HYPOTHESIS:
Implementation of strategies for reading comprehension and literacy
instruction is at a low level.
Scientific methods
As this research is focused on the present, during the research on the subject will use
general and specific methods. In order to step into the problems, to examine and reflect
an objective and scientific results, this research is supported by general inductive methods,
deductive, research on field and literature research. To be as objective as possible, we will
use the statistical method, comparative, descriptive and causal method.
Sample
In order to have more general data and benefit scientific weight, research was
conducted in three sub-samples.
• sub-sample of students of three schools, which are represented by 25 students from
each generation with random selection from three selected schools. Because research
study conducted in the implementation of strategies of reading comprehension in
the first development cycle, the test is conducted in second, third and fourth grades
in order to claim the maturity of the implementation of strategies . I.e. a total of 75
48
second grade students, 75 third grade students and 75 fourth grade students. This
number reaches 225 .
• sub-sample of teachers, which consists of 23 teachers in the same classroom.
• sub-sample of directors and pedagogical school service, whose number is 13 persons
of the above mentioned schools.
Data analysis:
Findings:
Overview of collected data by school leaders and professional service
As an important factor to support teachers, a questionnaire was developed where was
highlighted the level of satisfaction of the school leaders and professional service satisfaction
for teaching the mother tongue, respectively development of quality teaching and the application
of the reading strategies, with the following results:
Shkalla e kënaqësisë në mësimin e gjuhës amtare
1
Po
4
Jo
Pjesërisht
7
0%
20%
40%
60%
80%
100%
Numri i përgjigjeve
graf.1 Level of satisfaction in native language
Overwhelming majority that constitutes 64%, ascertains a partial interest of teachers,
27% conclude sufficient interest and 9% of them express the opinion that teachers do
not express proper interest. Simultaneously were collected data where this group appeared
willingness to cooperate, even, according to same subject, the group of teachers do not
show enthusiasm for perfecting teaching approaches and they do not express initiative for
professional development.
Overview of collected data from questionnaires conducted with teachers
graf.2 Collected data from teachers
49
Although the majority of teachers who claim that they are overwhelmed by
innovations, including training related to the implementation of different teaching
approaches, think that same approaches are implemented in their practice and influence
learning in other subjects.
From the results interpreted above, it is evident that according to teachers
questionnaires, implementation of reading comprehension strategies, reaches a rate of
74.19%, while 9.12% under the same questions deny the same occurrence. On the other
hand appear group who are Not sure, which certainly reflects the level of pedagogical
knowledge and the right level of familiarization with notions concerned.
Overview of collected data from testing students
graf.3 Overview of collected data from testing students
Average score test of reading comprehension, manipulating by the reading strategies
of reading comprehension of all students is 54.3% out of 100% possible, précised below.
According to analysis of student tests achievement, it is clear that the level of achievement
does not coincide with the statements of teachers.
Conclusions:
• According to school leaders and pedagogical service, literacy instruction is is not
guided by strategies of reading comprehension.
• The same group declares that are willing to help and cooperate, even teachers do not
show enthusiasm for improving teaching approaches and do not express initiative
for professional development meetings.
• Based on questionnaires applied to teacher level of implementation of strategies is
reflected in the very high degree.
• Along the teachers statements, student achievement on performed tests, did not
demonstrate the same fact. The difference between these two variables appear with
17.98%.
50
Recommendations:
• Permanent professional training for teachers about instruction approaches in
accordance with contemporary trends;
• Launching initiatives from teaching faculties for perfecting programs intently to
providing systematic training comfort undergo changes in the education system;
• Creating national standards of student achievement in literacy;
• Reformulation, enrichment, and curriculum adaptations according to the above
requirements, where organic and logical connection of knowledge and concepts
placed in the spiral form;
• Creating network for sharing good teaching experiences as pedagogical partner;
• Creating incentive system for teachers
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International Study Center, Boston College.
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53
Improving democratic environment through schools
and teachers based on students’ opinions
Assoc. Prof. Dr. Bahtije Gërbeshi Zylfiu,
Universitety of Prishtina
Petrit Tahiri,
Researcher,
Kosovo Education Center, Prishtina
Abstract
The advancement of the democratic environment in Kosovo today has come into
consideration as a matter of special significance. In order to succeed, the establishment of
a democratic environment at school, and elsewhere, has become part of education policy
in our country. This issue now preoccupies not only schools and teachers, but also society
at large. In this context, schools and teachers continue to play an irreplaceable role.
The goal of this research is to present, from the student perspective, the role and importance
of schools and teachers in improving the democratic environment. Besides schools and teachers,
there are considerable factors which directly and indirectly contribute to the achievement of this
goal. This study is based on the results of research conducted in Kosovo high schools located in
urban and rural areas. This research is especially important because it involved 1700 students of
all nationalities living in Kosovo. They had the opportunity to express their position about various
matters that have to do with school, teachers, democracy, etc.
This research made use of qualitative and quantitative methods, including a
standardized questionnaire, divided in sections. Each section had different questions
related to civic education. These data were processed and analyzed by using the SPSS
method. The project begun in 2009 and was concluded in 2014.
The results of this research are considered important because they will be available
for use by various researchers for scientific purposes.
Likewise, these results will have an impact on the development of education policies
which have to do with the education of young people in the spirit of democracy in general
and with the improvement of the democratic environment in Kosovo in particular.
Key words: democratic environment; students; schools; teachers; Kosovo.
54
1.
INTRODUCTION
The advancement of the democratic environment in education institutions and
elsewhere depends on the education of citizens in the spirit of democracy as well as on
the general culture of democracy in society. Our commitment to the development of
democracy stems from the ideology supported by Thomas Jefferson, John Stuart Mill,
John Dewey and other intellectuals who believe that young people cannot become active
citizens in a democratic society unless they are educated. Education enables a democratic
environment thanks to a very strong connection and interdependence between education
and democracy.
Barber (1994) put forth an explicit connection between democracy and education in
arguing that there is “only one way to democracy” and that is education. In democracy, he
wrote, “educators have only one essential task: free teaching”. Barber insisted that, while
education strives to perfect itself, it should increasingly commit to the advancement of
democracy. These two go alongside one another, and the result is a democratic environment.
Creating a democratic environment implies the involvement of members of society
from various age groups, especially young people who believe in the values and practices
of democratic societies as well as human rights. The significance of such an environment
lies in the fact that students succeed and do better at school when they are in a safe
environment and when there are rules. Furthermore, democratic behavior can best be
encouraged within a safe and democratic environment.
The advancement of a democratic environment is extremely important, especially
today, with the world becoming increasingly more interconnected and interdependent.
Likewise, the skills needed in order to cooperate with others towards the solution of local,
national and international issues have become essential as well. With this in mind, “civic
education as a core goal of education cannot be denied” (Noll, 2006, p 400). It should be
noted that focusing on issues related to the democratic education of Kosovo citizens is
absolutely crucial.
Educating citizens to be real democrats is one of the challenges Kosovo society is
currently facing. In order to overcome the challenges met by the new education system,
the role of schools and teachers is being reconceptualized. Like other countries, Kosovo
institutions and individuals dealing with civic education are focusing on educating young
people in the spirit of democracy. That said, special attention is being paid to the issue of
democratic education on a national level. One of the objectives specified in the Strategic
Plan (2011-2016) for the development of education in Kosovo, which is part of an allencompassing education system, is to provide opportunities for quality formation of all
individuals, to cultivate lifelong learning practices and values of democratic citizenship. The
cultivation of democratic values enables the improvement of the democratic environment.
The improvement of the democratic environment is achieved through the
55
development of strategies, general school rules, school curricula etc. In order to achieve
such an objective, education institutions and their personnel play a crucial role in educating,
instructing and teaching skills to young people in Kosovo. Another way of promoting
democracy and its values is to teach democracy by incorporating it in the subject of civic
education, history and social sciences.
Westheimer and Kahne (2003) believe that lessons learned in democracy are not selfinherent. They are meant to promote democratic values. Furthermore, even in Montessori
schools, the values of liberty and the promotion of diversity (gender, race, religion)
constitute the foundations of education in the new world. The method developed by these
scientists is still present and well-rounded because it teaches in a way that allows everyone
to learn to love one another and to get to know every part of the planet, bearing witness
to the formation of the ‘new individual’ capable of building and running the society of
the future (Montessori, 1951, p 133). In this context, it must be mentioned that teaching
students to have a common engagement towards the promotion of democratic values
represents one of the main cohesive forces in society.
The purpose of this study was to present the role of schools and teachers in the
improvement of the democratic environment according to the students’ point of view.
Some of the questions included: Is school a place where students learn to understand
people who have different opinions? Does school provide the opportunity for students
to learn to work in groups? Do students at school learn about the importance of the vote
in local and parliamentary elections? Do students at school learn that children’s rights are
guaranteed by law? Do students learn about the values of cultural diversity and religious
tolerance? Do teachers encourage students to make decisions based on their own opinions?
Do they encourage students to make their own decisions, to discuss with people who have
different opinions on various matters?
We decided to delve into these topics because the issues that concern democracy are
actually realistic in our society, and the role of schools and teachers in creating a democratic
environment is undisputable. The results of this study point to the success achieved by
schools whose teachers practice democratic education approaches in equipping students
with knowledge about civic education. Besides schools and teachers, school curricula and
the community also play a major role in a democratic environment.
2.
THE ROLE OF SCHOOLS IN IMPROVING THE
DEMOCRATIC ENVIRONMENT
People are not born democrats; it is schools, teachers and curricula that help them
develop the knowledge, values and skills required to live in a democratic environment. A
democratic school seeks to create a democratic environment. Democracy can be learned
at school only if the school itself functions in a democratic fashion. Society will be more
understanding and supportive of diversity and differences if schools reinforce these goals.
School culture is often the reflection of a wider cultural community, and what students
56
learn in an educational setting reflects itself on the community as a whole.
The notion of a ‘democratic’ school originated in the writings of John Dewey. He
said that a democratic society is one in which divisions between groups, regardless of
criteria, are minimized, and in which common society values and purpose are maximized.
According to Dewey, schools must be a micro-cosmos of society desired by all. Therefore,
in order to have a democratic society, democratic schools are necessary, first (Dewey, 1916).
Nevertheless, a ‘democratic’ school would have implications about the role and behavior
of school teachers and administrators. For this reason, a different way of organization in
schools often causes problems as it clashes with the hierarchy of traditional schooling.
Likewise, the opinions of Dworkin et al (2003) about democratic schools were based
mainly on the deliberations of Tse (2000). They stated, “Given our principal concern
about the organizational structure of schools and their impact on teachers’ morale, we will
begin by selecting from Tse those features of a democratic school most likely to have an
impact on the role of teachers, as follows:
•
Non-authoritative and non-bureaucratic management by the principal;
•
Open communication of knowledge and information;
•
Joint decision-making on school issues;
•
Sense of responsibility by staff and students during decision-making at school;
•
Access to student-centered teaching and learning process;
•
Parents considered partners in the education process;
•
Full representation of teachers and students in the school council or school
board (Tse, 2000)”.
All these features of a democratic school have an impact on the school’s organizational
structure. According to Berger et al (2012), “Democratic classroom and school development
imply that everybody should have the opportunity to be involved and participate at school
– children, parents and leaders, and everybody should take responsibility for themselves
and for the school, while establishing democratic structures; democracy cannot rest in the
content of subjects alone, rather it must be practiced and updated (p 11)”.
The implementation of democratic leadership in schools is a crucial task, albeit not
easy (Klinker, 2008). The primary goal of the leaders of education institutions should be
to educate citizens of the future living in a democracy. It should also be noted that schools
change constantly, but with good management such difficulties can be overcome.
In relation to changes in schools, Schlechty (2001) stated, “Schools are inclined to
change, but they are also unable to change” (p 39). He saw this inability to change in the
57
fact that public education is always undergoing reforms.
According to John Dewey (1916), education has democratic purpose and a social
purpose. If schools fail to serve society and fail to promote the principles of democracy,
then they should be organized in such a way as to reflect the interests of various groups and
individuals. That said, all citizens would be able to extract from schools the usefulness they
need, as schools are the center of education of young people in the spirit of democracy.
They offer real opportunities for students of different nationalities to develop skills and
learn what it takes to become active participants in the environment they live in.
The general goal of a free and democratic society should be to focus on preparing
its citizens to contribute to the society they live in. In this aspect, school is the institution
with the capacity to provide serious contribution. At school, students obtain the necessary
knowledge and develop the necessary skills to be proper citizens, recognizing their rights
and their responsibilities towards fellow citizens and society as a whole.
As school is the most important education institution in Kosovar society, it occupies
a special place in shaping civic values in students, preparing them to deal with various
challenges, enabling them to exercise their rights and responsibilities, so that they may live
in a multi-ethnic society, be active and responsible in life and society, etc. Thus, school has
an impact on the improvement of the democratic environment, be it inside or outside
the school grounds. Experts of the field can tell whether a school is democratic or not.
According to Brown and Kysilka (2002), “Schools speak loud about those who enter their
doors. Experienced educators can walk through the front door of a school and within
minutes be able to assess the culture of that school. They can define the environment as
open or closed.” (p 166)
In the end, democracy makes schools, and schools are the institutions that make
democracy.
3.
TEACHERS AND THE DEMOCRATIC ENVIRONMENT
In preparing young people to give their contribution to the improvement of
the democratic environment, besides schools, an important role is played by teachers.
Educating students to become real democratic individuals is a serious challenge not only for
schools as education institutions but also for teachers. (James Banks, 1997, p 1) Creating a
democratic environment should be the main purpose of education today. Teachers should
promote and cultivate democratic values. In today’s ever-changing world, teachers hold
one of the most fundamental roles. Social changes and the management of these changes
is a huge challenge in their profession. They should be constantly trying to find better ways
of helping young people become valuable individuals in society and for society.
First and foremost, students should learn what democracy is, and then they should
understand their rights and responsibilities and how they can actively and critically
engage and contribute to democratic society. In order for such contribution to be made,
58
teachers should prepare themselves, first. Education reforms that stem from deep social
changes have a direct impact on the teaching profession. Reforms in education affect
not only the teaching profession but also the school curricula in general and the subject
of civic education in particular. This subject must have supplementary material, as they
are indispensable to ensure effective results in educating young people about democratic
values, which enables them to improve the democratic environment at school and in the
classroom.
As far as reforms in education, according to Schlechty (2001), many educators have
learned from experience that “a new wave of ‘reform’ may threaten at any time … but they
should wait for it to subside and then begin to do the work they were hired to do” (p 39).
Therefore, teachers should know that they have to constantly change themselves in order
to prepare students in keeping with the demands of the time. Teachers are also responsible
for preparing students for different ways of life. They should assist students in becoming
actors, rather than spectators, in the world that surrounds them. They should help students
to make their voice heard outside the classroom, as well.
When teachers think of the environment their students live in and its impact, their
thinking goes mainly towards the students’ homes and community outside the school.
They often think that the outside environment affects students negatively because it fails
to create opportunities for students to be properly educated. However, teachers have
more responsibility within the environment where students are educated in the classroom,
compared to the environment during their early childhood years; though children develop
feelings of respect and altruism, as well as responsibilities, towards others and society quite
naturally (Montessori, 1999).
Therefore, it is up to teachers to create such climate in the classroom that encourages
students to value tolerance, solidarity and willingness to cooperate. This is achieved by:
- encouraging students to analyze fundamental concepts related to democracy;
- encouraging students to express their feelings about democratic values;
- encouraging classroom discussions among students about their viewpoints on
democracy, inter-ethnic tolerance, religious tolerance, respect for others, the rights of
minorities, civic duties and responsibilities, cooperation etc.;
- encouraging students to actively participate in society, etc.
Besides creating a democratic climate and organizing the classroom, teachers should
seriously think about social cohesion as well. In this regard, it is interesting that Montessori
(1999) says that, “Society does not depend only on organization but also on social cohesion
and, of these two, the latter is essential and serves as the foundation on which to build
the former (society)”. In speaking about social cohesion, she also mentions laws, saying
that good laws and good governance cannot, by themselves, come together and operate
59
in society; nor can individuals do that if they are not oriented towards matters that make
them more compact and shape them as a group” (p 236).
With Montessori’s thinking in mind, it is fair to say that schools and teachers are
factors that can contribute to raising awareness among the citizens of tomorrow about
the significance of their shaping and acting as a group. Especially in transition periods,
schools and teachers should be prepared to face different challenges. In this context,
the personality and professionalism of teachers is critical in schools which aim, among
other things, to improve the democratic environment in their classrooms and beyond.
The substantial advancement of the knowledge of students in the domain of democracy
within the near future will have a direct impact on general developments in democratic
society in Kosovo. This is why our teachers today are engaged and focused on professional
development and training.
In view of the above mentioned, teachers should develop strategies and use
management techniques to explain democracy, tolerance, respect and human dignity.
Students and teachers promote a democratic environment when they build an inclusive
classroom where all the students can participate and act fairly and correctly. By becoming
reflective educators, who understand where they come from and how far they have come
as well as the reasons why they should keep learning in order to advance their profession
by improving the quality and efficiency of young citizens, teachers become the key factor
in the improvement of a democratic environment. By instructing their students they
have a direct impact on the development of a democratic society. Barber (1993) said that,
“There will be no freedom, no equality, and no social parity without democracy, and there
will be no democracy without citizens and schools that shape civic identity and democratic
responsibility” (p 46).
Finally, it has to be said that adequate instruction of students in a democratic spirit
creates the conditions for the improvement of a democratic environment. Nevertheless,
this requires not only serious engagement from the teachers but also from relevant
institutions as well as other competent parties who similarly seek to achieve the same goal.
The New Kosovo Curriculum aims to help students understand the foundations of social
life and the rights and responsibilities of its citizens. Therefore, educational action in this
regard is not attainable without the involvement of all these pertinent actors.
4.
RESEARCH METHODS
In order to complete this study, use was made of the findings from research
carried out in schools across the territory of Kosovo. They are part of the project called
“Concepts of Citizenship in Kosovo School Students”, implemented by the Kosovo
Education Center (KEC), the Zurich University of Education and the Faculty of Education
of Prishtina University. Qualitative and quantitative methods were used in this research, as
60
well as literature review and the statistical method.
Participants in the research were teachers and 8th grade students from Kosovo schools
(during the first phase of the project). Teachers belonged to various age groups, while the
majority of students involved in the study were 15 years old and came from different
ethnic and religious groups. The 1700 students involved came from a mix of urban and
rural area schools.
During the first phase of the research (2009-2010), the main tools used were
questionnaires for teachers and students. During the second phase (2011-2014),
questionnaires were prepared only for students. The first part of the research involved the
drafting of questionnaires for teachers and students, followed by the pilot project in four
schools in Prishtina. After that, the data collected from the questionnaires was analyzed
using the SPSS program, and some of the results were published in the form of a report.
In the second phase of the research, questionnaires were prepared and the field
work ensued. Afterwards, a database was created based on the information from 1700
questionnaires; the latter were drafted and standardized by “International Civic and
Citizenship Education Study”.
The questionnaire was organized into a number of sections, such as the section on
schools, the section on school curriculum, the section on citizen rights and responsibilities,
the section on classrooms etc. A separate analysis of the results of various sections
included in this research would produce separate studies in their own right. However,
here the focus will be on the presentation of the data from the section about schools
and the section about teachers. The data collected from these sections are analyzed and
discussed separately from the rest of the data in the same research. Therefore, this paper
represents only a small part of our research in Kosovo schools. We should note that
student responses in the questionnaire were treated confidentially, as the questionnaires
themselves were drafted with that in mind. The same policy was followed in drafting
questionnaires for teachers.
5. RESULTS AND DISCUSSIONS
Based on the results stemming from our research, the role of schools and teachers
in improving the democratic environment is substantial. Teachers aim to equip their
students with knowledge on the values of civic education, while encouraging them to be
actively involved citizens. These efforts go towards the improvement of the democratic
environment at school and outside the school.
Student responses to questions about schools and teachers indicate that schools
as institutions are extremely important for the civic education of students and the
61
improvement of a democratic environment. A very high percentage of students involved
in the survey responded that they learned the basics of civic education in school.
To the question ‘How much do you trust these social groups or institutions’
(including schools), students stated that they strongly trusted schools. 79% of respondents
stated that they fully trust schools; 15.7% stated they partially trust schools; 4.2% stated
they trust schools a little; and only 1.2% stated they have lost their trust in schools. These
results are illustrated in Figure 1.
Figure 1.
How much do you trust each of the following groups or
institutions?
15.7
4.2 1.2
Completely
Quite a lot
A little
79.0
Not at all
It can be stated, therefore, that Kosovo school students continue to trust schools very
much. As a result, schools can be used to advance the improvement of the democratic
environment through civic education.
To the statement ‘I have learned at school that religious tolerance is very important’, the
overwhelming majority of students, 63%, stated they fully agree; 24.9% stated they partially
agree; 8.6% stated they disagree; and 3.5% stated they fully disagree. These responses indicate
clearly that young people are in favor of religious tolerance (see Figure 2).
According to Osler and Vincent (2002), respect for diversity implies that individual
student needs are addressed in the classroom, which makes the learning environment safe
and offers adequate and suitable teaching for all students.
Figure 2.
62
Based on the results of the field study, it is clear that teachers in both urban and
rural schools in Kosovo help prepare their students to contribute to the development of
democracy in our country. Including democracy in the classroom is particularly important
in our time as a result of the challenges brought in by the democratic order in the era of
information (Campell, 1996).
Research findings present the opinions of students about the role of teachers in
preparing students to participate in society. During our observations, it was obvious that
teachers continue to play an insignificant role in shaping the personality of students.
As concerns the role of teachers in the field of civic education, based on the results
from the field research, there is still work to be done in terms of teacher training to
prepare them to face the challenges of their daily work. A challenge in particular is constant
education reform.
According to field research, a high percentage of students stated that teachers rarely
or never encourage them to make decisions based on their own opinions. 22.5% stated
that teachers rarely encourage students to decide based on their own opinions, while 21.8%
stated that teachers never do so.
To the question ‘Do teachers encourage students to have discussions with people
who hold different opinions’, 21.2% of respondents stated that teachers rarely encourage
students to have such discussions, while 15.4% stated that teachers never do so.
A high percentage of students stated that teachers rarely (13.5%) or never (14.3%)
give students the opportunity to express their own opinions.
Table I. Questions and results in relation to teachers:
Question
no.
Question
Often
Sometimes
Rarely
Never
1.
Teachers encourage
students to make
decisions based on their
own opinions
Teachers encourage
students to express their
own opinions
29.1%
26.5%
22.5%
21,8%
51,0%
21,2%
14,3%
13,5%
Teachers encourage
students to discuss issues
with people who have
different opinions
Teachers use different
aspects to introduce
views on different
topics in class
27,8%
35,5%
21,2%
15,4%
28,6%
37,6%
22,3%
11,5%
2.
3.
4.
63
Teachers promote democracy when they encourage students to work together, to
respect one another, to resolve conflicts and fulfill community purposes. Such lessons
should be learned every day. When they are not learned, schools become gloomy halls
where teachers spend most of their time controlling students rather than educating them.
Teachers should be committed to enabling their students to be productive members
of a democratic society. This is a bigger challenge than preparing young people for various
occupations. Teachers can use the classroom as a setting for socializing. They can practice,
in their daily work, democratic values which have an impact on the creation of a democratic
environment in the classroom. According to Valerio (2001), the classroom is a “theater
stage” which should be designed to make students feel comfortable with their instructors,
colleagues and the environment around them.
The processing, analysis and publication of the results of this research aims to raise
awareness among professionals, as well as the public opinion, about various issues that
concern civic education in Kosovo.
6. CONCLUSION
Based on the results from the research, we can conclude that the improvement of the
democratic environment is closely linked with the education system, schools and teachers.
It also depends a lot on the cultural social level, as education is not a private matter but one
that inextricably involves the cultural dimension, as well.
On the other hand, communication between schools, teachers, students and parents
helps create better conditions for a democratic environment. Teachers and students
should not see this as a problem but rather as an important matter in which they should
all be involved. Schools and teachers must be agents with the task of creating a social
environment which is democratic, positive, tolerant and cooperative.
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Barber, R. B. (1994). An Aristocracy of Everyone: The Politics of the Education and the
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Berger, D. et al. (2012). Ein Grundwerte-Curriculum für Demokratie. http://degede.de/
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Mentoring approaches towards learning results for
education students during professional practices
Beatriçe Gani
Educational Sciences Faculty
“Aleksandër Xhuvani” University, Elbasan
betgani@gmail.com
Abstract:
Starting is often a very difficult period in the profession of future teachers, throughout
which the new teacher faces a great number of new experiences and situations, with which
he needs to adapt as fast as possible. With the reforms on teaching professionalism, which
require that the teacher is capable to use his judgment to take decisions while facing
complex situation, seems that entering the profession is becoming always harder. This
study observes the relations between mentoring teachers and student teacher apprentice. A
feasibility study build to investigate these relationships has been developed with teachers in
two elementary schools. The results show that the concept of mentoring and its possible
usefulness to support a new scheme in forming new teachers are clear to teachers. Most
importantly, teachers admit the need for continuous training for those who serve as
mentoring or supporting teachers. This showed how a mentor can adapt the interpersonal
attitudes while wanting to constructively influence and contribute in the teaching and
professional preparation during the practices for education students.
Key terms: mentoring, teaching profession, trainings
Entry
The professional development of future teachers is a difficult period of the life
is the profession, in which the student teacher apprentice will face an entirety of new
experiences and situations towards which he will need to adapt rapidly. With the actual
reform on education, which asks that the teacher is capable of using decision making
judgment while facing always more complex situations, seems that entering the profession
is harder than in the past.
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Without support, it is very difficult to pass this beginning stage of professional
development. For this reason, we think that student teacher apprentices and new teachers
should strongly collaborate with experienced teachers in order to have a better start in
their professional journey. This collaboration is defined as a “professional support for the
student teacher apprentice from experienced teachers” (Dumoulin, M.J., 2004, page 21-24)
Mentoring is a particularly efficient tool to accompany and support student teacher
apprentices in the process of their professional practice. The consultations that took
place with different actors in the school environment, including new teachers and student
teacher apprentices, clearly show that being accompanied by an experience teacher, if this
is not the only way of helping, is generally the most necessary way to lead the student
teacher apprentice towards achieving a successful profession.
As a matter of fact, the mentoring teacher can be of great help for the and student
teacher apprentice since it has a supporting role on the later by listening and at the same
time sharing thoughts, ideas, and professional experiences. Through this exchange that
takes place, mentoring allows for a better professional development of the student teacher
apprentice, making it easier for him to adapt with different aspects of the profession.
According to Bateman, (Bateman, D. 2001, page 18), “the role of the experienced
teacher can be fundamental, because they facilitate and speed up the travel of new teachers
towards the acquisition of the profession”. Also, from the ideas that are born during
talks with the mentoring teacher, the student teacher apprentice learns how to analyze
his teaching practice and by doing so, develop a reflective thought that will allow him to
asses himself, learn from new experiences, and critically observe the way he acts during the
teaching and learning process.
The purpose of the mentoring relationship is not only to make the student teacher
apprentice independent of his mentor, but also develop step by step professional autonomy
and gaining reflective thought. The mentoring teacher leads and supports the student
teacher apprentice in his attempts and also towards reflective thinking on his teaching
practice. Mentoring situation becomes object of adjusting, betterment, evaluation, and
reorienting, with the purpose of preserving the meaning for the mentor and also the
mentee.
Imprimis , this article proposes the definition of the accompanying relationship, by
observing how it is articulated as an approach to mentoring in the field of preparing and
starting a career in the profession of teaching. After, it explores the perceptions of the
collaborating teachers on mentoring the student teacher apprentice and identifies three
factors that affect mentoring relationships: role of mentor; expectations on mentoring
relationships; motivating teachers on serving as mentors. As a conclusion there will be
presented reflection and research ways which allow us to enrich our understanding on
mentoring and mentoring relationships.
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Review of the literature
An important component in the preparation of future teachers is to accompany
students on school practices, which helps them to understand and negotiate the process
of socialization in preparation as future teachers.
Mentoring is a form of assistance that favors development and learning, based on an
interpersonal relationship support and exchange of ideas, in which an experienced teacher
invests his knowledge and experience to the mentee, which has to achieve personal goals
and to acquire competences (Courrier, 2004, page 520).
Mentoring in teaching allows to respond to the needs of early career teachers and
student teacher apprentice in the early stages of the profession and promotes successful
realization of the objectives set (Feiman-Nemser, 2003; Hargreaves and Fullan, 1999;
Ingersoll and Kralik, 2004; Jokinen, Heikkinen, and Valijervi, 2005; Martin and Rippon,
2003; Martinez, 2004).
Studies show that mentoring contributes to improving the efficiency of the mentees
(Kardos, SM, Johnson, SM, pesk, HG, Kauffman, D. and Liu, E. (2001); Rhodes and
Beneicke, 2002) and allows increased performance on the school team (Rhodes and
Beneicke, 2002). Mentoring is considered as an effective tool to break the isolation of
beginning teachers in the early stages of entrance into the profession (Boutinet, 2003;
Cuerrier, 2004; Lamontagne, Arsenault and Marzouk, 2008); it also facilitates their
integration in school, as well as increased frequency of cooperation and teamwork quality
(Feiman-Nemser, 2003).
Through the transmission of knowledge and experience of mentoring teachers
(Lamontagne, Arsenault and Marzouk, 2008), mentoring can promote the development
of student teacher apprentice potential, improve their knowledge in the field of teaching,
increase implementation of effective practices and favor the learning of students (Kardos,
SM, Johnson, SM, pesk, HG, Kauffman, D. and Liu, E. (2001).
Among others, mentoring relationships can promote to the mentee a deep reflection
and a realignment in relation to his professional practice; may favor on mentor teachers the
birth of a desire to get a bigger load and willingly accept student teacher apprentices, which
helps in their professional development and enhances the quality of teaching (Rhodes and
Beneicke, 2002).
Mentoring plays also an important role in the emotional plan, since it allows from the
beginning immediate support for student teacher apprentices to overcome the difficulties
encountered with the entrance in the profession (Lamontagne, Arsenault and Marzouk,
2008); seen as an exceptional tool to reduce stress and increase a sense of security; facilitates
entry in the profession, contributing to the development of a sense of ownership of the
class and values to achieve success (Kardos, SM, Johnson, SM, pesk, HG, Kauffman, D.
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and Liu, E. (2001). In addition, mentoring positively influences in increasing the confidence
and self-evaluation of student teacher apprentices (the Beneicke Rhodes, 2002).
Although there are many definitions for mentoring, there are similarities when you
think about the qualities necessary for effective mentors and types of activities that facilitate
effective mentoring. Knowledge and skills required of a mentor affirm that there are six
main features: the desire to share knowledge; competence; desire to facilitate professional
growth; honesty; desire to give critical feedback, positive and constructive; ability to deal
directly with the mentee. Some of the key aspects of effective mentoring models include
carrying out surveys, providing feedback, and having time to mentor and the mentee to
discuss the reactions and engagement in reflection (Giebelhaus, C., Carmen, R., Bowman,
C. (2002).
According Giebelhaus (1999), effective mentoring models should include a method
for the selection and preparation of mentors and their mentees to promote cooperation,
as well as opportunities for direct observation of their teaching. Furthermore, factors such
as personality, ability to communicate the principles of effective teaching and similarities
between grade level and content facilitate effective mentoring (Giebelhaus C., Carmen, R.,
Bowman, C. 2002).
Researchers in the field of mentoring admit that the main role of the mentor is to
provide guidance and emotional support to the novice teacher, who needs a considerable
amount support (Halai, 2006). The mentor should have experience in teaching and feature
the following characteristics: desire, commitment and enthusiasm; ability to cooperate
with adults; and perception of teaching as a profession, with which they are comfortable.
Despite the different definitions and perspectives on what constitutes mentoring, it has
been shown than more experienced a mentoring teacher is, the more likely he or she will
be an effective mentor (Roehrig, A. Bohn, C ., Turner, J., & Pressley, M. 2007).
However, there are also mentoring experiences which do not work well, or fail in
functioning: failure in the relationship between mentor and mentee, but also the failure
of those responsible institutions, which have not been able to prevent this failure and
intervene in time. Through these failures we can distinguish them from non-involvement
of student interns, the inability to find their place in the mentoring relationship, due
to insufficient theoretical knowledge. Another risk has to do with effort, which leads
to a form of non-development, which, starting from this fact makes the mentoring
relationship sterile (Boutinet, 2003). Other examples of a not fruitful journey have to do
with excessive authority shown by the institution to manipulate companionship or to allow
the development of a relationship of dependence between two actors (Stahl, 2001).
If we support the thesis that mentoring is an effective strategy in support of the first
steps to exercise the profession of teaching for student teacher apprentices, then we think,
that the establishment of a good mentoring relationship is the source of the success of
such a program.
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Attempting accompaniment is a complex process, inside which there are two people
who formed a relationship to achieve the predetermined objectives. Paul (2003) sees
these two people as two unequal powers, since one leads, accompanies, advises, while the
other is directed, accompanied, advised; one is experienced and the other is new. This
dynamic is intended to suggest that the mentoring teacher plays a more active role than the
mentee within this relationship, for it is he who “knows”, who “recognizes”. Although the
disparity of experiences and knowledge between mentor and student teacher apprentice
is entirely possible, such relationships are implemented to favor the sharing of experience
and knowledge. Also, this does not mean that the student teacher apprentice is required to
play a passive role and be put completely under the tutelage of mentoring teachers.
Context of the study
In this study we examine the issues, problems, content and mentoring of teachers
in the context where experienced teachers are assigned to work with student teacher
apprentices, in order to support learning on their teaching, in accordance with curricular
and teaching standards. The exercise of their profession requires multiple competences
towards increasing tasks entrusted to them.
Entrance into a new environment requires the student teacher apprentice receiving
a substantial amount of information, attitudes and new competencies. The mentee is a
student who must adapt to the rules and features of the school environment, more or
less known. Learning is an active process to ensure success in the profession. The student
teacher apprentice must use his professional knowledge to achieve the objectives set.
It is important to develop deeper understandings about how teachers perceive their
role as mentors for students and to explore the factors that are deemed necessary to
achieve effective mentoring. Given the above, we support the idea of a shared responsibility
between the mentoring teacher and the mentee, to ensure the success of the mentoring
experience.
Research questions that guided this study were: What factors influence the relationship
between mentoring teachers and student teacher apprentices? What are the prospects of
mentors on the mentoring of mentees in teaching practices?
This study included six accompanying teachers who shared their views and described
their experiences as mentors and 12 student teacher apprentices. Conversing with this
group of teachers and students provides a model for the further development and
implementation of effective mentoring programs.
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Methodology
We used a working method based mainly on observations of school practices,
formal and informal conversations conducted during these practices with student teacher
apprentices, mentoring and lecturers. The main source of data in this study came from
responses to a survey and open-ended questionnaire, designed to draw the experiences
of the participants. The data collected from the appropriate literature, notes summaries,
inspired key aspects to emerge.
Another source of data included observations made during a mentoring workshop,
designed to identify the perspectives of accompanying teachers, how to better prepare
them to effectively mentor student teacher apprentices. General topics and issues discussed
were the role of the mentor; relationship building; promoting cooperation and cooperative
relations. As part of this workshop, we asked accompanying teachers to offer opinions
on how teacher training programs can better prepare student teacher apprentices and
accompanying teachers themselves with the experience in the field.
Participants for this study were teachers in primary education and teaching experience
in two public schools, who had been working as mentoring teachers for the Faculty of
Education.
Teachers were selected based on recommendations and criteria set: candidates
should have previous mentoring experiences on the pedagogical practices of students; be
mandated by the faculty;
The participants in the study meet the following criteria:
•
teachers in elementary school
•
more than 5 years of teaching experience
•
teachers voluntarily accepted to be part of it
•
no previous experience in the professional development on mentoring student
teacher apprentices.
Participants were contacted through phone, e-mail, or meetings
Demographic survey
Study participants were teachers in public schools, and each had a priority to experience
mentoring student teacher apprentices. One of the participants had previously participated
in a formal mentoring program. Each participant was given an unlimited demographic
questionnaire at the start of the two-day workshop to provide insight and information
about their school and community. The demographic questionnaire addressed the scope
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of content, years in teaching, demographic information about classes of participants,
number of years of supervision and the number of mentees that they had mentored.
In addition, we asked participants to complete the open questionnaires to identify
their teaching philosophy, experience as an associate teacher, formal mentoring experience,
and expectations on the practice experience of students. Participants also filled out
questionnaires that addressed their prospects as a teacher mentoring associates student
interns. Participants addressed the following questions in a focus group:
What is a mentor? What is the role of a mentor? What skills should expose an effective mentor?
What are some of the benefits of mentoring? What it means to be a mentor? What is the role of
mentoring relationships?
Data analysis
The approach to data analysis included the following: First, we analyzed the
demographic questionnaire to determine the degree of experience in teaching for each
participant, content area, and additional demographic information. Subsequently, we
analyzed the participants’ responses to the open questionnaires to determine common
patterns through the use of different statements, developing categories and topics. We
used the system Strauss and Corbin (1990) for organizing the data to classify subjects
from textual evidence. This strategy of data analysis examines the similarities between
the experiences of the participants or perspectives on mentoring. According to Davis,
M., Bolding, G., Hart, G., Sherr, L., & Elford, J. (2004), the findings of this nature are
available and textual evidence is deductive, allowing readers to understand the experiences
of participants and often shed light into the search field under investigation. Furthermore,
quotes and responses to the questionnaire provide a certain degree of wealth and depth
of the experiences and perspectives of the respondents.
Results and Discussion
These two themes emerged from the data analysis:
1. The role of the mentor and expectations on the mentoring relationship
2. Accompanying teacher’s motivation for mentoring
These results were consistent with findings from Weasmer and Woods (2003) and
Anderson and Shannon (1988), which suggests that the main components of mentoring
in education are role modeling, cultivation, support, sponsorship and teaching.
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The role of the mentor and expectations for
the mentoring relationship
It is important for student teacher apprentices to have relations for “guided
teaching” with their accompanying teachers and university supervisors, because these
relationships have a significant impact on learning to teach (Borko & Mayfield, 1995).
Research by Glickman and Bey (1990) suggest that the assistance and guidance provided
by accompanying teachers is linked directly to the effectiveness of student teacher
apprentices. Unfortunately, further research by Smith (1990) describes the potential of
mentoring by accompanying teachers to facilitate practical experience is often unrealized.
The answers to open-ended questionnaire offered insights into the perspectives of
mentoring teachers in providing guidance and support for student teacher apprentices.
These presentations show a sense of responsibility for providing guidance and support for
practitioners. In addition, the participants allow the practitioners to benefit autonomy in
the classroom, giving them the opportunity to gradually build confidence in their teaching.
Cooperation, patience, good communication skills, trust, honesty and respect affect the
growth of effective mentoring relationships. Participants expect that their mentees be
knowledgeable, professional, flexible and reflective.
During the workshop, participants identified the role of mentor and outlined their
expectations on the mentoring relationship. Participants’ responses revealed that teachers
see their role in mentoring relationships as a resourceful person, guide, model, friend
and professional experience. These results were consistent with research (Yost, 2002)
which describes the role of mentoring teachers as effective experts, guides and supporters
for novice teachers. Each of these roles, ultimately has an impact on students’ learning.
Moreover, many participants discussed on how mentoring student teacher apprentices
expands and completes their teaching abilities and promotes self-reflection.
Participants discussed the importance of role modeling for practitioners to facilitate
and encourage their growth and success. Research shows that modeling during the student
teacher apprentices’ experience is useful for accompanying teachers, as well as student
teacher apprentice, and is essential for the novice and beginning teachers to have good
models to imitate (Weasmer & Woods, 2003).
This topic asserts that mentors understand the important role they play in the professional
development of future teachers and reinforces previous research that describes mentors as
guides, supporters and developers in terms of their mentees (Halai, 2006).
Teacher motivation for mentoring associates
Motives for mentoring, as expressed by one of the participants, include the fact that
they want to share their knowledge, gain knowledge of new trends in teaching, encourage
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new teachers and collaborate with beginning teachers. Participants, through the open
responses to the questionnaire, expressed their desire to be mentored in a variety of ways.
Their honesty on their motivation for working with students teacher apprentices was clear
in most cases.
Participants identified the primary impetus for mentoring as a desire to encourage a
new teacher into the profession is that the accompanying teacher is motivating and shows
willingness towards making the mentoring process useful for future teachers.
This topic addresses the role that the motivation that the mentee and mentor have
in mentoring relationships. Accompanying teachers said they were willing to cooperate, to
learn and share their knowledge with student teacher apprentices. This shows that learning
in mentoring relationship is a two-way street where both the mentor and the mentee learn
from their cooperative relationship.
Conclusion
This project provides implications for mentoring teachers and student teacher
apprentices, research and practices to encourage teacher preparation programs to initiate
systematic initiatives in collaboration with schools and provide more formal mentoring
programs. These mentoring programs should not only focus on introductory programs for
new teachers, they should go even further, the preparation of the accompanying teachers
during practice experience.
It is clear that the student teacher apprentice must have as model a teacher who is
skilled and experienced in this type of mentoring and modeling and that can promote
positive development towards developing an effective teacher (Weasmer & Mays, 2003).
Novice teachers are more likely to model what makes an accompanying teacher (Weasmer
& Mays, 2003), and if the mentor is lacking skills in mentoring, it can significantly affect the
professional development of the student teacher apprentice. In an effort to streamline the
preparation of young practitioners, it is important that teacher training programs continue
to work in partnership with schools to develop and implement effective mentoring
programs for teachers, interns and student teacher apprentices.
Participants in this study indicated that mentoring workshops should make sure
to better prepare accompanying teachers for mentoring student teacher apprentices. As
mentioned earlier, professional practice is an important moment for the future teacher
and can serve as a major determinant on how effective will the teacher in class during
the first years. Many participants in this study recommended that such workshops on
effective mentoring should be part of continuing professional development, mandatory
for mentoring teachers who plan on mentoring student teacher apprentices. According to
the participants, the workshop gave them an opportunity to express their concerns about
mentoring student teacher apprentices and, raised their awareness on the importance of
74
relationships and development of their mentoring skills.
While the results of this research did not shed any new light on the nature and impact
of mentoring on future teachers, it reiterated that mentoring teachers should understand
their role in facilitating professional practice. Specifically, teachers, by collaborating in this
study, were able to describe their roles as guides, supporters or critical friends, similar to
previous studies research (Halai, 2006; Iancu - Haddad & Oplatka, 2009).
To extend this research, it is important to determine whether or not mentoring or
accompanying teachers understand their role and expectations on mentoring relationships.
Mentoring actions and modeling effective strategies for future teachers are essential. This is
important because although teachers know what they are expected to do about mentoring,
this does not necessarily mean they know how to mentor or how to be effective mentors.
Therefore, teacher education programs should ensure that mentoring teachers are prepared
enough to design effective strategies to facilitate teaching practice. This will better prepare
students teacher apprentices and future teachers for teaching in the real world.
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Students‘ attitudes towards self-assessment – A study
conducted at the Department of English Language
and Literature, FLCC
Assoc. Prof. Dr. Brikena Xhaferi
b.xhaferi@seeu.edu.mk
Abstract
The purpose of the study was to investigate students’ attitudes and their experiences
related to self- assessment at the Department of English Language and Literature, SEEU.
There are many methods used in assessing student performance nonetheless, self-assessment is believed to be very useful in the process of looking at oneself in order to assess
aspects that are important to one’s identity. Self-assessment prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept
and at the same time people use self-assessment to enhance their certainty of their own
self-knowledge (Sedikides, 1993).
The study was conducted with 60 second and third-year students of the Department
of English Language and Literature at SEEU. Data sources included: student questionnaire and student interviews. Data obtained from the research methods were analyzed
qualitatively and quantitatively. Results of the data analysis showed that students have
positive attitudes towards self-assessment and iit increases student motivation for learning
and improves their critical thinking skills. In addition, the students have experiences with
self-assessment where teachers develop criteria for self-assessment in the classroom and
they provide feedback most of the time.
Key terms: student attitudes, University, self-assessment, evaluation, experiences
1. Introduction
Nowadays, Institutions of higher education face many challenges due to societal
changes. With these changes, Universities have to change their teaching methodologies
and syllabuses which focus more on assessing student communicative competence. As78
sessment is a very important part of learning and teaching which shows the student overall
progress. It involves the use of different instruments to gather data on a regular basis in
order to identify learners’ needs, check learners’ progress, and evaluate student performance in a certain course. It is an ongoing process aimed at understanding and improving
student learning. There are many methods used in assessing student performance at South
East European University nonetheless, self-assessment is believed to be very useful in the
process of looking at oneself and assessing aspects that are important to one’s identity.
Self-assessment prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time people use self-assessment
to enhance their certainty of their own self-knowledge (Sedikides, 1993). The students
should be given the opportunity to learn through their own experiences and “While we
cannot learn or be taught to think, we do have to learn how to think well, especially how
to acquire the general habit of reflecting” (Dewey, 1933, p. 35). Therefore, investigating
students’ attitudes is very important in making this process easier and more effective.
2. Literature Review
Assessment as a concept in education began to be used in education in early 1970s
and in 1986. Hurtle has distinguished five functions of assessment used in higher education in the USA (cited in Heywood, 2000). This was considered as constructive approach
to assessing students’ knowledge and progress. Educators have been searching for the
alternative assessments for a long time. They wanted to find other methods of assessment except the traditional ones. Interest in alternative types of assessment has grown
rapidly during the 1990s, both as a response to dissatisfaction with multiple-choice and
other selected-response tests and as an element in a systemic strategy to improve student
outcomes”. “The field of evaluation has witnessed a major shift from strictly summative
testing tools to and procedures to a more humanistic approach using informal assessment
techniques that stress formative assessment” (Shankar 2008, p. 181). Alternative assessments range from written essays, performance, portfolios of diverse work products, role
plays, interviews and conferences, peer and self-assessment, etc.
The idea of self-assessment is strongly connected to Dewey’s idea of constructivism
according to which learners actively construct their own understandings in interaction between themselves, their surroundings and others. It is a process of formative assessment
during which students reflect on
and evaluate the quality of their work and their learning, judge the degree to which
they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their
work, and revise accordingly (Andrade and Du 2007 cited in Spiller, 2012, p.3 ).
Student reflection enhances student learning awareness and encourage responsibility
for their own learning. Many studies have reported many benefits of self-assessment.
By using the peer and self assessment, students are exposed to multiple perspectives;
learn to work effectively in high-performance learning teams; use assessment standards to
judge their own efforts; and work in the classroom, online, and in their future professional
79
lives. In the view of instructors, peer and self assessment can provide multiple levels and types
of assessment information, and help provide information to monitor the progress and participation of individual students. Instructors can also share the assessment burden with students
and shift roles from information transmitter to learning facilitator (Lee 2008, p.6).
Self-assessment should be planned carefully. “Many academics are trying to design
classroom learning
opportunities that reflect the principles of constructivist learning, this principle is
frequently ignored in the design and implementation of assessment tasks”(Spiller, 2012,
p. 2). She further states that much of the self-assessment literature argues that self-assessment can enhance learning most effectively when it does not involve grading.
2.1 Recent studies
Many studies have dealt with the issue of self-assessment in education. One of them
was conducted by Westlake and Zitko in 2010. Their study investigated teachers; attitudes
of self-assessment at one University in Sweden. Another aim was to identify the strategies
and tools used in promoting self-assessment in higher education. An interview was used
to identify the participants’ attitudes and their experiences in the classroom. The overall
results showed that teachers have positive attitudes towards self-assessment but the main
difficulties that face in this process is available time and the ambiguity of the syllabi used
in teaching. To overcome these difficulties they used different approaches in order to
strengthen student confidence, clarifies goals and promotes active learning.
Another study was conducted by Khonbi and Sadeghi in 2013 at a University in Iran.
The main aim of this study was the investigation a cohort of male and female undergraduate EFL students’ attitudes towards self- and assessment. The study used a student’s
questionnaire and also a pre- and post-test to identify these issues. The results of the study
showed that students have positive attitudes towards self-assessment but the most challenging thing for them was evaluation of their own work and rubrics used.
3. Research Methodology
The present study investigated the students’ attitudes towards self-assessment at the
Department of English Language and Literature, SEEU. The study involves 60 students
of the Faculty of Languages, Cultures and Communications majoring in English Language
and Literature. They were both genders male and female students and their age ranges
from 20-22 years-old. The research methods used are a student questionnaire and students’
interviews. The data are analyzed quantitatively and qualitatively.
The study addresses the following research questions:
1. What are the students’ attitudes towards self-assessment?
2. What are the students’ experiences with the implementation of self-assessment at
80
the FLCC?
3. What are the benefits of student self-assessment?
3.1 Research Methods
The first method used was a student questionnaire which contains two types of questions: 10 questions related to students’ attitudes towards self-assessment and 5 questions related
to student experiences with self-assessment at the FLCC. The questionnaire was developed by
the researcher. The second instrument was a student interview modified from Al-Kadri , AlMoamari, Al-Takroni, Roberts, Van der Leuten (2012). It investigated student perceptions and
benefits of self-assessment in learning English as a foreign language.
3.1.1 Results of the student questionnaire
The questionnaire aimed to find out students’ attitudes and experiences related to
self-assessment in the classroom where English is taught as a foreign language. Five questions dealt with students’ experiences in the classroom and ten questions dealt with students’ attitudes
Statements on learner
experiences with selfassessment
1. Different assessment methods are used by the lecturers
(i.e. tests, assignments, classwork, group work, presentations, debates).
2. The lecturers give us the
opportunity to assess ourselves
3. The lecturers give us the
opportunity to assess our
peers
9. Rubrics are a valuable tool
for self-assessment
11. The teachers develop
criteria for student self-assessment
Strongly
disagree
Disagree
Agree
Strongly
agree
1
2
5
42
9
7
29
15
2
41
9
8
5
7
19
19
8
4
18
20
TABLE 1: Learners’ experiences with self-assessment
81
Results in table 1 clearly shows that according to 42 participants, teachers use different assessment methods while evaluating student learning nevertheless, teachers develop
assessment criteria (20 participants) as well as the use of rubrics for self-assessment (19
participants). This shows that learners believe that it is the teachers’ responsibility to guide
them through this process. Also, the majority of the participants (15 of them strongly
agree and 29 agree) that they are given the opportunity to assess themselves but not to
assess their peers (41 participants). Based on these results, it can be stated that the participants have positive experiences with self-assessment in the EFL classroom.
Statements related to students’
attitudes towards selfassessment
strongly
disagree
disagree
agree
strongly
agree
4. I learn a lot from feedback provided
by my peers.
5
10
17
18
5. Oral reflection is very important for
my improvements in speaking English.
5
5
12
18
6. I prefer to select the written topics
for my course.
1
7
12
25
7. I make good use of the teaching
aids provided, especially the library.
6
10
20
14
8. I feel more involved when I keep
portfolio of the written assignments.
7
5
22
16
10. Students should be
responsible for making assessments
9
7
17
17
12. Self-assessment increases student
motivation in learning
11
6
11
22
13.Self -assessment improves students’ critical
thinking
12
8
9
21
14. Self-assessment should part of the
teachers’ overall evaluation
6
5
13
21
5
18
12
15
15. Self-assessment enhances self-esteem
TABLE 2: Students’ attitudes towards self-assessment
Table 2 presents students’ attitudes towards self-assessment. Majority of the students
82
have positive attitudes towards self-assessment because it increases student motivation in
learning (22 participants strongly agree), it increases their critical thinking-skills (21 participants strongly agree) and they strongly believe that it should be an important part of evaluation (21 participants). It seems that students are aware of the benefits of self-assessment
but it takes considerable time and effort.
3.1.2 Results if the student interviews
The second method used was the student interview and it aimed to investigate the benefits of self-assessment in the classroom. There were 10 respondents included in this phase, the
sample was drawn from the total number of participants. The interview contains ten questions.
All interviews were conducted individually at the Language Center of SEEU.
R=Researcher
P=Participant
Q1: What is your opinion of the value of self-assessment? Why?
P2: Self-assessment is a valuable tool for identifying the present state of knowledge gained in a
particular course and its progress. It is of a crucial value for the student because it examines the success of
the learning strategies the student has been using, and it helps him/her to decide on possible improvements.
P6: Self assessment is the most important step of our career planning process. It teaches us how
to gather information about ourselves in order to make a right career decision. It also includes: values,
interests, skills and of course our personalities.
P8: It helps students to become more self-independent, because they take their own responsibilities
about their academic performance.
Q5: What are the learning opportunities/benefits obtained from
practicing self-assessment? Why?
P1: It helps students to start examining our interests, strengths and traits as well as asking
ourselves these questions such as: What do I do well?, what do I enjoy doing?, what do others tell me about
myself?, what energizes me?, what am I passionate about? All of these questions and interests help us to
identify our own strengths, knowing who we are, what can we offer, and where we are going too.
P4: This process helps the students see the bigger picture about their capacity vs. their accomplishments.
It is often the case where the student, only after assessing himself/herself, recognizes and accepts his/her
mistakes which than leads to increased motivation and more productive attitude.
P9: The benefits that you get from practicing self-assessment are: our own personal attributes where
each of us has unique thoughts, feelings, and behaviors. Through these personal attributes, we discovered if
we are strong-willed, practical or easy going. Another benefit that we get from self assessment is our own
values mainly work values. If we do not value what we do every day, it is unlikely that we will be happy.
So, it is important not only to identify our own values, but also to prioritize them, since the satisfaction is
the core step for our successful career.
83
Q9: How do you think you can benefit from your self-assessment? Why?
P1: You can find out your own strengths and weaknesses depending on the skill that you are working
on; you become independent learner.
P3: I can benefit on my career from every step that I undertake, but mostly, I can improve if I
evaluate/assess my actions properly, and this can be achieved through self-assessment.
P7: My self-assessment helps me examine my experiences. By assessing myself both as a learner and
a teacher, I clearly see unintended oversights which I can later on correct and/or eliminate. By examining
my experiences I can avoid future oversights from happening and foresee new and unexpected problems
which can be prevented.
P10: It is beneficial because it will help us correct our own mistakes and we will not repeat them in
the future.
From the interview results, it can be concluded that the use of self-assessment has
many benefits in the classroom and the most mentioned ones are: identifying the present
state of knowledge gained in a particular course and its progress, it helps students to
become more self-independent, because they take their own responsibilities about their
academic performance, My self-assessment helps me examine my experiences. By assessing
myself both as a learner and a teacher, I clearly see unintended oversights which I can later
on correct and/or eliminate and this process helps students to correct their own mistakes
and they will not repeat them in the future.
Conclusion
The study set out to identify students’ attitudes towards self-assessment, the student
experiences in the EFL classroom and also the benefits of self-assessment. The results
of the study lead one to conclude that students have positive attitudes towards self-assessment because it increases student motivation for learning and improves students’ critical
thinking skills. In terms of the student experiences with self-assessment it seems that teachers themselves
develop criteria for self-assessment in the classroom and assessment rubrics are often used in the classroom.
Additionally, students’ experiences show that portfolio of the student written assignments are often used and
feedback is provided to the students. Regarding, the benefits of the use of self-assessment in the classroom
there are many. The participants believe that it helps students to become more self-independent in
their own learning, it helps them identify their knowledge and experiences, and finally, this
process can help them eliminate possible language mistakes in the future.
In the end, the main recommendations drawn from the study results are that; teachers should regularly check student progress and the self-assessment should be the part of the overall
assessment. This process means high level of commitment for both teachers and students
and most importantly self-assessment should be embedded into teaching and learning to
function properly.
84
References:
Dewey, J., (1897/1963). My pedagogic creed. In Gross. R. (Ed.) The teacher and the
taught.education in theory and practice from Plato to James B. Conant (pp. 142-151). New
York: Delta.
Dewey, J., (1933). How we think: A restatement of the relation of reflective thinking
to the educative process. Boston: Heath & Company
Lee, H., (2008). Students’ Perceptions of Peer and Self Assessment in a Higher
Education Online Collaborative Learning Environment. Doctoral Thesis from
University of Texas at Austin.
Spiller, D., (2012). Assessment Matters: Self-Assessment and Peer Assessment.
University of Waikato. Retrived on September 20th, 2014 from the web:
http://www.waikato.ac.nz/tdu/pdf/booklets/9_SelfPeerAssessment.pdf
Khonbi, Zainab Abolfazli and Sadeghi, Karim, (2010). Self-, peer-, and teacherassessment: An investigationinto Iranian EFL students’ attitudes. In: Studies in Second
Language Learning and Teaching, SSLLT 3 (1). 87-107
Sedikides, C., & Strube, M.J. (1997), Self-evaluation: To thine own self be
good, to thine own self be sure, to thine own self be true, and to thine own self be
better. Advances in Experimental Social Psychology, 29, 209-269.
Westlake, Andrew and Lovrenc, Zitko, (2010). A switch to the new paradigm:
Teachers’ views and attitudes towards self-assessment
Statements on learner
experiences with selfassessment
1. Different assessment methods
are used by the lecturers (i.e. tests,
assignments, class-work, group work,
presentations, debates).
2. The lecturers give us the opportunity to assess ourselves
Strongly
disagree
Disagree
Agree
Strongly
agree
1
2
5
42
9
7
29
15
85
3. The lecturers give us the opportunity to assess our peers
2
41
9
8
9. Rubrics are a valuable tool for
self-assessment
5
7
19
19
11. The teachers develop criteria for
student self-assessment
8
4
18
20
strongly
disagree
disagree
agree
strongly
agree
5
10
17
18
5
5
12
18
6. I prefer to select the written topics
for my course.
1
7
12
25
7. I make good use of the teaching
aids provided, especially the library.
6
10
20
14
8. I feel more involved when I keep
portfolio of the written assignments.
7
5
22
16
10. Students should be
responsible for making assessments
9
7
17
17
12. Self-assessment increases student
motivation in learning
11
6
11
22
13.Self -assessment improves students’
critical thinking
12
8
9
21
14. Self-assessment should part of
the teachers’ overall evaluation
6
5
13
21
5
18
12
15
Statements related to students’
attitudes towards selfassessment
4. I learn a lot from feedback provided by my peers.
5. Oral reflection is very important
for my improvements in speaking
English.
15. Self-assessment enhances self-esteem
86
Appendix 2
Interview questions
1. What is your opinion of the value of self-assessment? Why?
2. What is your opinion of the value of feedback? Why?
3. What is your opinion of the value of orientation on self-assessment? Why?
4. Have you ever practiced self-assessment in the classroom?
5. What are the learning opportunities/benefits obtained from practicing selfassessment? Why?
6. What are the personal uncertainties that can be sorted out by practicing selfassessment? Why?
7. What do you think of having self-assessment implemented as a major assessment
tool? Why?
8. How do you think you can improve on your self-assessment? Why?
9. How do you think you can benefit from your self-assessment? Why?
10. What about self-assessment as a factor contributing to future safe practice? Why?
87
Need And The Importance Of 2-Years Higher Vocational Institutions In Albania
Dalina Jashari
PHD candidate, Institute of European Studies, Tirana
dalina_jashari@yahoo.com
Abstract
“2 years professional non-university institutions will have a great importance in the
higher Education Strategy 2007-2013. Professional schools (a new concept developed lately
in Albania) are non-university institutions which ensure professional diplomas and other kind
of qualification titles developed with the main issue to contribute to the market and society
developments. These kinds of institutions aim to contribute to the development of small
business and new industries, especially in local level. Nowadays there have been some positive
initiatives from the government, but there is still lack of information and lack of good practices.
During the last decade most countries has encouraged the diversification of institutions
of programs if the tertiary education. The OECD and Western Balkan countries has developed
different policies regarding this diversification: 1- Creation of more non-university vocational
institutions, giving them a very important role to training and preparation of the new generation
to the labor market. 2- Use of the existing institutions and diversification of their mission and
reputation between institutions.
Vocational education is among the priorities of government in Albania and also one
of the main priorities of the Ministry of Education and Sports. MES has taken action
to bring about qualitative improvements in vocational education, however, vocational
education is currently facing a number of difficulties dealing with the mentalities that exist
regarding this type of education to students, parents and the labor market, the low level
of students that attend it, the lack of quality specialists in these schools, poor organization
of the social partners, etc.
Key terms: vocational, tertiary education, non-university institutions, development
88
Need and the importance of 2-years higher vocational institutions in Albania
The Declaration of Bonn (2009), unanimously approved by more than 100
participating countries in the World Conference of UNESCO on Education for the
Sustainable Development says: In the 21-st century, the world is encountering essential,
complicated and cross-linked development, it is facing the challenges of the life style,
as well as major problems. Challenges are coped with through values which have created
an unsustainable society. They are complex and their solution requires strong political
commitment and real undertakings. We possess knowledge, technology and abilities to
change this situation. It is the exact time for us to mobilize this potential, to put it into
function in order to increase actions and change. (UNESCO, 2009)
The common reforms of the European countries, except for the goal of higher
education system unification towards the United Europe and the Europe of Knowledge,
aim at diversification, new dimension of the higher education and the enhancement of
its impact on the sustainable development of each country through European legislation
implementation on national and institutional level of the participating countries. Legislative
and structural changes, which are due to this re-dimensioning, have been positive and
negative as well. That is why; today the attention of the international and national
strategies is directed to the concretization of the mechanisms which affect on sustainable
development. The greatest challenge is the reorientation of education, especially of the
vocational education system towards the sustainable development.
United Nations Decade of Education for Sustainable Development (DESD, 20052014), in accordance with the Millennium Development Goals the Education for All, has
the following five main objectives:
To give a new profile of tertiary education on the main role it plays on the learning
process and increase of the sustainable development.
To facilitate nets, experience exchange through the stakeholders of Education for
sustainable development.
To assist in the vision reconstruction for the sustainable development through all
forms of learning and public awareness.
To stimulate the increase of teaching and learning quality.
To compile all level strategies for the increase and reinforcement of capacities.
In the Strategies of Higher Education (2007-2013) is said that “two-year higher
formations after high schools will receive an increasingly great significance. These forms
of education, which correspond to a non-university or intermediate higher education, issue
professional degrees, as well as other qualification titles with strong orientation towards
labour market. They might greatly encourage the development of small businesses and
89
other industries, especially in local level. Actually, some positive initiatives have been
noticed, but with limited spreading and little experience.
During the last decade, under governing policies, many countries have encouraged
institutional or programs diversification of higher education. There are two models of
higher education system diversification in the OECD countries (Organization for Economic
Cooperation and Development) and Western Balkan countries: 1- establishment of more
non-university vocational institutions, by giving them a primary role in the training and
preparation of professionally capable generation for the labour market. 2- Utilization of
the existing institutions by aiming the mission and reputation diversification of each of
these groups of institutions.
Non-university vocational and training schools is one of the main priorities of the
government and the Ministry of Education and Sport as well. MES has undertaken many
actions which lead to qualitative improvements in professional education. Nevertheless,
nowadays vocational education is facing a series of difficulties arising from the existing
mentalities for this kind of education among students, parents and labour market itself,
the low level of students who attend this education, the absence of qualitative specialists
in these schools, the poor organization of social partners, etc.
Non-university vocational and training schools originated in European countries as a
necessity for the extension of the higher education system. Their aim is to “fill in the gap”
of education created in the labour market between the increasing demand for professional
and well-trained workers and the increasing need for university higher education. Facing
these challenges, non-university vocational and training schools in OECD countries have
encouraged cooperation between businesses and enterprises, to enhance professional
preparation of the future specialized workers fulfilling the labour market demand.
The definition on vocational higher education, being a difficult concept, requires
some analysis and a way of understanding which, for years continues to be part of debates
among professionals of the same field. It directly affects the actual higher education on
its redimensioning, reorientation, actual study programes offered by the Institution of
Higher Education, education quality, professionalization, qualification (updating) and
employment. Traditionally, vocational education is offered by the vocational high schools,
and as such, is widely treated by the policy makers. Thus, the concept of vocational higher
education is relatively a new one in the higher education international policy making, which
belongs to the XX-th century.
The States of Organization for Economic Cooperation and Development underline
the fact that the well prepared working force remains one of the key factors for sustainable
economic development. Some of the professions have been improved due to the
extension of education in all levels. But, the countries of OECD have drawn the attention
on some specific professions, the fields of which are encountering rapid development
such as electricians, plumbers etc. In these countries, non-university vocational and
90
training schools have increased in number also because of the vast extension of the higher
education system itself. Although the vocational and training education schools are not
so “attractive” for the students of these countries, compared to universities, they have
occupied an important place in professional preparation of the generation who is ready
to work and fulfill the demands for different professions. (OECD, Higher Education in
Regional and City Development, 2012)
Vocational and training education receive different forms in different economies,
for example in continental Europe, many young people attend a vocational school after
graduating high schools (colleges), a fact which is generally connected with their job
training. Meanwhile, in the United States of America, career and vocational education are
completely connected with higher education, especially in community colleges. (OECD,
Learning for Jobs-The OECD Policy Review of Vocational Education and Training).
In a small economy like that of our country, macro economy policy should orientate
the country’s future development helping so in opening up the right path for the Higher
Education direction. Just like in other European countries, the need for vocational
education emerged after the phenomenon of massive expansion of higher education,
when the doors of these institutions became “shelter” for the unemployed and where the
study programs and quotes are not defined by a well-thought clear plan which would serve
the needs of country economic development.
In the Albanian higher education system only 8% of the students attend engineering
and exact sciences, compared it with 20-30 % of the students in the countries with
transition economy. (Bank, March 2006)
Higher education in general, and vocational education in particular, have remained
behind business development and the demands of labour market. This situation has been
influenced by a number of factors including here the survival from the previous regime,
the old structure of vocational formation schools, which do not respond to the current
economic development and market demands. Another factor that needs to be mentioned
is family, which does not tend to incite young people attend vocational schools. According
to the data of the Ministry of Education and Sport, only 15% of the high school graduates
in Albania continue their higher studies in vocational schools, while this figure goes up to
40% in Europe.
Nowadays, higher education is characterized by a high diversity in the academic
offer which is inappropriately expanded and not directed by planning policies. It is also
not justified for the size, population and demand of the Albanian market. Within the
variety of the academic offer, university higher education prevails over the non-university
vocational one; its low level not only in the number of the study programs it offers (1%
of the total number of study programs) but also in the students number of this system.
(about 0.1%). (MAS, 2014)
91
High school graduates prefer to attend their studies in branches like: international
relations or political sciences being considered as “trendy” but for which neither
employment nor market demand is forseen.
The educational level of a society is the crucial factor for the designation of the
labour market performance and the poverty level. The reforms taken recently have led
to the quantitative increase of higher education. Nonetheless, this change ought to fully
comply with the qualitative increase and, what is more important, with the education output
towards the labour market demands. In Albania this inconsistency exists in two forms: a)
over qualification, which means individuals who work on professions for which they are
over qualified or on fields which have no connection with their university degree; and b)
under qualification which derive from the lack of university formation. This leads the
employees to employ workers who are not appropriate for the job offered. So, there seems
to be a mismatching between the needs for high qualified professionals from businesses
and the study areas from the graduates. In businesses like agriculture and agro-processing,
clothes and shoes manufacturing, tourism, construction, transport and communication,
electricity, as well as in ICT, a lack of specialists and technicians is noticed.
There are few graduates on the so much demanding fields as for example technologists,
accountants, agronomist, managers, textile engineers, mechanical engineers, IT specialists,
analysts and programmers. In addition, university programs are mainly theoretical and lack
practical skills. On the other hand, there are a great number of graduates on branches such
as teaching, business administration, finance, law, English language, history and geography.
This result leads to distortion of labour market and lack of job offers, at a time when
the labour market is in need of them and over demand for jobs in other fields where
there is less job offer. These are the study fields where usually young girls are orientated,
creating so consistent gender stereotype in education, which might lead to the deficiency
of capable work force, professional division and gender gap in salary.
Education and vocational qualification system continues to be affected by the limited
involvement of social partners; a very centralized system which hardly satisfies the local
needs; separation of vocational education from vocational formation; the improper
trends for quality and quantity monitoring and evaluation of education, professional
formation and long life learning. These remain prioritizing problems which need solution.
The connections of education system and vocational formation with industry are weak,
while most of the curricula offer little space for practicing the acquired skills. The lack
of qualifications which reflects new competences greatly required from new sectors
of economy and an economy oriented towards innovations accompanied with the lack
of information on labour market, make these issues even more complex. The system
continues to be not well funded, with poor incentives for employers’ participation and
limited sources of investments for the improvement of the infrastructure quality and
teachers and instructors’ training. Furthermore, the attractiveness of vocational education
is still anemic because it is conceived as the second best way towards tertiary education,
not as a path that leads to labour market.
92
Career education, as a means to help students and their families make decisions
is still insufficient. Standards processing and professional programs for competence
assurance and practice introduction in enterprises have remained behind. There are still
a few existing post secondary programs of education and professional qualification for
the graduates of high schools who are able to respond to the increasing demand of the
enterprises. Furthermore, these programs enable individuals to enter and leave education
and qualification at different times of their career. (Ministry of Labour and Youth)
The establishment of vocational education in the tertiary education system is part of
the national strategy of education, of the policy of the Albanian government on education.
Since the school year 2009 – 2010, Vocational Education (VE) functions as a new
structure, based on the Law “For Education and Vocational Formation in the Republic of
Albania” (2008). This structure is in accordance with the International Classification of
Education (ISCED), the Albanian Framework of Qualifications and European Framework
of Education System. Nevertheless, today, vocational higher education is almost inexistent
even though in the Albanian Framework of Qualifications it is recognized as a level.
Actually there are two private institutions that offer Vocational education with four study
programs, whereas in public education there are three IHE with a total of 10 programs.
(MAS, 2014)
The current framework of education and vocational formation, as well as that
of higher education contemplate the possibility of the presentation of post secondary
programs. Programs like these address to: a) high school graduates who do not enroll in
universities and have no necessary qualification in the labour market; and b) vocational
school graduates who want to receive advanced vocational education. The introduction
of programs of the Vocational Formation Education started in 2007, but it is still in its
initial phase. Until now, the programs of the Vocational Formation Education have been
developed mainly as part of the higher education sector. The most advanced form of
its implementation was seen in the Faculty of the Integrated Studies with Practice in the
University of Durrësi (with about 700 students), which combined theoretical learning at
the faculty with the practical learning in the company. The 2-year new programs regard
mainly the University of Durrësi.
They have to do with the maintenance of computer nets, construction and transport
management, etc. According to the education specialists, these study programs are greatly
required. This institution offers degrees with specialized character, mainly of technical
nature, which minimally lasts for two years with 120 credits according to ECTS system.
Also, in the University of Gjirokastër and the Branch of Agricultural University in Lushnja
in the year 2011 the two-year study program on Veterinary Management was opened,
and in the same year Laboratory Technologist branch was opened in the University of
Elbasan. The Private Professional College “New Generation” and the private Academy of
Construction offer two programs of the post secondary Vocational Formation Education.
93
The Polytechnic University of Tirana offers a qualification course of the post
secondary level for teachers/ instructors of vocational education in the schools of high
education and for workers (employees) of textile companies. Other study programs of
Vocational Formation Education are compiled and ready for their implementation; for
example a two-year post secondary study program for nursing in the School of Vocational
Studies in Durrësi University , a VFE post secondary part time program in the private
University POLIS etc. But actually the VFE system is not well oriented to the labour
market demand. On the other hand, no systematic analysis on labour market is undertaken
in order to assess the needed qualifications and planning for the future courses. (MMSR,
2014).
Finally, based on the aim and function of higher educational vocational institutions,
it is clearly seen that there is a lack of the appropriate studies on labour market, demands
of local economy so decisive for the geographical distribution of institutions and specific
professional programs. In addition, the two-year study programs (with120 credits) offered
by the higher education institutions, mostly private, ought to be part of the studies and
reviews of the respective institutions for quality increase and its maintenance. Nevertheless,
considering the vocational education overview and the offers is presents to businesses
and labour market demands in Albania, it is worth mentioning that there are positive
developments and they might serve as good models, too. The importance that is being
given to the extension of non-university vocational studies goes in a parallel line with the
public opinion whose interest is rapidly growing.
Considering the stages of the long life learning indicators which in the framework
of “Europe 2020”, the demographic tendencies, the level of the working age population
competences as well as the considerable number of people with low level education, the
increasing role and extension of the two-year vocational programs are decisive in order to
improve equality in opportunities, success and quality.
Bibliography
•
Bank, E. I. (March 2006). Albanian Higher Education Report Submitted from European
Investment Bank.
•
MAS. (2014). Raport mbi Reformen në Arsimin e Lartë.
•
MMSR. (2014). Strategjia Kombëtare për Punësim dhe Aftësim.
•
OECD. (2012). Higher Education in Regional and City Development.
•
OECD. (n.d.). Learning for Jobs-The OECD Policy Review of Vocational Education and
Training.
94
The European Dimension in school history teaching
by reproduction in the interpretation of the facts and
historical events
Desara Karaj
University of Tirana
Abstract
Albanian Education, in its reform process, has the priority of aligning with the most
advanced countries, thus allowing the European dimension, where long-term skills education
remains a fundamental aim of achieving the objectives of integration in the society of
knowledge. In this context, finding the forms, techniques and practices applied has attracted the
attention and commitment of researchers in the field of education. Through this presentation
we intend to influence the creation of appropriate conditions and climate for long-term habits
educating students through the transformation technique of giving the reproduction in analysis
and interpretation of the facts, from reproductive and actual character that almost prevail.
The question arises: How can we achieve a European dimension in the curriculum
of secondary school history?
Is this a necessity of formation of citizens in a democratic society? Of course they do. In
theoretical terms this new approach is based teaching history and social constructivist models
of learning cognition, under which two basic principles Albanian Education, in its reform
process, has the advantage alignment with that of the advanced, thus allowing the European
dimension, where long-term skills education remains a fundamental aim of achieving the
objectives of integration in the society of knowledge. In this context, finding the forms,
techniques and practices applied has attracted the attention and commitment of researchers
to the field of education. Through this presentation we intend to influence the creation of
appropriate conditions and climate for long-term habits educating students through the
transformation technique of giving the reproduction in analysis and interpretation of the facts,
from reproductive and actual character that almost prevail.
Key terms: teaching history, teacher training, teaching methods
95
Introduction
In our training practices and teacher training is paid a great attention to teaching and
assessment of student achievement, but few are dealing with the process and mechanism
of learning of children and even fewer skills education to students how work with text and
any other written material curriculum: Learning is more stable when students are actively
involved in the process; Students build knowledge to process information and experiences
modeled individuals. In the context of reviewing the history subject curricula, discussion
asked about many other important questions:
What are / must be a history lesson goals?
Will focus on thinking skills or just content: where is the balance?
As can be exploited and used multidimensional perspective of events, occurrences and historical
facts?
How to promote and cultivate the habits of critical thinking?
How to deal with sensitive and controversial issues?
In a broader perspective, through a curriculum designed on the basis of constructivist
views and use the class methods of critical thinking, these factors, and many others, will
enable the preparation of students for the knowledge society.
Demonstration of knowledge built, created and acquired skills will enable the students
to be able to apply them in practice using source material dredged scheduled systematically,
based on the experiences, interests, needs and perspective. Modern teaching aids in the
systematization of knowledge and successful practice, applied to different educational
cycles. In western developed countries the teaching of history associated with a basic
theoretical material psychological character that material commonly associated general
theoretical and methodological serving as a guide to enable the successful implementation
of these new methodologies in the concrete conditions of the class.
In the current situation in Albania, the student faces insurmountable difficulties. It
is covered by group members or has been passive in the process, his home is far-fetched,
oriented to the role of others and are likely not to perform tasks successfully. So have a
braking or locking of the learning process, insecurity, lack of motivation which leads to
nursing the desire to learn, removing the desire for the school
Today’s goal of education is to educate the habit of lifelong learning, the aim in
itself the chance of lifelong learning beyond the school years. “The main purpose of scholarexpressed Piaget is to create men who are capable of doing new things, not simply repeating what other
generations have done, people who are creative, inventive and reconnaissance. The second goal of education
is to form the mind that can be critical, to be able to verify and not accept anything that was given “.1
This statement constitutes the primary task Piaget to school today. The development
1 Fisher 1995, page 29
96
of critical thinking among students and students at all levels should constitute the backbone
of the whole system, plans, programs, text books, methodology summarized in one word
the concept curriculum.
This objective requirement stems from today’s trend of development, strategic
orientation that have already determined the Albanians: Integrating the family of advanced
nations. I have a teaching experience at all levels of education and the problem of dealing
with topics on the subject of history has been the subject of discussion and debate among
teachers, students and parents. Contemporary methodology usually implemented by
innovative and collaborative teacher and I believe I am one of them. Experience with
organizing the creativity of students and especially as trainer gave me an opportunity to
know in depth the field. From this aim I find myself involved in this study thinking to
serve the demand objective we have set for the development of the Albanian education,
family integration of advanced nations
At the conclusion of the study will be able to highlight through qualitative and
quantitative analysis, the effects of specific practices in terms of the methods available
in the teaching of history. On the basis of results achieved will formulate guidelines and
recommendations for developers of curricula, textbook authors and teachers, to rely on a
viable platform for subjects, different classes of substances. A particularly important and
hours have presented model taking into account modern methods and realizations. I think
that the presentation of some concrete examples would be necessary and complementary
to the study by bringing closer the realization of what we intend to present more this
study. Given the demands of the times I think contemporary practices will have a positive
influence on the design of curricula, textbooks and classes focusing on the student and the
development of critical thinking in the spotlight.
Problems of history teaching are also addressed other times even been discussed and
collected frequently and round tables on methodological aspect with the participation of
different countries of Eastern Europe
One of the key features and necessity not only in the teaching of history but also
in other subjects are and the use of modern methods which are very practical, and the
students liked. Through them initially accomplished a practical situation from life or
from that class is then the explanation of the method and then outlining steps for its
implementation
Model lessons constitute a great help for teachers who are at the stage of acquiring new
methods. I would like to stress from my own experience that a particular importance
in determining an effective teaching history subject have and Student programs and
preparation of teaching faculties, this preparation which begins in theory originally auditor
then university practices will to accompany these students then teachers in their preparation
throughout their work as teachers thus laying the basis of sound in the teaching process.
97
As mentioned above the European dimension in the teaching process should be
followed in every aspect of the curriculum in the textbooks, lesson plans, daily plans.
During these years in our country are creating positive experiences, which should
be mentioned. The experience of advanced countries offers several models based on the
Taxonomy of Bloom, Hunter model, the model of learning with swaps, learning styles,
teaching for the development of multiple intelligence’s, etc.
It takes into account some general principles:
Plans are drafted in such a way that the aim of learning about students’ cognitive
sphere, emotional or physical development of pupils
Clear objectives and achievable
Learning activities to be consistent with achieving the learning objectives
Assessment activities to be concrete objectives and learning activities.
Community countries where we want to integrate otherwise called knowledge society.
Methodology of teaching critical thinking should be based on critical thinking, is this
the reason that this methodology will be very effective in the teaching process. Through
critical thinking achieve a better explanation, a scientific explanation, evaluation of facts.
Education plays a vital role in the life of every individual and it is important that relates
exactly to how it can be developed nowadays. Education means acquiring knowledge in
various spheres of life and in these areas there is also the matter of history teaching through
modern methods. It is important to note relates to how to achieve and develop teaching
and in this case we refer especially how to use teaching aids in the learning process, so that
the results are much more efficient for everyone students. Teaching is not a simple process,
not at all, but rather is a process that involves different elements and which do not relate
to simple transmission of information or knowledge. Teaching is concerned above all with
the establishment of a bridge of communication between students and teachers and to
achieve this it is necessary precisely the realization of a favorable climate in the classroom.
Always we are used to hear many students who feel completely exhausted after an
hour lesson and have no desire to study. Rather have been eagerly awaiting the completion
of the class in order to feel more liberated from this commitment given, above all unwanted
engagement. Another part of students, consider learning the history of fiddling with the
old methods of teaching. Faced with such a situation, I feel the desire and the need to give
my contribution to this paper by highlighting the true values using appropriate teaching
aids in the learning process as part of a lesson as contemporary. The use of learning
resources is a key element in achieving successful transmission of knowledge by teachers
giving students the necessary motivation to achieve proper results. Also the progress of
the class specified by the class atmosphere, search techniques, model student discipline
and morale in the day and time set. Teachers and students are aware of the importance of
teaching aids during the one-hour lesson In most cases, abilities and skills of the teachers
are the natural or acquired by learning or experience in life, but dealing with this form of
organized ideas may well tempt his opinion to be perfected even more in his methodology
98
for successful teaching. A special importance is the use of tool use teaching. A special
importance is the use of tool use teaching. For this we must consider:
• What are the learning tools and their purpose- Albanian educational experience
in the use of teaching aids
• How effective is their use today
• Types that are used in the teaching of history
• Pedagogical criteria for the development, selection and use of teaching materials
• Montessori method
All these elements will help us understand better how teaching can be achieved through
effective teaching tools.
Worksheets, seen as auxiliary materials and other written or not, require skill to
prepare. Often, it is important that such use requires coordinated activities with colleagues
and not as something that can be done alone. Sources of this type are also used before and
if they are designed to best suit the curriculum, be a function of diagnostic tests, formative
and summary, then the time spent on preparing high quality of these materials will be
worth. Before undertaken such a good preparation to investigate the value of such assets.
To this can be used other publications auxiliary materials. In preparing working papers,
files or other written materials, quality and accuracy takes a great importance. They need to
be adjusted, not overloaded information and more easily attract the interest of students. It
should be noted that an important place in the materials that are used for the development
and explanation of an hour class teaching is chalky. It can be used blackboard by which can
demonstrate many ways for students to be able to absorb a lesson. Special attention should
be paid to the use of language. The language is not too simple nor too difficult to skill
level of the students. 2 Worksheets and assignments should have exercises and staggered
starting from the simplest ones, aimed at extracting facts from which the given answer
questions presented, to quite complex material aimed at giving students opportunity
for analysis of independent judgment. One such example is a task diagram containing
percentages rhythm of development of a specific sector of the production of a particular
product. Other materials can be prepared and planned to work with groups. For example,
use manuscript Act of the Declaration of Independence, as a source of evidence for the
interpretation of an event to mark the historic (and considers when and for whom it is
signed, the circumstances in which they declared independence etc.) Here Development
the consultation on the group sheds light on the idea that any interpretation and evaluation
of any evidence or authentic source includes personal judgment.
Materials for evaluation.
Preparation of capabilities also includes the need to prepare materials at rating. Indeed
monitoring of progress and achievements of students during the years of schooling seeks
to maintain a regular documentation.
2
Musai,B. “Mjeshtëritë themelore të mësimdhënies”.page.45.
99
Included here diagnostic tests, formative and summary of certain sequence developed
the program and greater device evaluation is based on observations of the activity of
students in the classroom. It is important observation relates to the development of skills,
different skills and habits of the student specified in the curriculum. This requires that
appropriate assessments prepared and included in the daily plan.
For their planning keep in mind:
First, many students will be assessed in a particular lesson?
Secondly, d; some procedures will be used to assess students?
To tell pupils will develop a formative testing and if so, how will the teachers involved
in the documentation?
In determining the assessment materials to be used during classroom activities,
special attention should be paid to them effectively exploited to the benefit of learning
that provides the teacher to arrive.
This includes not only fair assessment of what he intends to assess but also provides
an objective assessment.
Every teacher before to prepare material and evaluation procedures, the teacher
should be clear the nature and accuracy required for evaluation. Such evaluations should
be impartial, fair and constructed in such a way that every student be assessed in the same
way, therefore avoids as much as possible. Keeping records.
For how records must be kept for evaluating worth discussing. These require
advanced mindset should fit with other colleagues notes that records be consistent and
coherent. It is imperative that they show the progress of students during their education.
Keeping such records should be made compulsory rate the performance of teachers and
school directors. God forbid they should not take form of a formal documentation of the
void. In practice, textbooks should be used to:- To give students valuable information and
accurate;- To spark curiosity and foster motivation;- To provide students with material to
work independently;- To stimulate students ‘initiative and provide’ food Pee new ideas “;To provide students examples and activities for applying acquired knowledge and skills;Stimulate students to identify and resolve problems creatively;- Help students visualize
and organize information it systematically;- To provide activities for reinforcing learning
achievements;- To provide activities of interdisciplinary and cross. School is “laboratory”
more significant, necessary, which must necessarily pass anyone. School, as an important
part of human life, there can be nothing but a special stage with many values, a sequence
of “experiment” great every man’s life, in which there are always two sides to experiment
each other. These two pairs are: people, on the one hand and life on the other side. Because
the school has a mission to prepare future citizens, able to cope with any challenge in life,
or to enable him to “walk” themselves to give life values of society, I think that learning
in school, so teaching classical traditionally given within unit time, which is in class, and,
as a consequence the latter deserves a focus of attention and why not, even to a greater
100
consumption of energy, to see it as “laboratory “true, so students and teachers with a
variety of textbooks and their contents, to the world, feelings, judgments, methods, tools,
goals of their life experiences. Learning time is thus, “laboratory” where being tested at
every stage of its spiritual worlds of students, with intricate complexity of feelings that
seek to frame and orient. Each class, as schools in its entirety, intended to raise the highest
levels minds of students, and this can be achieved with the use of different teaching
aids. All together then the whole curriculum based on European dimensions tailored to
the requirements of time will lead us into a new dimension in the process of teaching
contemporary European Dimension in school history teaching by reproduction in the
interpretation of the facts and historical events
Albanian Education, in its reform process, has the priority of aligning with the
most advanced countries, thus allowing the European dimension, where long-term skills
education remains a fundamental aim of achieving the objectives of integration in the
society of knowledge. In this context, finding the forms, techniques and practices applied
has attracted the attention and commitment of researchers in the field of education.
Through this presentation we intend to influence the creation of appropriate conditions
and climate for long-term habits educating students through the transformation technique
of giving the reproduction in analysis and interpretation of the facts, from reproductive
and actual character that almost prevail.
The question arises: How can we achieve a European dimension in the curriculum
of secondary school history?
Is this a necessity of formation of citizens in a democratic society?
Of course they do. In theoretical terms this new approach is based teaching history
and social constructivist models of cognitive learning, under which two basic principles
Albanian Education, in its reform process, has the advantage alignment with that of
the advanced, thus allowing the European dimension, where long-term skills education
remains a fundamental aim of achieving the objectives of integration in the society
of knowledge. In this context, finding the forms, techniques and practices applied has
attracted the attention and commitment of researchers to the field of education. Through
this presentation we intend to influence the creation of appropriate conditions and climate
for long-term habits educating students through the transformation technique of giving
the reproduction in analysis and interpretation of the facts, from reproductive and actual
character that almost prevail.
Learning is more stable when students are actively involved in the process;
Students build knowledge to process information and experiences modeled individual.
In the context of reviewing the history subject curricula, discussion asked about many
other important questions:
What are / must be a history lesson goals?
Will focus on thinking skills or just content: where is the balance?
As can be exploited and used multidimensional perspective of events, occurrences and historical facts?
101
How to Promote and cultivate the habits of critical thinking?
How to deal with sensitive and controversial issues?
In a broader perspective, through a curriculum designed on the basis of constructivist
views and use the class methods of critical thinking, these factors, and many others, will
enable the preparation of students for the knowledge society.
Demonstration of knowledge built, created and acquired skills will enable the students
to be able to apply them in practice using source material dredged scheduled systematically,
based on the experiences, interests, needs and perspective. Modern teaching aids in the
systematization of knowledge and successful practice, applied to different educational
cycles. In western developed countries the teaching of history associated with a basic
theoretical material psychological character that material commonly associated general
theoretical and methodological serving as a guide to enable the successful implementation
of these new methodologies in the concrete conditions of the class.
In the current situation in Albania, the student faces insurmountable difficulties. It
is covered by group members or has been passive in the process, his home is far-fetched,
oriented to the role of others and are likely not to perform tasks successfully. So have a
braking or locking of the learning process, insecurity, lack of motivation which leads to
nursing the desire to learn, removing the desire for the school.
Today’s goal of education is to educate the habit of lifelong learning, the aim in
itself the chance of lifelong learning beyond the school years. “The main purpose of
education new things, not simply repeating what other generations have done, people who
are creative, inventive and reconnaissance. The second goal of education is to form the
mind that can be critical, to be able to verify and not accept anything that was given “.
This statement constitutes the primary task Piaget to school today. The development
of critical thinking among students and students at all levels should constitute the backbone
of the whole system, plans, programs, textbooks, methodology summarized in one word
the concept curriculum.
This objective requirement stems from today’s trend of development, strategic
orientation that have already determined the Albanians: Integrating the family of advanced
nations.
I have a teaching experience at all levels of education and the problem of dealing
with topics on the subject of history has been the subject of discussion and debate among
teachers, students and parents. Contemporary methodology usually implemented by
innovative and collaborative teacher and I believe I am one of them. Experience with
organizing the creativity of students and especially as trainer gave me an opportunity to
know in depth the field. From this aim I find myself involved in this study thinking to
serve the demand objective we have set for the development of the Albanian education,
102
family integration of advanced nations
At the conclusion of the study will be able to highlight through qualitative and
quantitative analysis, the effects of specific practices in terms of the methods available
in the teaching of history. On the basis of results achieved will formulate guidelines and
recommendations for developers of curricula, textbook authors and teachers, to rely on a
viable platform for subjects, different classes of substances.
A particularly important and hours have presented model taking into account modern
methods and realizations. I think that the presentation of some concrete examples would
be necessary and complementary to the study by bringing closer the realization of what we
intend to present more this study. Given the demands of the times I think contemporary
practices will have a positive influence on the design of curricula, textbooks and classes
focusing on the student and the development of critical thinking in the spotlight. Problems
of history teaching are also addressed other times even been discussed and collected
frequently and round tables on methodological aspect with the participation of different
countries of Eastern Europe
One of the key features and necessity not only in the teaching of history but also
in other subjects are and the use of modern methods which are very practical, and the
students liked. Through them initially accomplished a practical situation from life or
from that class is then the explanation of the method and then outlining steps for its
implementation.
Model lessons constitute a great help for teachers who are at the stage of acquiring
new methods. I would like to stress from my own experience that a particular importance
in determining an effective teaching history subject have and Student programs and
preparation of teaching faculties, this preparation which begins in theory originally auditor
then university practices will to accompany these students then teachers in their preparation
throughout their work as teachers thus laying the basis of sound in the teaching process.
As mentioned above the European dimension in the teaching process should be
followed in every aspect of the curriculum in the textbooks, lesson plans, daily plans.
During these years in our country are creating positive experiences, which should
be mentioned. The experience of advanced countries offers several models based on the
Taxonomy of Sublimity, Hunter model, the model of learning with swaps, learning styles,
teaching for the development of multiple intelligence’s, etc.
It takes into account some general principles:
Plans are drafted in such a way that the aim of learning about students’ cognitive
sphere, emotional or physical development of pupils
Clear objectives and achievable
103
Learning activities to be consistent with achieving the learning objectives
Assessment activities to be concrete objectives and learning activities.
Community countries where we want to integrate otherwise called knowledge society.
Methodology of teaching critical thinking should be based on critical thinking, is this
the reason that this methodology will be very effective in the teaching process. Through
critical thinking achieve a better explanation, a scientific explanation, evaluation of facts.
Education plays a vital role in the life of every individual and it is important that relates
exactly to how it can be developed nowadays. Education means acquiring knowledge in
various spheres of life and in these areas there is also the matter of history teaching
through modern methods.
It is important to note relates to how to achieve and develop teaching and in this case
we refer especially how to use teaching aids in the learning process, so that the results are
much more efficient for everyone students.
Teaching is not a simple process, not at all, but rather is a process that involves different
elements and which do not relate to simple transmission of information or knowledge.
Teaching is concerned above all with the establishment of a bridge of communication
between students and teachers and to achieve this it is necessary precisely the realization
of a favorable climate in the classroom.
Always we are used to hear many students who feel completely exhausted after an
hour lesson and have no desire to study. Rather have been eagerly awaiting the completion
of the class in order to feel more liberated from this commitment given, above all unwanted
engagement. Another part of students, consider learning the history of fiddling with the
old methods of teaching. Faced with such a situation, I feel the desire and the need to give
my contribution to this paper by highlighting the true values using appropriate teaching
aids in the learning process as part of a lesson as contemporary.
The use of learning resources is a key element in achieving successful transmission
of knowledge by teachers giving students the necessary motivation to achieve proper
results. Also the progress of the class specified by the class atmosphere, search techniques,
model student discipline and morale in the day and time set.
Teachers and students are aware of the importance of teaching aids during the onehour lesson
In most cases, abilities and skills of the teachers are the natural or acquired by
learning or experience in life, but dealing with this form of organized ideas may well
tempt his opinion to be perfected even more in his methodology for successful teaching.
A special importance is the use scholar tools. For this we must consider:
- What are the learning tools and their purpose?
- Albanian educational experience in the use of teaching aids
104
- How effective is their use today
- Types that are used in the teaching of history
- Pedagogical criteria for the development, selection and use of teaching materials
- Montessori methods
All these elements will help us understand better how teaching can be achieved
through effective teaching tools.
Worksheets, seen as auxiliary materials and other written or not, require skill to
prepare. Often, it is important that such use requires coordinated activities with colleagues
and not as something that can be done alone. Sources of this type are also used before and
if they are designed to best suit the curriculum, be a function of diagnostic tests, formative
and summary, then the time spent on preparing high quality of these materials will be
worth. Before undertaken such a good preparation to investigate the value of such assets.
To this can be used other publications auxiliary materials. In preparing working papers,
files or other written materials, quality and accuracy takes a great importance. They need to
be adjusted, not overloaded information and more easily attract the interest of students. It
should be noted that an important place in the materials that are used for the development
and explanation of an hour class teaching is chalky. It can be used blackboard by which
can demonstrate many ways for students to be able to absorb a lesson.
Special attention should be paid to the use of language. The language is not too
simple nor too difficult to skill level of the students. Worksheets and assignments should
have exercises and staggered starting from the simplest ones, aimed at extracting facts
from which the given answer questions presented, to quite complex material aimed at
giving students opportunity for analysis of independent judgment.
One such example is a task diagram containing percentages rhythm of development
of a specific sector of the production of a particular product.
Other materials can be prepared and planned to work with groups.
For example, use manuscript Act of the Declaration of Independence, as a source of
evidence for the interpretation of an event to mark the historic (and considers when and
for whom it is signed, the circumstances in which they declared independence etc.) Here
Development the consultation on the group sheds light on the idea that any interpretation
and evaluation of any evidence or authentic source includes personal judgment.
Keeping records.
For how records must be kept for evaluating worth discussing. These require
advanced mindset should fit with other colleagues notes that records be consistent and
coherent. It is imperative that they show the progress of students during their education.
Keeping such records should be made compulsory rate the performance of
teachers and school directors. God forbid they should not take form of a formal
105
documentation of the void.
In practice, textbooks should be used to:
• To give students valuable information and accurate;
• To spark curiosity and foster motivation;
• To provide students with material to work independently;
• To stimulate students ‘initiative and provide’ food Pee new ideas “;
• To provide students examples and activities for applying acquired knowledge
and skills;
• Stimulate students to identify and resolve problems creatively;
• Help students visualize and organize information it systematically;
• To provide activities for reinforcing learning achievements;
• To provide activities of interdisciplinary and cross.
School is “laboratory” more significant, necessary, which must necessarily pass
anyone. School, as an important part of human life, there can be nothing but a special
stage with many values, a sequence of “experiment” great every man’s life, in which there
are always two sides to experiment each other. These two pairs are: people, on the one
hand and life on the other side. Because the school has a mission to prepare future citizens,
able to cope with any challenge in life, or to enable him to “walk” themselves to give life
values of society, I think that learning in school, so teaching classical traditionally given
within unit time, which is in class, and, as a consequence the latter deserves a focus of
attention and why not, even to a greater consumption of energy, to see it as “laboratory
“true, so students and teachers with a variety of textbooks and their contents, to the world,
feelings, judgments, methods, tools, goals of their life experiences.
Learning time is thus, “laboratory” where being tested at every stage of its spiritual
worlds of students, with intricate complexity of feelings that seek to frame and orient.
Each class, as schools in its entirety, intended to raise the highest levels minds of
students, and this can be achieved with the use of different teaching aids.
All together then the whole curriculum based on European dimensions tailored to
the requirements of time will lead us into a new dimension in the process of teaching
contemporary.
References
•
Kincheloe, J. L. (2008) Knowledge and Critical pedagogy, Springer
•
McKimm, Judy. (2003), Curriculum Design and Development
•
Musai, B.,(1999) Psikologji Edukimi, zhvillimi, të nxënët, mësimdhënia. Tiranë
•
Maththews, B. & Ross, L. (2010) Research Methods – a practical guide for the social sciences,
Pearson, London
•
Strategjia kombëtare e arsimit parauniveristar 2007-2013
106
Problems encountered by Albanian students in Montenegro in their textbooks
Mr.Sce. Dritan Ceka (Dr.Process)
Universiteti Luigj Gurakuqi Shkodër, Fakulteti Edukimit,
dritanceka@hotmail.com
Mr.Sce. Anila Jaku,
Universiteti Luigj Gurakuqi Shkodër,
anila2010@hotmail.co.uk
Abstract
In elementary school in Montenegro from the I to the IX grade, for instructions in
Albanian language in Montenegro currently uses a range of texts and teaching manuals for
students and teachers. Some of them are designed by Albanian authors, while others are
texts translated from Serbia-Montenegrin to Albanian language. Publisher of all primary
school textbooks, which are of primary importance for conservation, cultivation and
development of ethnic cultural values to the young Albanians in Montenegro, which is
the object of this paper entitled “Problems encountered in Albanian students` textbooks
in Montenegro”. The difficulty of students with names of non-Albanian cities, difficulties
with non-Albanian personalities mainly their names, also problems with the names of
institutions and many educational problems facing students in pedagogical and educational
system.
Key terms: Students, Culture, Schools, Textbooks
Introduction
The study of the problems that Albanian students encounter in Montenegro in
Albanian language, in primary school is a research paper. The object of this study are
problems encountered in Albanian students` textbooks in Montenegro. Textbooks are
an important factor in school learning. Special role for primary education in Albanian
language in Montenegro is a very important issue, but so far has not been the subject
of any particular scientific –personal research. Although the issue has been discussed by
interested teachers and others about Albanian school and education, really until now have
been absent and missing its comprehensive studies. Exactly the problems faced by students
and Albanian teachers in textbooks were the main factor that lead to making this paper,
107
and I took the subject to propose today at the conference organized by the Democratic
Centre for Education in Tirana. Another determining factor to be determined for this
subject is the fact that I personally have continual contact with many teaching staff in the
primary and secondary schools, as well as frequent discussions with my colleagues, parents
and other interested people for this issue.
The object of the research is very concrete: current status of textbooks in schools
with instruction in Albanian language, their problems overcoming these difficulties and
problems. For realization of this paper I have used various sources: school pedagogical
documents, scholarly literature, oral sources, contacts with educational personnel, etc..
Besides concrete textbooks that have been the focus of research, the illumination
of this issue in a more comprehensive, multidimensional and more objective, I have used
estimates of the opinion of other subjects, such as teachers, principals of some schools,
parents, press articles published in various magazines and newspapers etc. In primary
school teaching in Albanian language in Montenegro (from class I-IX) are currently
in use a series of texts and teaching manuals for students and teachers. Some texts are
translated from Montenegrin into Albanian. Publisher of all school books is the Institute
of Textbooks and Learning in Podgorica. Government of Montenegro broadly Ministry
of Education prohibits the use of textbooks from the mother country Albania or Kosovo,
whether such a thing is allowed for other nationalities, The greater fate is that translations
are made by a member of the Montenegrin nationality who belongs to the Montenegrin
community from a suburb of Shkodra.
Basic notions
Textbooks are taken as a concept of research within this paper. Textbooks for primary
school teaching in Albanian language in Montenegro, are published by the Institute of
Textbooks and Learning in Podgorica. These texts do not contain the components of
representation of the Albanian national values within the texts, which are designed for
the student to be educated in Albanian language. In this case should be required how is
the representation of Albanian artists in these texts. This means that the Albanian authors
are not sufficiently represented in the compilation of texts, except in Albanian language
textbooks. As a result of this phenomenon appears that neither the Albanian culture is not
adequately represented in appropriate within the texts in question.
National culture is taken as an element, which must possess a genuine textbook.
The tendency of this paper is to highlight the shortcomings that were visible within the
text, in the direction of framing our national values of Albanian culture in primary school
textbooks in Albanian language teaching in Montenegro.
In our case, to the texts analyzed, the criteria of representation of these values,
we seek through the creators for children in Albanian language textbooks, which this
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representation is somewhat at level, thanks to the continuous efforts and organization of
the section for current positions of the Albanian language, which has organized a scientific
conference on “today’s position of the Albanian language in Montenegro in comparison
with that in general” with a large number of researchers from all Albanian territories.
The main problems are in the texts of nature and society and history, which we seek
through the explanation of monuments and history of the Albanian people, which in this
case history is written by foreign historians largely non-Albanians.
In the texts of music culture, the representation of the Albanian national cultural
values we seek through clothing, dances, Albanian composers lacking in these texts, have
encountered here in foreign folk values: Montenegrin, Serbian, Russian, Macedonian and
little Albanian to not to say not at all.
Research Methodology
I. Scope of research
The object of research are primary school textbooks in Albanian language teaching in
Montenegro, with particular emphasis on the texts, which are in use, namely the texts used
in the application of school reform (9-year education), which applies from the 2005/2006
school year to date in 2014.
II.Purpose and research tasks of this issue
The purpose of this research is to present factual situation of primary school
textbooks in Albanian language teaching, presenting problems within their concessions
and providing alternatives to overcome such a situation.
The tasks of this research are, reflecting on errors within the texts, texts enable better
content in the future, referring to the actual texts.
III.
The hypothesis of the research
The main hypothesis of this research is that the Albanian culture in primary school
textbooks in Albanian language teaching in Montenegro is not represented enough.
IV.Sources of research
Given that within the survey we ask for the Albanian national culture values we
used texts where the national values of the students involved, which is dedicated to text.
Textbooks that use Albanian students with instruction in Montenegro from grade 1 to 9.
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History of school and education in Montenegro
The development of education among Albanians in Montenegro represents a
particular segment and more opportunities because we are dealing with an area in which
national identity is preserved in this environment. To create a view about the development
process of education of Albanians in Montenegro have started since 1834, when Serb
opened the first schools in Montenegro, in Cetinje. Since 1878/79 began to open primary
schools in the Serbian language in areas inhabited by Albanians in Bar, Podgorica, Ulcinj,
Merko, Triesh, Shestan etc. It should be noted that Albanians in Montenegro since 1880
part of the ethnic Albanian territories passed under the sovereignty of the new government,
in this case in the context of Montenegro, finding the possibility of non-native language
education, where such action are just considered more as a means to silent assimilation.
Although Albanians, resisted this policy in various forms, however in some cases
chose the most disadvantaged way for indigenous people, the migration from their land
(as they did after delivery of Ulcinj to Montenegro from the Ottoman Empire in 1880 ).
This negative discrimination against Albanians in general and the educational sector
in particular continues with the exception of the period 1916-1918, when the AustroHungarian authorities in several locations in the Albanian populated areas opened schools
with instruction in Albanian.
It should also be noted that even during the Second World War 1914-1944 Italians
though as invaders showed a serious commitment in this regard, which opened Albanian
schools where curricula were identical with those of the country of origin for most
Albanian countries at the time were in its composition. (Berisha, 1997: 40).But the golden
age of the invasion of Italy was the opening of Albanian schools and allowing the use
of the National Flag and the use of the Albanian language in state administration. After
the end of World War II, with the change of social system with the implementation of
socialism in the former Yugoslavia, regarding the area of education was a positive turn,
for the first time in almost all Albanian settlements were opened schools with instruction
in Albanian language, a process that for the first time was organized by the government.
At that time the power step Albanian schools from Ulcinj to Rozhaja but there were a
few places that the power of assimilation disallow opening of schools in villages Zogaj,
Bratica, Krryç, DARZA etc. (Ana e Malit, 2012: 19).
Teaching contents
Traditional teaching contents were unique for everyone. Usually, students in Albanian
had identical curricula as students educated in Serbian language but had to do with a
translated curriculum and nothing more. Unlike students educated in Serbian, Albanian
pupils worked with loaded curricula compared with students who learned in Serbian
language, students were charged more. By 1968 Albanian students from a course of
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history does not teach anything, the story does not learn anything from the national history
because such a thing does not foreseen in the curricula.
Textbooks
There are those who serve the realization of curriculum. In education in the Albanian
language in Montenegro have had these textbooks that are used in teaching in Albanian
in the past as textbooks intended for schools with instruction in Albanian in Kosovo and
Macedonia, textbooks intended for schools teaching in Albanian and “filled” with content
for schools with instruction in Albanian, as well as texts for the needs of schools with
instruction in Albanian, which were published in 1976.
In schools teaching in Albanian until 1968 except ABC and book reading, all other
texts were translated from Serbian into Albanian. From 1968 articles in Pristina in Albanian
language from Albanian authors began to be used in the school system in Albanian in
Montenegro, (Gjecbritaj, 2013: 29).
Since 1981, the fate of curricula found even textbooks, it would be incredible if
otherwise occur. Thus pulled from using articles in Pristina with special emphasis on
history books and educational reading material, supposedly they were loaded with content
“nationalist and separatist”.
At a time when were not allowed the use of textbooks from Kosovo students were
forced to take notes. Since 1990 with the advent of democratization pluralistic system
of the Balkans begin again to be used textbooks published by the Office of Kosovo
textbooks, but unfortunately it was interrupted during the war in Kosovo extensively in
1998-1999.
From the current situation, we think that the subject of the native language, history,
culture, music should not mean by any language, but they should be compiled by Albanian
authors because otherwise they resemble actions as colonial countries, it is absurd that
someone to recognize our national history or folklore values better than Albanians
ourselves.
Finally it is worth noting that in this precarious condition of these three factors in
the past have faced teachers who have sacrificed so much even from the personal attitude
(being fired), to preserve the authentic values of national identity, student who teaches
English.
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Current Issues of Albanian textbooks in primary
schools in Montenegro.
Initially we will be dealing with the problems encountered in second grade textbooks
that stands out most than first class texts, to two books of students, where the use of
impersonal names factor flaring at most for eg
Milorad lives in Berane,
He lives in Berane,
Dragica lives in Berane,
Milloradi and Dragica live in Berane?
Here we see directly the use of city’s name Berane and do not use Albanian capital
city Tirana, or do not use the name of the city of Ulcinj or Shkodra. It is well known that
the residents of Berane city consists of Montenegrin nationality, Serbs and Bosniaks in
that part of Montenegro are not set Albanian population while in textbooks is used Berane
name (AnaMalit, 2012: 31).
Then to continue with this problem emerges that again in another unit is also used a
name of the small town as the town of Tivat and not taught the city of Prishtina, Skopje,
Lezha and Durres.
Eg. Blazo and Sladjana were launched today to Tivat. There they saw Lidijen, their
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old teacher. Lidija lives there with her son.
Our neighbor Branko worked the garden etc.
Davorin is an architect, while Dusan is mason etc.
Then again they use the name of the town of Kolasin, where children have no
knowledge at all of the geography of this city.
The same problem also occurs in fourth grade tests eg We will go to the city of
Budva to visit the Museum of the City of Budva.
Problems with the texts of nature and society
Are fully developed by the author of Serbian-Montenegrin nationality , there is
nothing Albanian you can find in these tests. Nada Tomanović, Sandra Dubnjak, Tatyana
Burzan, Srdjan Vukadinovic are Montenegrin authors and these tests are translated and
Albanian students use them in the educational process.
Eg. The use of family names such as Uros, Milorad family, Dushkos family, shows
obviously the use of Slavic Montenegrin names thing that is inconsistent with the followers
of teaching in Albanian language where it is known that in the territory of Montenegro
students are mostly confection Islam and Catholicism, have Albanian nationality and texts
contradict learning to be offered to them (Tomanović, 200)
Problems persist in articles which mainly use or explain the Cetinje school buildings
e.g. Primary School in Cetinje, the school “Pavle Rovinski ‘’ tell the story of that school while
is not mentioned none of Albanian schools in the areas of Montenegro , independently
from many of Albanian schools have better level of potential as technically also in terms
of hygienic conditions, library school where I mention the Gjergj Kastrioti in Kraje is one
of the schools that have the greatest Library by all schools Montenegro, which has also
school zoo with animals, soccer field and more, (Gjecbritaj, 2013: 33).8: 45).
In all texts are mentioned the cities and towns inhabited by Montenegrin and Serbian
Kotor, Danilovgrad, Niksic, Pljevlja and obviously there are not mentioned Nowhere the
cities mainly ethnic Albanian or even Ulcinj Bar or Tuz, nor even Gucia Plava nor Rozhaja
which before 100 years its population was 85% Albanian.
It is worth mentioning that when used explanations for the Port of Bar, in texts is
written Marina of Bar, so it is written in Serbo-Montenegrin, map also shows the Bobosht
villagein Kraje, it is written Bobovishte,it was also written Old Tivar but Stari Bar, then
the agricultural high school of Bar and not of Tivarect ect, and nowhere in the texts are
mentioned Albanian cultural monuments everything is just Montenegrin-Serbian.
Eg. Dukles city ruins, Monastery of Cetinje, Bilarda in Cetinje, Bujoviqve Palace in
Perash, it is not mentioned nowhere the 2400 years castle of the ancient city of Ulcinj,
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or old castle of Shas, nor the Old Bar is known that even today consists of Albanian
popullation etc.
History Textbooks
Also History texts are translated from Montenegrin. In the front pages of history
textbooks is clear that we are dealing with texts adapted from the official language for
teaching history. Prevents fact because in the design and selection of units within the text
does not appear any name of any historian of Albanian nationality and should not expect
an involvement of Albanian national history within the text units.
The text consists of 70 lessons from them only one unit is the national content ,
“Illyrians and their culture” is the unit which speaks to the ongoing Illyrians.
Tests of history in Albanian schools in Montenegro are drawn from SerboMontenegrin authors and translated into Albanian, (Kasumoviq, 2006: 19).
Authors are Millada Kasumoviq, Goran Markovic, Radovan Popovic, Dragan
Miranoviq and no Albanian is included in these tests, also the worst of the worst is that
still are not using tests from the State Parent Albania and Kosovo.
Texts of Music
Problems are still the same with the case of music texts, they are translated literally
from Serbo-Montenegrin and are published by Montenegrin authors as are Branka Vujičić,
Suniçica Kostic, Snezana Djurisic, Alexandra Numanovic etc.
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All songs listed in the book shows that are written with Cyrillic letters which
contradicts the nationality of the other students not only Albanians, considering the new
itinerant aspiration to join the European Union, which constitute the National Minorities
here worth mention the Croatian, Bosnian and Muslim minority.
As seen in the texts as above pointed also to observe that the text in question is
available to all students of Albanian nationality working with text translated from
Montenegrin , in the same time does neither fit to any translation of quality, (Vujičić, 2006:
56). Issues are not for Albanian students to work with these texts but the same is also
problematic for Croat and Muslim Bosnians students because constitute more than 20%
of the population in Montenegro.
Fine Art Textbooks
Problems are still the same with art texts, obviously the use of Slavic names and none
of the names are names of Native Community Albanian who lives in Montenegro, such
as names, Jovana, Maja, Zoran, Natasha, Petri, Marko etc.
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In research have taken part 310 students from first grade to ninth grade in schools
with instruction in Albanian language in Montenegro. The data were obtained in the form
of questionnaire surveys and discussions with students. Students provided an answer
independently each own opinion. The data obtained are compiled with the system for
statistical data processing SPSS.
When asked how satisfied you are with textbooks? a) No we are not satisfied, declared
81% b) Somewhat are satisfied, 14% c) We are satisfied 5% is obvious that the majority
of students are not pleased at all with textbooks. Albanian students learn from literature
116
which is compiled by the Bureau of textbooks and teaching aids and translated literally
from Montenegrin.
On the second question that what bothers you the most in textbooks? 86% stated
that they have foreign culture, 4% said they have big volume and 10% declared that prevent
most teaching contents. It is obvious that the biggest obstacle students have in the texts
with foreign culture.
On the question of the texts that are in use mostly learn? Montenegrin culture
91% of respondents, with the texts of European culture 4% and 5% Albanian culture.
According to the responses given and casting in statistical data clearly shows that pupils
learn 91% Montenegrin culture not their Albanian culture. Students in the majority claim
that mostly has the Montenegrin culture texts.
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The fourth question that the most textbooks illustrations are by which nationality?
Montenegrin culture declared 88%, 10% declared for texts with Montenegrin and
Albanian culture and only 2% declared to learn from texts by culture of both Albanian and
Montenegrin nationalities. It is obvious that the Montenegrin culture is 88% of textbooks
for students Albanians in Montenegro.
Want to teach your texts to be drafted? a) harmonize texts same as those used in the
European Union? 2) Texts drawn by Montenegro? 3) The texts drawn from Kosovo? 4)
Texts drawn from Albania?As seen in the graph clearly shows the percentage of students
who desire desire that they wish to use texts from The homeland Albania with 75%,
while 16% of them are willing to use texts from Kosovo, 6% textbooks developed by the
European Union and 3% texts drawn from Montenegro. The majority of students are
thought to use textbooks from Albania.
When asked if students want texts to have content and Albanian culture had
these results. Students who wish texts to have more Albanian culture declared 95% of
respondents, with Montenegrin culture 3% and European culture 2%. From these results
it is seen that Albanian students want to learn their language and constantly seek their
textbooks to have taught as many of Albanian culture and not from other cultures.
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Conclusions and recommendations
Textbooks is an inalienable part of the educational process. A genuine educational
text must first be drawn to the extent of conservation or personality respect to students
considering its provisions-psychophysics. Teaching text should contain all components of
education as a component, human, moral, aesthetic, and national working.
The emphasis in our paper falls into national education as an integral part of
comprehensive education to students. Therefore emphasize the value of the Albanian
national culture are not appropriately involved in primary school textbooks in Albanian
language teaching in Montenegro. For education student’s personality talk when it comes
to the realization of the educational process as a whole by educating themselves trapped
in the human spirit, moral, aesthetic and working and national.
Faced with this it is clear that has lack one of the components listed above. In our
case we talk about education of students in national terms, through genuine values of
the Albanian national culture presented in textbooks intended for primary schools with
instruction in Albanian language in Montenegro. Reason to deal with this issue is that in
this case are ignored the value of the Albanian national culture, we have cases where within
textbooks, students with instruction in Albanian language imposed foreign culture values.
A recommendation will be good for the ministry or the new vice-minister of
Albanian appointed time ago in this task should make possible the inclusion of Albanian
personalities working group respectively by the education ministry of homeland Albania
in drafting the new texts students with instruction in Albanian. It should also allow the
use of textbooks published from Tirana and Pristine starting from ABC ongoing with all
textbooks.In various meetings between Albanian officials from Montenegro and Albania
Home State not only to make the picture and posted on social networks but to draft
and working groups to deal with these problems that plague even more the position of
Albanian students in Montenegro.
Finally the students of Albanian nationality in Montenegro to have this opportunity
as it was years ago the use of textbooks from Kosovo and walk parallel with their peers as
those in Albania, Kosovo and Albanians in Macedonia because they are the same for the
national identity.
119
References
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Andrijasheviq, M. Zhivko, Shabotiq, Sait, Popoviq, Dragutin, Drobnjak, (2008) Historia,
Eni i Teksteve për shkollën fillore, Podgoricë.
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Andriq, M. Bajd, D. Pecar, (2006) Mjedisi ynë, Eni i Teksteve dhe i mjeteve mësimore,
Podgoricë.
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Anamalit, F., (2012) Kultura Shqiptare në tekstet mësimore të shkollës fillore në mal të
ZI,Art Club, Ulqin.
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Berisha, P., (1997) Zhvilimi i shkollave dhe arsimit i Shqiptarve në Mal të Zi prej vitit
1878 deri në vitin 1988, Art Club, Ulqin.
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Burzan, T., Turkoviq, S., Vukadinoviq S., (2009) Njohuri shoqërore, Enti i teksteve dhe
i mjeteve mësimore, Podgoricë.
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Bota magjepse e tingujve 2, Enti i Teksteve dhe i Mjeteve Mësimore, Podgoricë.
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Podgoricë.
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Gjeçbitritaj, A., (2013) Shkollat në Kraj 1929-2009, Asosacioni Ulqin.
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Mjeteve Mësimore, Podgoricë, 2008.
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Koliqi, H., (2012) Historia e arsimit dhe e mendimit pedagogjik shqiptar, Prishtinë.
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Popoviq, D., Petrecëviq D., (2007) Kultura Muzikore, Eni i Teksteve dhe i mjeteve
mësimore, Podgoricë.
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Popoviq, R., Dragan Miranovic, (2007) Kultura Muzikore, Eni i Teksteve dhe i mjeteve
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Stefanoviq A. Isakoviq D., (2008) Kultura Muzikore, Eni i Teksteve dhe i mjeteve
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Vujiçiq, B., Kostiq, S., Gjurishiq, Snezhana, Naumovski, Branka, A., (2006) Bota
magjepëse e tingujve 1, Enti i Teksteve dhe i Mjeteve Mësimore, Podgoricë.
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Educational television content and their relevance to
lifelong education
Mr.Sce.Dritan Ceka (Dr.Process)
University of Shkodra “Luigj Gurakuqi”Albania, Shkodra - dritanceka@hotmail.com
Mr. Sce.Shkendije Jashari,
Shkolla Fillore, Zenit, Prishtinë, - dija_209@hotmail.com
Mr. Anila Jaku,
University of Shkodra “Luigj Gurakuqi”Albania, - anila2010@hotmail.co.uk
Mr. Sce. Vjosa Imeri,
Shkolla Fillore, Zenit, Prishtinë, - vjosaimeri_5@hotmail.com
Abstract
The Topic of “educational television content and their relevance to lifelong education”
is a topic which requires multifaceted approach, a treatment in , psychological, sociological,
pedagogical, andragogical and practical aspect. The importance of the study of this issue lies
in the substantial complexity of the problem, because the analytical study investigator implies,
sharing merits of the problem in two fundamental aspects: as in theory, but also in practice.
Currently, are identified more determinants which actualize the problem, but major technical
- technological and scientific changes, especially, have made knowledge vary so much as man
will not reach to possess the knowledge, if not educated throughout his life. Knowledge that
were new grow older as fast and are replaced with new ones as it is impossible that man could
resist changes, if not educated continuously and throughout his life. School besides providing
knowledge must prepare the individual to be able to education throughout his life, in order
to be more successful in dealing with the changes. After completing basic education, the man
to achieve success in the profession and to withstand the economic, social and technical technological, required to be educated continuously. To achieve this, the man to be present and
to walk in step with time, it must be continuously educated. His Mobility assist, among others,
the desire, the will, consistent interest to change himself to be relevant and to successfully cope
with the challenges faced. In this sense, the adjustment simply should not be meant only as a
passive adaptation to external changes, but have implied adapting to internal human need to be
successful as in society, in his place of work, in the family but even in everyday life. This would
make it current, loving and challenging for himself but also for others who would be in daily
contact. The process of work, communication in daily life, constant adaptation, should imply as
continuous process of education. Without the presence of practical personal human activity, to
continue education in the relevant formal or informal institutions, individual as part of society
and even society as a whole could not go ahead.
Keywords: media, education, culture, television content
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1. Introduction
Man begins to education since childhood and to his education affect a range of
factors and tools. Initially he prepares in the family, later in different institutions, but also
long working life in various forms. It is considered that the acquisition of a certain fund
of knowledge, skilled individual should be educated independently, without the presence
of teachers. Before 20 or even more years, when man was educated and prepared for a
job and with the knowledge that has earned during his schooling, he was able to achieve
results at work. Now is a time of rapid change, varied, because life itself has become
more dynamic, and the man will “lose” in this rapidly changes, because the school is not
able to prepare enough individual to changes brought about time. One of the mediums
that helps the individual to education throughout life independently, are also educational
television programs. Television time is becoming a very important tool for the education
of individuals in this context lifelong education.
Different educational television programs, help to broaden and deepen the knowledge
of various fields, without having individual contact with anyone, or to follow any type of
course. Continuous educational prepare leaves room for the development of other sectors
such as the economy, education, health and technology, enabling the active involvement of
citizens in these developmental processes. This kind of education will enable our inclusion
in the family of democratic nations. Without inclusion and adapting advanced countries,
we will find ourselves in a situation of disadvantaged social, educational and technological.
Our society will have major challenges, so to overcome these challenges, our society should
be active, which means education and moving in step with global developments.
2. The purpose and objectives of the study
The rapid technical - technology and science development, made the knowledge to
change every day. Knowledge gained very quickly become obsolete and replaced with new
knowledge. These rapid developments and changes condition the individual and society
to engage coping these changes. While man was educated once in his life and with his
education had to carry out its work successfully, now this is no longer possible. Television is
a very important source of educational advancement of individuals and lifelong education.
The role of television has changed the lives and professional development of people. Now
television is a medium and tool which provides good knowledge in many areas. That a man
can be educated throughout life, society must ensure that television programs to be more
diverse, also the individual is responsible for his education. The object of our research is
to conclude how educational television content affects lifelong education.
3. The research questions, hypotheses and
methodology of the paper
Research question of this research is: educational television contents and their
importance in lifelong education.
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For Educational television content and their importance in lifelong education, we
watched from several aspects such as:
•
•
•
•
Issuance of educational programs in Kosovo television;
Impact of television content in lifelong education;
The interest of individuals for viewing and tracking of educational nature
programs;
Determination of adults to lifelong education.
Can be counted multiple reasons pushed me to define empirical research topic:
Educational television content and their relevance to lifelong education.
However, the most stable among the reasons that prompted to define for this
research were:
The new attractive and promising issue: educational television content is expanding
day by day and are courting large number of citizens to convey and to determine for its
education;
• as I am informed by relevant literature there are no meritorious studies among
us: educational television content and the treatment of their importance in
lifelong education. Separately there are no meritorious studies linking television
with adult education and lifelong education;
• It has not been any study to determine the approximate time that devote
educational content, cultural, Lifelong Education.
There is no research nor for wide television networks locally neither for those at the
local level, to fund devote hours of educational programs. From the reasons mentioned
above, but also by some other not mentioned, consider that actuality is evident and the
importance of research issues: educational television contents and their importance in
education throughout life to us.
4. The importance of research
Topic educational television content and their relevance to lifelong education,
are entitled to all without exception, since lifelong education include all categories of
population, social masses, people of different generations professions. In this aspect,
it regards you like children, youth, adult, educated, uneducated, males, females, with a
question to all without distinction.
Problems in educational television content and their relevance to lifelong education,
are as extensive and ongoing, as well composed. This issue must in no way be confined
within a specific area, inter alia due to the multidimensional character that it has. Lifelong
Education, in addition to general technical - technological progress and social, presents
very important factor in television. Besides global developments, television is becoming
a medium and tool, which will serve us in our continuous efforts to raise the educational
and professional. Regarding this issue forth a lot of issues to be resolved, as for example:
• How many hours a week should be devoted to broadcasting programs with
educational content in Kosovo television;
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• What should be the quality of programs that are broadcast;
• how are neglected the needs of society to enrich the programming;
• how should affect educational programs and cultural setting of the society etc.
These and other issues I have tried to consider to address broadly, because without
proper planning and supervision of programs broadcast on television centers, there will
be no concrete results in fulfilling their educational mission.
5. The aim of the research
The purpose of this study is to ascertain the level of emissions television educational
programs and their contribution to lifelong education. Alongside this will be determined
to ascertain the level of interest of individuals for educational television programs and
their contribution to lifelong education.
This enables the leveling of the authenticity of the existing problems in this area and
propose measures to overcome them. Resolving controversies several questions which
are manifested in this area is the fundamental purpose of the research, among which we
emphasize:
Time reserved for issuance of Kosovo television educational programs within the week;
- What is the quality of the educational programs of the Kosovo television broadcast centers;
- to Whom are dedicated to the educational television programs;
- Help that educational television programs offer to educational establishment of
citizens and society in lifelong learning;
Research tasks
From the above statement of the purpose of research emanating research and
operational tasks. The tasks of the research were to ascertain:
• What resources are used by the citizens of Kosovo for lifelong education
• What TV channels offer more educational programs for the citizens of Kosovo;
• What educational programs are viewed in our country;
• The television used by the citizens of Kosovo for lifelong education;
• How satisfied are adults with the diversity and quality of the programs they follow;
• How many of those programs help adults to enhance their knowledge.
Research hypotheses
a. The basic hypothesis
From multiple treatments so far, who are devoted to the problems of educational
television content and their importance in lifelong education, have issued this hypothesis.
The basic hypothesis from which we started is that: The contents of educational
programs Kosovo television broadcast TV does not represent the interests of adults to
lifelong education. The contents of educational programs in Kosovo broadcast TV, mostly
are programs for children and youth. For this we consider that adults are not represented
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in these educational programs.
b. auxiliary hypotheses
The above formulation of the basic hypothesis that the district allowed the
opportunity to highlight its auxiliary hypothesis that helped to break down problems into
question more broadly.
In this context, is considered that:
a. Kosovo television broadcast have no local educational programs with content
appropriate for lifelong learning, but overall programs of the educational content
that does not help the adult.
b. Adults have limited opportunities to receive education through television. Because
there are no educational programs to various professional profiles, for we believe
that adults have limited options. Adult programs are not on the needed level of
primary school children, but deep knowledge in certain fields.
c. Adults do not use enough television for lifelong education. One of the possibilities
is that the TV does not broadcast educational programs in an appropriate level to
increase, while the other possibility is that adults are able to find different forms
of education.
Variables
Groups of independent variables I considered important because it was of interest
to the research being valid, previously defined for equal treatment of subjects in research
involving the specific characteristics bio-social, so in this group of relevant variables is :
• Age • Gender • Professional education
Population and research sample
To shed light on multilateral, including empirical terms, this problem educational
television content and their relevance to lifelong education, basic population for inclusion in
the survey posed: 1.All residents of Kosovo (1,897,263) 1and 2. All televisions broadcasting
in our country. Participants in the survey were: three televisions with stretch at the country
level (RTK, KTV, TV21), 8 local television (TV Besa, Prizren, Syri, Dukagjini, Mitrovica,
Klan Kosova, Vali, Festina), and 3 cable television (and digital) Explorer (Explorer science,
history, nature) and one thousand eight hundred (1800) respondents. The sample to be as
representative as possible, the selection is made by individuals of different professions,
different educational preparation, diverse aged and included individuals of both sexes.The
participants in the research are residents of all regions of Kosovo.This is done in order to
more fully representation, since in Kosovo has many television. This is done in order to
more fully representation, since in Kosovo has many television.The data are derived from
1 The data are derived from SOK, Kosovo census was done in 1981.
125
Esk, Kosovo census was done in 1981
6. Functional universal in primary education
Universal primary education is not only a duty, but also the obligation of all our
citizens. The importance of universal primary education is manifold:
- First, primary education is the basis of culture and education of the individual,
- Secondly, primary education is the basis for employment and labor productivity base,
- Thirdly, primary education is the basis of the individual’s participation in sociopolitical life.2
Initially, primary education, which followed the education of all who do not have
that level of education, aimed at eradicating illiteracy. According to the standards of the
United Nations Organization (UNESCO) currently, he called illiterate individual who is
older than ten years, the extent of his knowledge and skills in the level of knowledge and
skills at school the fourth elementary school. But universal primary education is not only
related to the fight against illiteracy. Content and its duties are much broader. Before the
educational system for adults is strongly asked the need for primary functional education,
which encompasses a broad education, basic professional knowledge, and the basis for its
education and lifelong education, so that they can be included, successful in life and socioeconomic activity.
In primary education content are included: 1. The field of linguistic and literary culture,
2. The field of mathematical and natural sciences, 3. fields of social sciences and technical
education areas working and vocational training, cultural - entertainment and esthetic
field . Primary education is regulated by the Law on Primary and Secondary education in
Kosovo, and the law on education and training of adults. Every student in Kosovo has the
right to a solid basic education. “Primary education for adults” means public and private
primary education offered to adults / or youth over the age of 15 who are eligible to attend
the learning programs, designed for adults. Institution for adult education in the context
of this law means a school or any other public or private institution, licensed to provide
education and training for formal adults programs. This definition does not include either
the employers or the enterprises providing work-based training for their employees, or
organizations providing non-formal courses, seminars / or learning opportunities, in
addition to those specifically covered by this law. Adult Primary education is organized
in different ways: through regular education - when adults are obliged to attend classes
regularly; then, through preparatory classes, namely through patronage model, through
consultative - instructive learning, through distance learning, etc., Adult Primary teaching
is realized through the courses and, finally, through recreational learning (such as physical
education and health). An important dimension of universal primary education of adults
is also raising their cultural and aesthetic. Therefore the cultural education system for
2 More broadly Koliqi, Adult education, p. 146.
126
adults has a duty to employees and citizens, in addition to proper primary education, to
provide the knowledge of other cultures and art, in order to enable them to participate
in cultured behavior in society, provide them with basic knowledge of different forms of
artistic expression (music, literature, theater, film, etc.), in order to enable them to exploit
the full and fair as important as cultural and artistic values.
Primary education should be followed by young individuals, but should be offered
the opportunity to be able to attend even from the adults, if they had not been able to
follow it in their new age.
Vocational education
Vocational education is part of the system of vocational education and training
that enables students who have completed primary education compulsory, achieving
employment skills in vocational education institutions in accordance with provisions in
the law and in accordance with the definition in Article 1 point (z) of the Law on Primary
and Secondary Education in Kosovo)
Vocational education is part of the system of vocational education and training that
enables students who have completed compulsory schooling 9 (5 + 4) years or those who
are 15 years and older, reaching employable skills within vocational education institutions.
Secondary vocational education, which means vocational schools as the primary purpose
is preparing students for the labor market, but also offers the option of applying to
study higher secondary and university post. Organizational structure of the Ministry
of Education, Science and Technology includes Professional Education Division. The
main purpose of this division is to conduct all administrative tasks, such as planning and
preparation of draft regulations for the operation of vocational schools and propose
various measures for the advancement of vocational education.3 Also, develops plans and
programs in accordance with different network profiles vocational education and cooperates
with various government institutions and non-governmental, to explore the needs of the
market economy. Vocational education, namely training and professional perfection for
productive work (material and spiritual) is one of the key areas of educational activities for
adults. Intensifying its directly related to the implications of scientific-technical revolution.
Regarding the definition of “vocational education” has different opinions. But, overall,
there is no doubt that education (training) Adult Professional includes these three key
dimensions:
- Firstly, the preparation and perfection of those adults who are prepared to work
(basic training),
- Secondly, continuing perfection (qualification) in the profession (the workplace) and
- Thirdly, training and preparation for new profession (retraining).
Adult Vocational education has a number of tasks:
One of its fundamental tasks is to enable the employees to fair and efficient use of
3
Law on Primary and Secondary Education, 2002/20, the law on adult education: 2 / L-24.
127
tools, machines and machines and production. Besides the educational task to prepare
workers for industrial production, also found another job, also important for the vocationaleducational activities is the preparation of agricultural farming population. This is closely
linked to their training and contemporary productive activities in farming. In addition
to professional education material production workers, permanent education includes a
wide range of institutions, forms of educational programs for continuous perfection of
specialization of employees for various industrial activities. Vocational education should
liaise closely with other substantive areas of lifelong learning.4
Education for democratic citizenship
Education for democratic citizenship outlines a set of core values that are common
to all modern democracies. Education for democratic citizenship aims to form citizens
with independent outlook, requesting reasonable and simultaneously with very clear ideas
about the theory and practice of democracy. To understand how have these values and
their relationships in these conditions of rapid change, and the risks that can carry them
if applied ignored the right in society, is probably a prerequisite for effective participation
and responsive to citizens, especially in the construction process of the democratic
reconstruction of the country. 5These democratic values should be built and cultivated in
human beings, to make people more accountable for the implementation of democracy in
nations around the world.
Education for family life
Even continuing education and preparation for life in the family is one of substantial
areas of lifelong learning. The family is the basic cell of society, whose activity is very
complex, dynamic and important. Family is the micro group, which also has its own
specific, biological, economic, educational and social functions. The family as specific
social environment, among other things has to do with the reproduction of life of its kind
and conversion of their offspring from a biological entity in a social being. 6It is about
procreation and education of their offspring, their training for social life, parents perform
important social task, this job like any other job, should be planned and scheduled and
should in no way be accidental or inconsistent with other social factors. Family Educational
activity is the base and should be related to the educational work of other social factors.
A special dimension of family activity is the household. It has to do with the preparation
and the ability of its members to keep housework in rule, the hygiene of family members
of the house, to make household, culinary art, etc. Therefore, to accomplish all these tasks
to the family, it is necessary to organize an ongoing educational work. It contributes to
building a more modern family, the cultured for pedagogical training of parents to educate
the younger generation, to successfully perform various household duties, etc.
4 For details see http: WWW. Masht-gov.net, the Law on Education and Adult (2 / L-24), Prihstinë, 2005, p. 2.
5 For details see www.rks-gov.net/sq-AL/Qytetaret/.../ArsimiProfesional.aspx.
6 More broadly, the law on vocational education and training (Law no. 02 / L-42), Pristina, 2006, p. 1.
128
Audio-vizual tools
Audio – visual Tools , are among the most important tools that serve for lifelong
education. These tools are called so because of the dynamic nature and composition of
full synchronization, visual and auditory effects simultaneously. Engaging the sense of
sight and hearing to the highest degree of synchronization is the primary feature of these
audiovisual teaching tools. The rapid scientific-technical development, especially during
the twentieth century, also influenced the development and perfection of audiovisual
educational tools. Among the audio - visual tools are part: direct Reality, synchronized
films and tape recordings, film ton, draw etc. When it comes to lifelong education, an
important role have television programs with educational content. Audiovisual Tools and
media have been implemented in satisfactorily educational issues. It is expected that the
importance of these tools and media to grow even more.
Television - brief history
Scientific basis for the development of television have given Lee de Foresta and
Nikola Tesla from late nineteenth century and early twentieth century. 1911, regardless
of other discoveries in Russia Rezingu also revealed television, and the first picture was
broadcast publicly in television in the USSR in 1931. Before television screens were with
dimensions of 6 x 9 cm. At this time the medium was not, however, appropriate scale
of development. Thanks to the rapid development of electronics, television, as a special
discovery technique, suffered a rapid development, and found wide application. He quickly
became an important factor of education and human education and an integral part of
his life. In 1947, the US begin the first steps in television engagement in educational
work, for which made the planning of television programs before school. Systematic use
of television in education starts around 1948 (Japan, USA, England), and educational
programs begin to gain more seats in the programs and television companies. Television is
an invention of the 20th century who conquered the world with great speed. Information
already dealt no more through written lines, but directly from the reality of filming. People
can see from their homes what was happening in the world. Television, in fact, changed
informing of people so quickly and revolutionary. He turned the world into what we call
today the global village. Pristine Television (TVP) began to work (the program) in 1974.
Television was invented by British John Logie Bard and Russian Vladimir Zëorykin in
America. On October 2, 1925, in his laboratory Bardi has successfully transmitted the
first television appearance. On January 26, 1926, Baird repeated the transmission for
members of the Royal Institution and a reporter from the “Times” in his laboratory.
On the other hand Zëorykin had found work in a lab in the US, and had an opportunity
to engage in television experiments. He summarized the invention and resulted in two
patent applications. The first application, entitled “Television Systems”, was introduced
on December 29, 1923, and was followed by a second application in 1925 of essentially
the same content, but with small changes and the addition of a screen. While television
129
was directed somewhere in the fight against illiteracy in some countries, especially in
countries with developed industry, focused on professional training of selected groups
of producers, and in some places back in the general education of adults, and in other
cases, education for the population of different ages (from preschool to university). In our
country television could not be at the level of developed countries, because it has lack of
basis material, but also professional staff.7
Television in school
Television in school creates conditions that general and vocational education to
be acquired mainly through television. All those who wish to perform a certain type of
school, get a qualification or further refine their profession can accomplish this with the
help of television in school. “Here via television broadcasts various curriculums of the
students which watch, listen, take notes and try to remember what it is issued.” 8The
teacher gives adequate explanation, makes additions and gives certain tasks students
and thus they imbibe certain program of the school and benefit a proper qualification.
Students themselves send questions to television, tests and undergo other ways exams,
while teachers, taking into account pedagogical requirements, organize and develop their
teaching work.9
a. TV tapes
The tape is one of the teaching tools, which should avoid some of the drawbacks
and weaknesses that have manifested other types of television in teaching. Firstly in
television tapes is recorded the material, then is synchronized and technically prepared
for dissemination through special installation, which is mounted on TV or is part of it.
This installation allows easy use of recorded material, the use of photography. Using the
recorded material is available throughout the class, where the teacher gives his comments
before and after class. Photos can be submitted by faster or slower ways , intermittent or by
repeating the most important parts of the case, the repetition of that part of the material
that is most important. 10Learning material can be used several times, with the same effects,
in the same conditions and with different students. TV tapes helps teacher a lot to be
freed from excessive debriefing, the more time you dedicate organization and management
of teaching, to know better the students and motivate them to learn independently and
influence more in education. TV tapes have ample opportunity to use the opportunities for
expanding the general culture of the people and to deliver content specific to subjects that
provide closely vocational education. In the tapes, may be systemized recorded lectures,
the contents of books, materials galleries and museums and various materials11
b. CD and DVD TV
7 Dr. Petar Mandic, innovations in teaching, ETMM, Pristina, 1985, p. 243.
8 See more broadly Dr. Sc. Niyazi Zylfiu, professor, Didkatika, Up, Pristina, 2001, p. 242.
9 More broadly RTV Pedagogija, “Mladost”, Zagreb, 1970, p. 6
10 Civics Education, 5, page 57.
11 Petar Mandic, Acts of cit. p. 258.
130
Cd and dvd’s are modern teaching tools that can be used successfully in the learning
process. As Cd as well as DVDs have many options, ranging from their capacity, up to their
potential for large scale exploitation for educational. CD and DVD also are practical, as in
their storage and their use. In these learning tools can be found films, documentaries, but
recently has become common practice in Cd be a whole book, from different areas. A CD
or DVD can hold hundreds of thousands of information.12
TV contents and their relevance to lifelong
education
There could not be provided modern life, the field of information and development
of culture without the presence of the media and especially without the presence of
television. Also the media in general affect in very useful way to a modern education and
learning. In the social aspect of television messages are basic features unique united: funds
simultaneously transmit messages to the viewer, creating aesthetic, social, psychological,
ethical, pedagogical effects etc. Too often in the scientific literature, radio and television
treated in a facility. Radio and television should not be seen as abstraction omnipotent,
but that they should be studied on the basis of specific programs implemented in the
country and particularly those programs that are specific to the time. Educational contents
issued on television have a great importance in lifelong education. Synthesis of sound and
picture made this great learning tool to be applied in the educational - education process,
using all the advantages of organizing teaching modalities. According to some research
in the field of television programs using learning has proven that 50% or more kept in
mind new knowledge, gained during television teaching job. Through television content,
individuals have the opportunity to offer various events of great importance, an event
which would be difficult to follow closely, or due to economic failure, or the risk that
may occur. Television with its educational content, contains features of contemporary
audiovisual and educational tool, that enables materialization, approach and actualization
of reality. Television has tremendous opportunity to offer your students and your submit
an event when it actually happens or through film, drawings and other material to provide
different parts of the world, to reconstruct events, provide data, to demonstrate chemical
processes (, biological, etc.), produce rare objects, to concretize and make possible the
appearance of phenomena that under normal conditions is not possible. Television can
submit hidden details, which otherwise could hardly stand. “Thanks to television broad
popular masses can follow all political, cultural, scientific and sports and thus became
possible expansion, deepening and updating of educational content, the modernization
of methods and forms of teaching work and learning. “ Television is a very powerful tool
for informing the public. On the other hand television creates great opportunities for
education of all the people, creates opportunity for people, according to their means, can
acquire new knowledge, or to enhance current knowledge.
12
More broadly, RTV Pedagogija, “Mladost”, Zagreb, 1970, p 5.
131
7. Analysis of the research results
In this part of the paper will analyze the results from research field, which surveyed
1,800 subjects. These entities belong to all regions of Kosovo and are part of one of the
stairs of age who have previously assigned.
1. Do you see television?
This question was submitted to elicit information from the respondents that do
watch television. Depending on the answer given by the respondents, we can continue or
not with other questioning.
Graph. 1
100.00%
50.00%
0.00%
a
b
Table no. 1
Options
Replies
Number
Percent
a
Yes
1749
97.2 %
b
No
51
2.8 %
Total
1800
100 %
c. No - 2.8%.
When asked Do you see television ?, most of the participants in the research claimed
that they do watch television, while only few of them say they do not watch television.
Depending on the answer given to this question, we proceed or not with the two following
questions. Subjects who said they do not watch television, we did not need to ask the
question 2 and 3. From The answers result that 97.2% of Kosovo citizens find time to
watch and actively monitor television programs. Of these 57% are members of the male
and 40.2% were female. If differentiate on the basis of age, about 35% are aged up to 18,
21% aged 19-25 years, 19% aged 26-45 years, 16.2% aged 46-60 years old, 6% aged over
60 years. About 96% of those living in villages and 98.4 of those living in cities watch
television. Most of the citizens of Kosovo are interested to watch TV.
2. If so, what TV channels you see more?
132
The question we have raised with the aim of obtaining information from our
respondents to find what TV channels are watched more.
Graph. 2
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
a
b
c
Table No. 2
Options
Manifestation Rate
a
local channels with broad
796
stretch
45.5 %
b
local channels
275
15.7 %
678
38.8 %
c
Total
Number
1749
Percentage
100 %
Caption
a. local channels with broad stretch
b. local channels
c. other channels (digital cable)
In the question: which TV channels you see more, are given three options. Of the
three options related to which TV channels the inhabitants of Kosovo watch more, in the
first position is option a. Local channels are widespread, then the option c. Other channels
(digital cable), and in third place option b. Local channels. From these results we can
conclude that Kosovo citizens mostly watch TV channels that have spread throughout the
country. These channels may be viewed by most people for several reasons:
- These channels span the entire territory of Kosovo;
- Digital channels are not able to watch people who do not have cable connection or
are unable to pay the digital receiver;
133
- Local channels do not offer enough programs etc.
3. On average, how many hours a day do you see television?
This question was submitted for the purpose of obtaining information from
participants in research to devote time on television viewing.
Graph 3
0.6
0.5
0.4
0.3
0.2
0.1
0
d
c
b
a
Table no. 3.
Options
Manifestation rate
Number
Percentage
d
Over 5 hours a day
225
12.9 %
c
over 3 to 5 hours a day
156
8.9 %
b
over 1 to 3 hours a day
960
54.9 %
a
Up to 1 hour a day
408
23.3 %
Total
1749
100 %
Caption
d. Over 5 hours a day
c. over 3 to 5 hours a day
b. over 1 to 3 hours a day
a. Up to 1 hour a day
In the question: On average how many hours a day do you see television, we take
134
1800 participants opinions from all regions of Kosovo. Most of these participants watch
television over 1 to 3 hours a day.
After that comes the option a. Up to 1 hour a day, then option: d. Over 5 hours a day
and the last ranked option c. Over 3 to 5 hours. Looking at the results, noted that Kosovo’s
citizens pay average attention television viewing. Most of them sees television longer than
3 hours a day.
4. Which of television programs do you see more?
Question is filed for the purpose of obtaining information by respondents for which
programs do they watch more.
Graph. 4
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
a
b
c
d
Table no. 4
Options
Manifestation rate
Number
Percentage
a
Movies (artistic, serial, etc.)
584
32.2 %
b
Music
341
18.8 %
c
Educational programs
564
31.1 %
d
Other programs
324
17.9 %
Total
1813
100 %
Caption:
a. Movies (artistic, serial, etc.) b. Music c. Educational programs d. other programs
In the question: What television programs do you see more, we get the following
answers: Kosovo citizens mostly watch movies, so in the first place is a option. in second
135
place, is the option c. Educational programs, in third place option b. Music and at the
bottom are other programs. The outcome shows that educational programs occupy a very
important place in the daily programs that the citizens of Kosovo watch. Still need more
opportunities, but also more educational programs followed by citizens.
5. Do you use your television to raise everyday educational?
Question is submitted in order to obtain information from the respondents that the
clients use television to raise their educational and lifelong education.
Graph. 5
Table no. 5
Options
Replies
Number
Percent
A
Yes
1368
78.2 %
b
No
381
21.8 %
Total
1749
caption: a. Yes;
100 %
b. No.
In the question: Do you use your television to raise everyday educational, most of the
participants in the research expressed in the affirmative way regarding the use of television
programs for their educational setting. Not a very large part of them say they do not use
television programs for their educational setting. After this negative confirmation from
a part of the subjects involved in research, we have not continued with them in the next
question, as the same relates to this question.
136
Name some TV channels or educational programs, local or international, you use
more for your establishment educational?
Graph. 6
Table no. 6
Option
TV channel
number
Percentage
a
Explorer
780
21 %
b
RTK
1140
31 %
c
KTV
760
20.5 %
d
TV 21
600
16.2 %
e
Discover
100
2.7 %
ë
Top Chanel
100
2.7 %
f
BBC
90
2.4 %
g
Besa
60
1.6 %
gj
Tema
40
1.1 %
h
Mitrovica
30
0.8 %
Total
3700
100 %
Caption: a. Eksplorer; b. RTK; c. KTV; d. TV 21; e. Discover; ë. Top channel; f. BBC;
g. Besa; gj. Tema; h. Mitrovica;
Regarding the TV channels that can be pursued in our country, have a rating of about
10 TV channels followed by the citizens of Kosovo, but we will enumerate only a few who
followed the highest percentage of citizens. In first position is Kosovo’s public television
RTK, in second place digital TV channel: Explorer, then comes the television channel
KTV and after it comes TV 21. six other TV channels are followed by a small number of
citizens. Some of these TV channels cannot be pursued by many people because of the
137
extent of the relay. While for some other channels (this applies to Eksplorer), in some
rural areas where there is no option for cable network installation and not have the means
to pay for digital access, it is impossible sight of these channels. While terms of television
channels that extend into the entire territory of Kosovo, looked much as it is not required
any major investment (enough for an analog antenna).
8. Conclusions and Recommendations
Addressing the problems of the impact of television in lifelong learning would
be partial and incomplete and does not correspond at all with time or with the current
development trend. In this regard, besides breeding theoretical the issues in question are
treated from the perspective of empirical research. After processing and presentation
of the results of empirical material, come the concrete expected results. Processing of
material collected from the field, has solved many issues that have previously submitted
research project. Processing of multidimensional statistical materials collected from all
regions of Kosovo, consider that allows the possibility to extract some basic observations:
1. The empirical material presented allows the possibility of an affirmative conclusion
with regard to the basic hypothesis that: The quality of TV programs broadcast in Kosovo
television do not widely represent the interests of adults in lifelong education. From the
results it is concluded that the programs that broadcast TV channels, especially local ones,
do not represent the interests of adults, as these channels mainly broadcast educational
programs for children and youth. Empirical material presented, maintains that research
participants watch programs offered on television channels. The greater the quality of
these programs are, the greater will be the impact on lifelong education.
2. It was found that the citizens of Kosovo use television programs to their educational
establishment within the lifelong education. More masculine uses educational programs
for their educational setting, while females prefer more movies and other entertainment
programs. Regarding rural - city areas, there is no marked difference.
3. It was found that Kosovo’s citizens mostly use TV channels extending throughout
the territory of Kosovo and several digital channels in lifelong education.
4. From field research has proved that the participants in the survey use different
resources for their education. Among these resources is the Internet, radio and television
other resources as well as written sources. Age 26-60 more uses these resources for their
educational setting.
5. It was found that the Internet is one resource that is used quite often by individuals
for their education throughout their lives. According to data Internet is used mostly for
educational purposes from individuals of age26-45 years, and individuals from 18-25 years
exploit the Internet for communication and entertainment. After analysis of educational
138
programs, we understand that these programs primarily are aimed to youth. From these
shortcomings we noted some recommendations emerge.
- Consider television centers should have a long term strategic plan or medium term
and to foresee all the content that will be issued. TV centers, such as widespread or
local should pay more attention to educational programs, in particular the need to emit
more educational programs for adults. Television is a very influential factor in the lives of
citizens, for television programs should be more diverse and more qualitative. This means
that as qualitative will be television content, prosperous the education throughout the life
of individuals will be. It follows that the public or private television overlook proper initial
mission to accomplish the educational and cultural needs of the citizens of the Republic
of Kosovo, which would have if anyone intends to become a public television with special
social importance.
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www.rks-gov.net/sq-AL/Qytetaret/.../ArsimiProfesional.aspx.
•
www.see-educoop.net/education_in/.../RA2005_43_ALA02L_24.pdf - Similar
140
Attitudes of people that are in lead of the Educational Institutions in Prizeren municipality over the concepts and processes of managing, administration and
leadership
Ma.sc. Driton Imami
Kosovo Security Force, Pejë, dritonimami@hotmail.com
Ma.sc. Zymer Tafaj
Kosovo Security Force, Isniq - Deçan, zymertafaj@hotmail.com
Ma.sc. Fatos Turkaj
Senator at “Haxhi Zeka” University - Pejë, Dubravë - Deçan, fatos.turkaj@unhz.eu
Abstract
This paper explores the theme about the attitudes of the individuals who lead the
educational institutions into the Prizeren municipality, about the concepts and leadership
processes, managing and the administrating, also and their application into the practice.
Most of the time individuals who lead have sometimes misunderstanding about these
concepts.
The main purpose of this topic is to express the attitudes of the individuals who lead
these organizations and to express their knowledge about these concepts, their theoretical
knowledge and have do they use this knowledge into the practice, also to express which are the
meanings of these concepts and have do they evolve during the lead.
The work is done into two phases. The first phase of this topic is refered to collecting all
the data that are related to the topic. And the second phase refers to the data gathered into the
field. Data gathered in the field are qualitative, where are been interviewed 15 managers who
lead the educational institutions into the Prizeren municipality.
Among the most interesting findings of this topic are that the individuals who
lead these institutions into this municipality have a lot of misunderstanding about these
concepts, into the theoretical aspect is that most of these managers don’t have clear idea
of that which of these processes they are applying during their job, and among other
findings is the condition inside these organizations is something that we shouldn’t like.
Key terms: Educational Institutions, govern, management, leadership, administration.
141
Introduction
Among the most important things of a society is the Education, based on this it is too
important to know about the knowledge of the persons who are giving their knowledge to
the future generations, and the persons who lead these institutions.
This topic elaborates the attitudes of people who work into the educational
institutions, about the concepts of the process of the administration, management and
leadership, with special view into the Prizeren municipality, when it is known that recently
is much bigger need for well educated managers who are well prepared and who have
better knowledge about the work place.
Education has always been an important factor and the main thing for a nation,
so the quality of education and the favorable educational environment depend on the
knowledge, abilities and the experience of the leading people.
The topic is done in two parts the theoretical part is supported by secondary data
taken from the professional books also from the tertiary data from the internet, from
which data are elaborated definitions of the management, administration and leadership,
and expression of the differences and similarities among them, also is given the definition
for education, types and impact it has into the different levels, with special view into the
Kosovo, more precisely into the Prizeren municipality.
At the end of the topic through the recommendations we have given some alternatives
which can help find some solutions or to make lighter the existing problem.
Management, administration and leadership
processes and definitions
Management is referred to the process that is related to do job in effective and
efficient way by and with other people. The four main management processes are: planning,
organizing, leading and controlling.1
All the organizations no matter the size and type they have the need to be managed.
So management has to do with finishing job’s using other people, and that is not a borne
ability but a skill that can be learned. 2
The management is done through the managers who coordinate and compress the
rare resources for achieving the organizational objectives, they take the risk, take decisions,
also combine a lot of economical, social and technical factors. So the managers are the
main and the most expensive source for every business.3
Administration is usually used into the organizations of the public sector, where the
closest meaning of the term refers more to the everyday controlling of the organization.
So the administration has to do with system projecting procedures and the systems of the
1 S. Robbins, D. DeCenzo, “Bazat e Menaxhimit”, Tiranë, UET/Press, 2011, Fq.53
2 Sh. Llaci, “Menaxhimi”, ALB PAPER, Tiranë 2002, fq.15
3 B. Koleci, F. Reçica, N. Turkeshi, Menaxhmenti, AAB, Prishtinë, 2008. Fq.20
142
management process in order to achieve objectives.4
Based in Theo Haimann administration is setting the overall politics, organizational
objectives, identification of the overall organizational purposes, also writing down the
programs and procedures in general.5
Liedership is defined as a art for influencing the people in order to manage their
efforts to accomplish organizational objectives.6 The Leadership is the process where
one person can affect other individuals by inspiring them, motivating, and directing their
activities to accomplish the organizational objectives.7
Leadership provides inspiration for people, taking risks and push for creativity and
changes.8 Leadership is an effort to accomplish the organizational goals by affecting
worker activities through the communicating process.9 The main processes of a leadership
are: influencing, inspiring, communication, motivation and direction.
A number of the theorists see the management and leadership somehow like
same, but in deed there are some differences among them. The main differences are:10
Management has to do with: execution and value creation, administration has to do with:
processes and duties, and the leadership has to do with: vision and planning. Some other
theorists describe administration duties as a planning, organizing and controlling, and the
management see as a planning, coordinating, leading and objective setting all that based on
the others work, also based on performance measuring. In the other hand the leadership
is using the highly sophisticated skills, it has to do with the mission forecasting, strategy
developing, inspiring the people and changing the organizational culture.11
Administrators and managers are nominated to their positions. They have
the authority to punish and to reward employees. Their ability to influence is based on
a formal authority that is carried with their positions. In other hand leaders could have
earned positions and their authority comes from their abilities.
Management
Administration
Meaning
Management is an art of doing
things with the others, also
guiding their activities to achieve
the organizational goals.
Administration has to do with
formulating in a broad manner
organizational objectives, planes and
politics.
Nature
Management is an executive
function
Administration is decisional function
Process
Management decides who
should and have should the
things be done
Administration decides what and
when should be done
4 Sh. Llaci, Menaxhimi, ALB PAPER, Tiranë 2002, fq.15
5 http://www.managementstudyguide.com/management_administration.htm
6 Sh. Llaci, Menaxhimi, ALB PAPER, Tiranë 2002, fq.265.
7 I Zeqiri, “Menaxhmenti”, Tetovë, Tringa Design, 2006, fq.298
8 Naylor, Johan;Management;Financial Times, Pitman Publishing;1999;fq.523
9 John M. Ivancevich, Michael T. Matteson: Organizational Behavior And Management, Second Edition, Boston, 1990, Fq.387.
10 https://www.linkedin.com/today/post/article/20140425142012-6864846-career-curveballs-leadership-management-andadministration
11 http://www.soencouragement.org/leadership-vs-administration.htm
143
Function
Management is a function where
managers take the job in their
hands
Administration is a thinking process
because the planes and politics are
done based on it
Skills
Human and technical skills
Human and conceptual skills
Low levels
Higher levels
Function
Differences between management and administration12
Based on use:
Management
Administration
Usage
Is applied in businesses and profit
organizations
Is applied into the nonprofit
organizations, like schools, hospitals
etc.
Influences
Decisions during the management
are influenced by opinions and
beliefs of the managers
Decisions during the administration
are influenced by public opinion,
government, religion organizations
etc.
State
Management represents
employees who work into the
organizations and that are
rewarded by the payment
Administration represents owner of
the enterprises who get the return on
capital investment
Source: http://www.managementstudyguide.com/management_administration.htm
Practically there is no clear difference between management and administration.
Every manager could be an administrator and every administrator could be a manager too.
In other hand there are some differences between manager and the leader, cause every
manager could be a leader, but in other hand a leader not always can be a manager.
Differences between management and leadership
Management
Leadership
Thinking
process
Focused on things
Focused on people
Objectives
Plan execution
Evaluate the moment
Se only the woods
Articulates a vision
Creates a future
Sees the forest
Relationship
with employees
Control’s subordinates
Guides and controls
Empowers colleges
Believes and develops
Operations
Does things right
Manages the change
Serves to the superordinates
Does the right things
Creates change
Severs to the subordinates
12 http://www.managementstudyguide.com/management_administration.htm
144
Governance
Uses authority
Avoids conflict
And acts responsibly
Uses influence
Uses conflict
And acts decisively
Source:http://cs.anu.edu.au/courses/COMP3120/local_docs/readings/
Lunenburg_LeadershipVersusManagement.pdf
The meaning of education
Education is an overall knowledge and habitudes that are learned into a system by a
program in the schools or in other courses for educating new generations or the working
masses.13 Education and development is based into the creating on the new knowledge’s
and new abilities by making them to be more capable to take new responsibilities and new
challenges.14 Education and professional skills tend to equip students with knowledge, and
practical skills, also to equip them with special skills that are needed in different occupations
for use in working labor. The school is an educational institution where the new generation
can learn.15 Every educational institution has own leaders and from their work depend the
results and the quality of the student knowledge and skills.16
There are two main forms of education:17
1. Formal Education
2. Informal Education
Education has some of this potential effects are:18 organizational effects, individual
effects, group effects and final effects.
Educational principles and professional training in Kosovo are: comprehensiveness,
access, transfer and progress, theoretical learning and professional practice, actual and
future needs of the economy, also and the continual learning during the lifetime.19 And the
offered levels for education in Kosovo Republic are: preschool education, primary school,
middle school, and higher education.
Research results – Data analyzing
Into this topic is used a qualitative method for gathering the data, there are been used
two different questioners one for managers and one for teachers, from these questioners
have been interviewed 15 managers who manage educational institutions into the Prizeren
Municipality, plus 15 teacher who work into these institutions too.
Through these results that are taken from the interviews we come to the
conclusions that can help us make some recommendations that can fit with the problem.
13
14
15
16
17
18
19
http://rapitful.blogspot.com/2013/03/cka-eshte-arsimi.html
I Zeqiri, “Menaxhmenti”, Tetovë, Tringa Design, 2006, fq.283
http://adf.ly/238313/banner/http://rapitful.blogspot.com/2012/08/cka-eshte-shkolla.html
Y. Havolli, Menaxhmenti I resurseve njerezore, Riinvest, Prishtinë, 2005. Fq.106
Kutllovci, Menaxhimi I resurseve humane, UP, Prishtin, 2004, fq.126-127
http://www.masht-gov.net/advCms/documents/Ligji_per_aftesimin_profesional_2013_alb.pdf
http://www.masht-gov.net/advCms/documents/9.LIGJI_I_ARSIMIT_Ne_KOMUNA2008_03_L068_al_ars.e_ kom.pdf
145
By using the interview results we can reach some points from where we can give some
conclusions and recommendations that can show us have do the managers of Prizeren
municipality stand into these concepts like management, leadership and administration.
Fore university education into the Prizeren municipality is organized into the
different groups, where we don’t have a preschool education, primary school are 70
institutions, and middle and higher middle schools are 12, so we have in total 82 educational
institutions. From this sum we interviewed 15 directors that are 18.29% of the leaders of these
institutions. And the samples are taken in random sample plan. We should emphasis that only
6.66 of interviewed directors have degrees in management, and 93.44% of other directors have
other qualifications like education, history, physical etc. and the average of working years of
these directors is 3.93 years.
Now we present some of the research results:
1. Is there any difference between administration, management and leadership?
Results from fig. 1. Show tha 100% of the interviewed told that there are differences between
management, leadership and administration, difference these that are visible.
2.
Which one of these concepts is more deep, administration,
management or leadership?
Results from fig. 2. Show us that the majority of them have a wrong thought. 40% of them thinks
that leadership is bigger, other 13% think that administration is deeper, and only 47% of them thinks that
management is more deeper than these other two others.
3.
Have do you define management?
4.
5.
146
Results from fig. 3. show us that 33% of the interviewers think that management is referred to the process
of finishing jobs in an efficient and effective manner through other people, so these are right. And other 20%
think that management is referred only to the everyday controlling, and 47% think that management is referred
to the process through which people influence other, motivates them, lead their activities for achieving organizational
goals, and this is where they mix management with leadership.
4. Have do you define Administration?
Results from fig. 4 show that 47% of the interviewers think that administration is referred to the
process of day by day controlling of the organization. Another 33% think that administration is referred
to the finishing jobs into the effective and efficient way, where they mix it with management, and other 20%
mix it with leadership.
5. Have do you define Leadership
Results from fig. 5 show that 40% of the interviewed people think that leadership is referred to the process
through which one person influences other persons, inspires them, direct their activities for realizing organizational
goals, so these 40% where right. Other 20% of the interviewed people mix leadership with management, and
another 40% think that leadership has to do with day by day controlling and mix it with administration.
6.
Which one of these concepts and practices do you use in your everyday
practice, management, or leadership?
147
Results from fig. 6 show us that 73% of the interviewed directors think that during their work they
manage, other 27% thing that they administrate.
Note: From all the interviewed people only 13.3% have a right statement for these three concepts,
and other 86.7% misunderstand one or two concepts, or all the concepts.
To make research more accurate we have interviewed also some of the educators
who work with these directors to take their opinion what do they think about the way their
directors direct their institutions and we got these results.
7.
What does your director, does he manage, administrate or lead?
Results on fig. 7 tell us that 47% of teachers see their directors like managers because they think that their
directors plan, execute and create value and also they lead others, another 40% think that their school directors
administrate because they make the processes and also they control, and the last 13% sees their directors like the
leaders because they think that they motivate them, have a vision and also influence them.
5. Conclusions and Recommendations
Conclusions
Majority of the individuals who manage educational institutions into the Prizren
municipality don’t have right educational qualifications to be managers, administrators or
the leaders, most of them have other professions.
Majority of individuals who manage educational institutions are aware that there are
differences between management, administration and leadership, but ien other hand they
don’t have a clear idea about their concepts, like which one of them is larger.
Most of the directors of these educational institutions have difficulties into defining
management, administration and leadership, however they work like managers, accordingly
we can conclude that it is not clear for them which of the concepts belongs to their duty.
Majority of the people who manage educational institutions consider themselves like
managers even that it is not clear for them the theoretical aspect of management and can’t
make a clear difference between management, administration and leadership.
The statements of majority of the teachers see their directors like managers because
they plan, execute, coordinate and create value.
148
Recommendations
We recommend directors who manage the institutions of the Prizeren municipality
to develop themselves by going to professional trainings like the theory and practice,
therefore they will be more professional at their job.
We recommend the individuals who directorate higher institutions to make more
clear criteria for recruitment of the school directors, also is recommended for them to
offer more professional trainings into this field.
It is recommended for the managers of these institutions to take more theory
knowledge, because the practice alone is not enough, and to be more effective and efficient
and to have more success at the work it should be combined theory and practice together.
References
•
Havolli, Y. (2005), “Menaxhmenti i resurseve njerëzore”, Riinvest, Prishtinë.
•
Ivancevich, M. John, Michael T. Matteson, (1990) “Organizational Behavior And Management”,
Second Edition, Boston.
•
Koleci, B., F. Reçica, N. Turkeshi, (2008) “Menaxhmenti”, AAB, Prishtinë.
•
Kutllovci, E., (2004)“Menaxhimi i resursineve humane”, UP, Prishtina.
•
Llaci, Sh., (2002) “Menaxhimi”, ALB PAPER, Tiranë.
•
Naylor, Johan, (1999) “Management”, Financial Times, Pitman Publishing.
•
Robbins, S., D. DeCenzo, (2011) “Bazat e Menaxhimit”, Tiranë, UET/Press.
•
Zeqiri, I., (2006) “Menaxhmenti”, Tetovë, Tringa Design.
•
http://www.cs.anu.edu.au
•
http://www.linkedin.com
•
http://www.managementstudyguide.com
•
http://www.masht-gov.net
•
http://www.rapitful.blogspot.com
•
http://www.soencouragement.org
149
Motivation- its effect in English language achievement
Edita Bekteshi
University of Mitrovica” Isa Boletini”, Mitrovica
edita.bekteshi@uni-pr.edu
Abstract
One of the key factors that contribute in foreign language learning is considered
to be motivation. Gardner (2002) adds that motivation orientation together with other
factors such as age, intelligence, gift for languages and language learning strategies only
strengthen language learning. The aim of the paper is to find out students’ motivation about
language education–and how it affects female and male learners and which orientation
helps the learners more in language acquisition. Current literature deals with motivation
and focuses on description of the experiences conducted in different countries. The study
uses two methods: Gardner’s (1985) AMTB model trying to explain both integrative and
instrumental motivation and attitudes towards English inside the minds of students,
focusing mainly in students’ gender and their language acquisition and semi-structured
interviews. The findings from the data indicate that both genders have positive attitudes
towards English and there is not much difference between integrative and instrumentally
oriented motivated teenagers. However, the data suggest that females appeared to have
more integrative orientation. They also resulted to be slightly better in foreign language
learning than males.
This study enlightens the importance of language learning motivation and
demonstrates that orientation is an important affective factor in language learning,
specifically the English language, and these new findings can help teachers understand
learners’ orientation which would improve and ease language teaching as well as make it
more amusing and enjoyable.
Key terms: motivation, orientation, integrativeness, instrumental, English
150
1. INTRODUCTION
If we ask what language is, the shortest and the clearest answer would be that language
is a tool which is used for communication, but if we ask however how to learn a language
and how to teach it the answers are lengthy and much more complex and motivation is
believed to be the main ingredient for successful language learning.
The present paper is based on Gardner’s socio- educational model (1985), because
it is applicable in both EFL and ESL and includes all the variables which are applicable
in our context (attitudes, self - confidence, anxiety and language achievement) and these
socio psychological - educational variables provide additional insights in better identifying
existing motivational challenges which are worth to be examined in the area of High
School students in Kosova. Therefore, this study aims to inform the students and teachers
about the most important variables in language learning: what variables effect language
learning, why and how they effect.
The focus of the present study reveals the students’ perception of English as a FL.
In order to fill the gaps about teenage English learners particularly in Kosova, the research
aimed to investigate the level of students’ knowledge (awareness) regarding their learning
motivation and the most frequent reason that students learn L2.
1.1 The Status of English Language in Kosova
When discussing about English language in Kosova, it is worth considering the
differences between the Second language setting and a foreign language in general, i.e.
whether learners learn a language as ESL or EFL and then understand the role of English
language within the country: Is English in Kosova considered ESL or EFL?
People who are living in an English-speaking community/country are learning
English as their SECOND language. ”The learner of the second language is surrounded by
stimulation, both visual and auditory, in the target language and thus has many motivational and
instructional advantages”. (Oxford & Shearin, 1994).
On the other hand, those who are not living in an English-speaking community/
country are learning English as a FOREIGN language. ”Foreign languages learners
are surrounded by their own native language and have to go out of their way to find
stimulation and input in the target language. These students typically receive input in the
new language only in the classroom and by artificial means, no matter how talented the
teacher is”. (Oxford & Shearin, 1994)
The study concludes that learners in Kosova are exposed to English language and
culture in many different ways and they have access or contact with the native speakers of
English but still English language is regarded as a foreign language.
151
1.2 Motivation: integrative vs. instrumental
The meaning of the two most important social psychological variables such as
attitudes and motivation are not always clear, Gardner and Lambert (1972:1) made a
distinction, defining ’attitude’ as the persistence shown by the learner to achieve a goal, whereas
”motivation” is the overall goal of orientation. Stern (in Rahman 2005:8) says that “when
mentioning the attitudes, it is sometimes confused motivation with attitudes, but still there
is a difference: attitudes can be divided as attitudes toward the community and people who
speak the L2, as attitudes toward the language concerned or as attitudes towards language
and language learning in general”.
In broad terms, motivation is responsible for why people decide to do something, how
long they are willing to sustain the activity, and how hard they are going to pursue it.
Based on the students’ orientation with regard to the goal of L2 learning, Gardner
(1985); Robert Gardner and Wallace Lambert (1972) in their Socio-Educational Model
created the terms: Instrumental motivation and Integrative motivation. They introduced
the dichotomy of these variables. According to Gardner and Lambert (1972), Instrumental
means language learning for utilitarian value or purpose (such as school/university
requirement, employment or travel): while integrative orientation is when the learner takes
interest in the TLC (Target Language Community). Gardner (1985:10) makes a distinction
between orientation and motivation. He points out that “motivation in language learning
includes: goal orientation of language learning, a desire for learning-no matter the reason,
effort and persistence and positive attitude toward learning it”.
Many researchers have shown that these types of motivation are related to success in
second language learning.
2. Research methodology
2.1 Research questions
The main purpose of this study is to examine how instrumental and integrative
motivation influence teenagers’ academic performance in Kosova and how it affects
second language learning.
The study tries to answer two questions:
Q: # 1: Are females more integratively motivated to learn English than males?
Q: # 2: Do integratively motivated learners give much more correct answers
than learners with instrumental motivation? Are integratively motivated students better
language learners?
152
2.2 Participants and instruments]
The research was carried out during the 2010-2011 academic year with 45 high school
students from Kosova and their age ranged from 14-17. They were randomly selected from
three different high schools in Prishtina. However, the researcher tried to include the same
number of female and male participants. As a result, there were 23 female participants and
22 males.
The form which was presented to the students was Gardner’s (1985) adopted mini
AMTB questionnaire. It was designed and modified to measure motivation - integrative and
instrumental and students’ attitudes associated with English learning.
2.3 Findings
The tables below, table 1.1 and table 1.2, show students’ orientation in learning
English. They show overall answers and it is apparent that learners have shown slight
identification between instrumental and integrative motivation. Based on Gardner (1985),
the paper has divided odd items in table 1.1 and even items in table 1.2. Table 1.1 conveys
items that have instrumental meaning, whereas table 1.2 shows items with even numbers
that have integrative meaning. (See Appendix 1)
As the questionnaire included SD=Strongly Disagree, D=Disagree N=Neutral,
A=Agree and SA=Strongly Agree, the results obtained are only from SA=Strongly Agree
field.
Questions
Instrumental agreement
female %
male %
1
77.14
82.73
3
87.1
99.02
5
90.11
80.1
7
51.5
62.72
9
11
25.22
Average
63.36
58.68
Table1.1.Instrumental orientation
Questions
Instrumental agreement
female %
male %
2
84.29
80.91
4
72.66
61.82
5
76
66.00
153
6
61
54
10
67
62
Average
72.16
64.94
Table1.2. Integrative orientation
Regarding the first question, if females have more integrative orientation to learn
English, the results have revealed that females do show more integrative orientation
comparing to males’ results. Based on other researchers, such as Dorney (2001), Gardner
(1980), Macintyre & Gardner (1989), the study reveals that all participants have both
orientations: instrumental and integrative one simultaneously. Item 1 “Studying English
can be important for me only because I’ll need it for my future career”, shows that both
males and females agree, however 77% of females and 82% of males agree.
Nevertheless, if we compare overall results of instrumental and integrative
orientation, integrative orientation is a bit higher than instrumental at females. There is
a slight difference with the mean 63.36% - instrumental and 72.16 % integrative female
results, while Males results are 64.94% instrumental and 69.46 % integrative. The results
of the study reveal that males’ orientation is nearly the same: integrative and instrumental,
whereas females have shown a higher score towards integrative orientation.
2.4. Language acquisition
The last week of December 2010, the students were asked permission for their grades
to be used and analyzed in this study. In order to better understand language acquisition
based on their orientation, new gathering of grades was conducted two months later.
Based on the findings, the females show more interest in English learning with a mean
grade 3.4, in December, and 3.85 in February. Mean grade is 3.6, while males results are
different. In December they earned a mean of 3.33 grades while in February a mean of
3.06. Resulting in mean grade altogether: 3.18. Based on the teachers’ grades, and the
survey’s instrumental/ integrative–male, instrumental/integrative female results, and vice
versa, the survey reveals that: females have instrumental orientation (63.36 %) and 72.16 %
integrative orientation (motivated to learn English and their language acquisition is better
than that of males, even that male were with a slight difference of 58.65% instrumental
orientation and 64.94% integrative orientation.
The study also gives a positive response to the second question if integrative oriented
students give more correct answers than learners with instrumental orientation.
Table 1.3 shows the students’ grade percentage based on teachers’ tests. As the
highest grade is five, the table shows that females are slightly better in English than males.
154
Male
Female
Grades
3.18
3.6
Percentage
62%
72%
Table 1.3: Students’ language acquisition
The findings suggest that instrumental and integrative orientations are relevant
factors in L2 learning-English learning. However, there is not any significant difference
between males and females motivation orientation in learning English.
Results indicate that teenagers in Kosova have positive attitude towards English.
Findings also show that students are in nature both instrumentally and integrativelly
motivated in learning English. It reveals that the correlation between orientation
motivations (i.e., what type of motivation) is not so noteworthy in their levels of
achievement in English classes. Instrumental motive is not less effective. It influences the
learners’ language achievement, as it is shown in the results above. Different effects of
variables in FLL and the empirical data gathered are important to the progress of research.
This study reveals qualitative and quantitative minor difference of integrative and
instrumental motivation for learning FL and motivational goals as well.
3.
LIMITATIONS
It should be stressed that this study was conducted with a small sample of high
school students, of different levels of proficiency. The results might have been somewhat
different if it had been conducted with a larger sample of students with different levels
of English proficiency and different ages. This empirical research integrated variables
that have been traditionally used in other researches.
The research intended to investigate the students’ Motivation and Attitudes, and
the factors toward the learning situation, the elements together with motivation that
form learning motivation. There is a far more insights and further explanation for the
correlation between students’ motivation and their achievement in English learning.
Future research might help investigate in a more detailed way the range of the affective
variables used in this study in combination with other motivational variables and their
functional relationship to be examined not only to each other but to different aspects of
achievement
However, the research suggests the value of motivation as a significant factor
influencing achievement in English learning, which is useful to the teachers in improving
their English teaching at school.
155
4.
CONCLUSION
Considering Kosovars’ attitude toward Americans nowadays, it is very clear that
they are pro-Americans. There have been traces of American support in the Balkan
region recently, in different contexts: political, moral, economical, educational and
even cultural and all these could have influenced young Kosovars like learning English
(which led the survey come up with nearly same data of instrumental and integrative
orientation) simply because of American support where they show affection toward this
language, this society and this country.
This study is important because: It gives an empirical picture of teenagers’ motivation
to learn English in Kosova. This can help the teachers to better understand students’ wants
and needs to language learning. And it implicates students’ learning, teachers’ teaching and
their orientation to learn. Motivation is an ongoing process, it is not static, but it usually
changes and evolves, and nowadays it is important for us to find learner’s orientation and
adapt their needs.
The study recommends becoming more aware of a construct of motivational
framework which is based on attitudes toward the language, anxiety, students’ determination
to learn a FL and self confidence to learn - the factors that enhance learner motivation and
understand the main factors of motivation, highlighting the factors that can enhance the
intensity of the language acquisition process.
It points that English language is considered “a must“ - for everyday verbal exchange
to high school students in Kosova, for many reasons labeling integration closely with
the instrumental one. But it should be noted that motivational variables and language
acquisition are not static, instable but they vary according to the place, age, social status,
social economy, etc. Upon successful understanding of motivational factors, a conclusion
is that the findings support and fulfill in a more detailed way teachers’ goals of how to
enhance students’ motivation and how to use the most important strategies for language
teaching.
References
•
Brown, H.D.(2000) Principles of Language Learning.4th edition. New York: Addison
Wesley Longman
•
Dörnyei, Z.(2001): Teaching and Researching Motivation, Harlow, England: Longman.
•
Gardner, R. C. & Lambert, W. E. (1972): Attitudes and motivation in second-language
learning. Rowley, MA: Newbury House.
•
Gardner, R. C. (1980): On the validity of affective variables in second language
156
acquisition: Conceptual, contextual, and statistical consideration. Language Learning, 30,
255-270. •
Gardner, R. C. (1985): Social psychology and second language learning: The role of
attitudes and motivation. London: Edward Arnold Publishers.
•
Gardner, R. C. (1985):Social psychology and second language learning: The role of
attitudes and motivation. London: Edward Arnold Publishers.
•
Lambert, W. E. (1974): Culture and language as factors in learning and education. In F. F. Aboud
& R. D. Meade (Eds.), Cultural factors in learning and education (pp. 91–122). Bellingham:
Western Washington State University.
•
Macintyre, P. D., & Gardner, R. C. (1989): Anxiety and second language learning: Toward
a theoretical clarification. Language Learning, 39, 251-275.
•
Macintyre, P. D., & Gardner, R. C. (1991): Methods and results in the study of anxiety
and language learning: A review of literature. Language Learning, 47, 265-287. •
Oxford, R. L., & Shearin, J. (1996): Language learning motivation in a new Key. In R.L.
Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 121-160).
Honolulu: University of Hawaii Press
Appendix 1.
AMTB Gardner’s Questionnaire: (Gardner, 1985,p.179)
Questionnaire 1:
Below are a number of statements with which some people agree and others disagree.
There are no right or wrong answers since many people have different opinions. Fill out
the following questions, which best describes your own opinion whether you agree or
disagree with each statement.
Please answer as honestly as you can.
1. Studying English can be important for me only because I ‘ll need it for my
future career (Instrumental)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
Strongly
Agree
2. Studying English can be important to me because it will allow me to be more
at ease with fellow English speaking people. (Integrative)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
157
Strongly
Agree
3. Studying English can be important for me because it will make me a more
knowledgeable person (Instrumental)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
Strongly
Agree
4. Studying English can be important for me because it will allow me to meet and
converse with more varied people. (Integrative)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
Strongly
Agree
5. Studying English can be important for me because I think it will someday be
useful in getting a good job.( Instrumental)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
Strongly
Agree
6. Studying English can be important for me because it will enable me to better
understand and appreciate English art and literature. (Integrative)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
Strongly
Agree
7. Studying English can be important for me because other people will respect me
more if I have a knowledge of a foreign language. ( Instrumental)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
Strongly
Agree
8. Studying English can be important for me because I will be able to participate
more freely in the activities of other cultural groups .(. (Integrative)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
Strongly
Agree
9. To be honest, I really have little interest in my English class
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
Strongly
Agree
10.I want to learn English so well that it will become natural to me. (Integrative)
Strongly
Disagree
Slightly
Disagree
Slightly
Agree
Neutral
158
Strongly
Agree
Professional Development Of Teachers In Basic Education In Kosovo - Preparation And Recognition
With The New Curriculum
Egzona Hyseni
University of Prishtina, Department of Pedagogy (Master level), Pristina, Kosovo.
egzona.hyseni@hotmail.com
Abstract
This research was conducted on primary education teachers, and serves as an
educational assessment for teachers throughout life, their professional development
by various trainings that are being held by the Ministry of Education as well as various
organizations whose aim is raising the quality of education. Besides professional
development, prior knowledge of the Kosovo new curriculum was researched; how
training teachers helped them to familiarize themselves with the changes in the curriculum
and its implementation. The intention of the research is to develop teaching as a profession
throughout their lives, as well as key concepts to structure the curriculum, competencies,
standards, objectives, targets, goals and recognizing the basic curriculum. In this research
it was used quantitative and qualitative methods trying to find answers to some questions
such as: what is the highest degree and your major you have gained? How many years of
experience do you have as a teacher? How many training classes have you received so far?
How much has training helped you increase your professional skills? How did you choose
your profession? Do you consent with lifetime learning? What is the curriculum, describe
it in a nutshell? How you know about changes in the curriculum? Have you received
training on the curriculum and core curriculum in practice? How much are you ready for
the new curriculum? etc ... Most of the questions in this research are open-ended and
close-ended. Whereas there was also conducted a survey including focused groups. The
survey was conducted in Pristina, Mitrovica, Ferizaj, Lipjan, Gjilan, Kamenica, Kaçanik
Drenas. Since it is large population to study the problem, and various samples, responders
participating in the survey were obtained through the questionnaire prepared by us as
researchers, as well as focus group interviews.
Key terms: teachers, profession, development, lifelong education, training, curricula.
159
Introduction
Kosovo as a state which pass in transition after the war, education almost started
from the beginning. Education in general from pre-primary level up to university embraced
modern reforms of teaching. Kosovo even throw a big step in education, the signing of
agreement of the Bologna Process. In the context of the reform process entered the
compilation of curriculum, from where appeared the need for new curricula, textbooks
and most importantly professional development of teachers, where it is legally regulated
respectively LAW ON EDUCATION AND TRAINING NO. 04 / L-138.
Education and training for professional development aims to provide candidates with
the knowledge, practical skills, skills and competences required in specific occupations
or more broadly on the labor market. Lifelong education courses includes all learning
activities realized lifetime to develop knowledge, competencies and qualifications.
Teachers in Kosovo carried out training for development and training in order to join
the European family, so that certificates be recognized by the international community.
Besides training strategies, methods, modern techniques, training also had intended for
teachers to create learning skills for throughout life, in order to be in step with the changes
that are occurring at this time with the fast dynamics. The school has the mission to prepare
new generations to seek information to analyze them critically, to trained students to be
able to solve problems, critically, and from this it proves that school today is an institution
where not required by reproduction or possession of information. During this period in
Kosovo, many governmental and nongovernmental organizations have offered various
training programs and professional development of teachers in new methodologies of
teaching and learning
Review of the literature and definitions
In reviews of the literature we have used various strategies documents, provisions
of laws and administrative guidelines which relate with our research and review the basic
definitions. Lack of professional practice in teacher education faculties, isolation of the
education system in Kosovo during the “90s, and lack of penetration of innovations from
outside, made necessary organizing various training for teacher training to implement
new methodologies of teaching and learning. Thanks to the financial support of many
international donors, and dedication of local and international NGOs (nongovernmental
organization) a significant number of teachers reached to attend various programs of
professional development. With the establishment of the institutions of Kosovo in 2002,
donors and bidders training programs harmonized their projects and programs with the
priorities of MASHT (Ministry of Education Science and Technology) and the demands
of the teachers. In the last decade, teachers have shown tremendous interest to pursue
professional development programs, despite the fact that there was no policy for their
licensing and consequently there was no direct link between these training attendance
160
status and material benefits for them. Teachers have appreciated the quality of these
training programs and the benefits they bring to their careers and job performance. .(
MASHT, (2011) Catalogue of accredited program for Teacher Professional Development
and Education Leaders.
“Professional education and training (PET) - aims to provide students /
candidates with the knowledge, practical ability, skills and competences required in
particular occupations or more broadly on the labor market;
“The institution of professional education and training (IPET) - Public or
private institution that implements programs of professional education and training, in
accordance with the provisions of this law;
“Lifelong learning - includes all learning activities undertaken throughout life for
the development of knowledge, competencies and qualifications;
Formal education - learning that takes place in a certain environment, structured
and is clearly designed as a lesson in terms of objectives, time or resources. From the
perspective of students, formal learning is intentional;
Non-formal education and training - teaching which is lying on the planned
activities, but which do not explicitly labeled as learning. From the perspective of students,
informal learning is intentional;
Informal education - learning that results from daily activities related to work,
family or leisure. It is not authorized or structured in terms of objectives, time or learning
support. In most cases, informal learning is unintentional from the perspective of the
student / candidate. Informal learning outcomes do not usually lead to certification but
may be validated and certified under the scheme of recognition of prior learning. Informal
learning also refers as a practical teaching, complementary or incidental “(LAW NO. 04 /
L-138 ON EDUCATION AND TRAINING, MASHT, March 2013)
The purpose of research
This research project “PROFESSIONAL DEVELOPMENT OF TEACHERS IN
BASIC EDUCATION IN KOSOVO - PREPARATION AND RECOGNITION with
the new curriculum” aimed to identify how teachers are prepared in the professional, how
many of them think that their education should be lifelong process, how many of them
have attended training for professional development and training as affecting the quality
of teaching and how have initial knowledge base change and recognition that the new
161
curriculum.
Research Methodology
Objectives of research
To identify the purpose of professional development of teachers.
To analyze the effects of training in the teaching process.
To assess professional development, training and changes and familiarity with the
curriculum .
Research hypothesis
Professional development of teachers has positively impacted their professional life
in the teaching process and the need for lifelong education.
Population and sample description
As a researcher of the project to achieve its intended objectives and purpose of
collecting qualitative and quantitative data I developed a research with 325 teachers.
Elementary school teachers were chosen as the focus of research for the reason that these
elementary (primary) school teachers held more training and that primary education is
more important to a degree, because the children at this level of education receive a base
for further development of knowledge. Required or obligated schooling is a process that
at the early age of students can be discovered their talents and skills.
Instruments
To collect data for this research are used questionnaires compiled by us as the
researchers. Questionnaires were addressed teachers. Questions were open and closed
questions, and from this procedure survey questionnaires we received information and
general data from teachers. In this research are involved three focus groups with teachers
mainly in Prishtina and Ferizaj region where the meeting at schools we talked about the
issue that we have submitted the survey.
Location
Regions where this research project is developed are: Pristina, Mitrovica, Ferizaj,
Gjilan, Lipljan and Drenas. The research included a total of 18 primary schools where we
162
have included schools that are in the pilot project for the new curriculum. The research
lasted during the months of May - June 2014, and September - October 2014. Schools
involved in the research are attached in Annex number 1.
Research Methods
In this research we used different methods as theoretical method, statistical method and
descriptive method, in order to analyze and explain better the collected survey results.
Theoretical analysis method
Presents a global approach, an overview of the research or problem that is part of
the research. This approach favors for the recognition of the depth of the problem,
recognition of history. It is one of the most special methods that we used and applied
during the research, where this method we have used in conversations that we have done
with teachers and the focus groups.
Statistical methods
This method implies a particular way of expression research and numerical results.
In the research we also used this method to analyze properly the problem. This method is
used for presenting the collected results through various charts.
Descriptive method
In this research we used descriptive method to describe the phenomenon that is the
subject of research, because with this method have made the description of the data that are
found in the results of the statistical method, and we have submitted recommendations to
the relevant government authorities of education regarding actions to be taken to increase
the professional development of teachers, and other recommendations for training which
we have derived from the survey questionnaires.
The results of findings
Presentation of the results of research findings from the analysis of data collected by
questionnaires from teachers involved in this research.
163
Teacher professional development
On the question posed in the graph 1 than are teachers satisfied with their professional
growth for educational purposes responded with 45.6% Very satisfied; 23.7% on average;
19.8% less satisfied; 10.9% not at all, replied the teacher.
Chart 1: How satisfied are you with growth on your profession?
Teachers of the justifications have expressed that their professional development is
set on a move by the need for change, however teachers who are close to retirement were
not very optimistic about their professional growth, they think that the knowledge gained
has been known since their study, unlike others who emphasize that the professional
development of various training has affected more and raising their average occupation.
The role of training for professional development
On the question presented in Chart 2, talk about what is the role that trainings had
for professional development, and in the teaching process are expressed by the following
percentages: (61.7% Very satisfied); (30.8% on average;); (5.2% less satisfied;); (2.3% not
at all) here immediately see a high percentage of which indirectly suggests that teachers are
satisfied with the training held.
Chart 2: How much training have contributed to the professional growth and teaching process
164
In continuation of the question justifies, teachers have reflected that training
influenced for good as the professional growth and teaching process. Where some of the
writings have highlighted:
1. “The trainings have been very important in the professional growth and learning new methods and
techniques of teaching while in the learning process in most cases we apply them, but there are cases when the
conditions and lack of teaching tools makes us not to realize All that which we absorbed in the training “;
2. “The trainings affected to a satisfactory degree, and they are well welcomed by students, application
forms, methods, new techniques have influenced the professional growth”
3. In my opinion they have significant impact, we are learning something and those lessons are serviceable
for us, just depends on the type of training, but I consider that training is positively affecting the profession
4. Training in the teaching process have been a step too favorable as methodological and professional
aspect as well.
5. Training have contributed good in a way. But it would be even better if key conditions are met in schools for
practical implementation of training courses in the professional side of each training had a positive impact.
6. Training positively affected because they promote the level of thinking of each separately raises
the level of work and quality training helped the planning, organization and quality teaching.
Lifelong Education
In the Chart number 3 we present the following question of questionnaire where
we raised the question of lifelong education, and the question: Are the teachers agreed
that education should continue throughout life? from this question are expressed these
percentages: (92.8% agree) and (7.2% disagree)
Chart 3: Are the teachers agreed that education should continue throughout life?
165
And the rest of the question, argues Why: teachers have given these thoughts and stated that:
1. “Lifelong education we need more especially considering the fact that we have rapid development
of scientific achievements, innovation, dynamic development of technique and technology, economic
development, etc.”
2. “Life-long learning is a necessity to keep us on the cutting edge for every day teaching and learning is becoming
more contemporary, and that information is reaching ever more quickly to the students that the teacher”
3. “Lifelong education helps us to always learn new things”
4. “Lifelong education helps us in the development and prosperity trend in teaching, to adapt with the
demands of time and education and curriculum development”
5. “I am for lifelong education because things change from time to time and it is better to always be ready
to deal with different things”
6. “I agree because lifelong systems are changing, technology is advancing every day”.
Recognition of Kosovo Curriculum frame
On the third question of the questionnaire have researched for the recognition of
Kosovo’s new curriculum for that how much teachers are familiar with the changes and
new content of the curriculum, did they attended a training curriculum framework and
core curriculum frameworks.
In the chart number 4 I presented the question: How are informed of the changes and the
content of the frame of Curriculum, and from the respondents we have learned these results:
(19.3% very infomed); (33.3% partially); (27.2 sufficient); (02/20 a little).
Chart 4: How are you informed of changes in the frame of the Curriculum?
166
For this issue we discussed with focus groups organized in two schools, which are part
of a pilot project of the curriculum. These teachers stressed that the recognition of the
new curriculum in general, helped a lot trainings organized by the Ministry of Education,
which from these trainings they have benefited greatly in this regard, and realize that the
curriculum in practice without any problems, the focus group was held with 7 teachers
mostly first grade (1) and sixth (6). But another school teachers which is not in the pilot
project emphasized that have little knowledge about curriculum and the knowledge they
acquired mainly from university education, and requiring that they also to attend training
for curricula because they state that is very interesting for process Kosovo’s education.
Teachers in these schools are ready to begin training at any time.
Conclusions
Based on the analysis of the presented results we have drawn the following
conclusions:
The research results show that the hypothesis of the research is confirmed, For
teachers in our schools are set at a satisfactory level professionally, and all this opportunity
have from training commitments of Ministry of Education, Science and Technology,
various local organizations and international licensed by the ministry to conduct educational
activities for professional development of teachers.
The results also show that the training of teachers have heavily influenced the
learning process and to implement the strategies, methods, techniques, teaching process,
assessment process, different techniques of assessing student knowledge.
Results indicate that teachers express positivist view of lifelong education, they
emphasized that lifelong education is a process which is very important for teachers to
keep them on the cutting edge of change dynamics scientific, technical and technological.
Also, the results show that teachers who have held training for curriculum are familiar
with the concept,, content and its application in practice, and teachers who are not trained are
less knowledgeable, are not familiar with the changes in the curriculum, and that they are not
ready for the moment to the new curriculum, not until they will be trained in this area.
Recommendations
It should be emphasized that this study has been well received by teachers and managers
of these institutions, and left these recommendations. The following recommendations
summarize and reflect the presented and highlighted requirements by respondents in this
research.
167
• Adjust the policies of the Ministry for professional development of teachers.
• To continue their education in formal and non-formal way
• To continue retraining in the profession without severance..
• Continue training for teaching.
• Develop training for inclusive education.
• Develop training for Curriculum Framework for other schools that are not part of
the pilot project.
• To encourage the Ministry to select teachers and professional service in school
for training, then these lectures and teacher to keep training their colleagues in
school facilities, this initiative would also lower cost, where the savings from this
policy addressed in schools to improve the various ambient conditions and school
infrastructure.
Reference:
•
MASHT, (August, 2011) Prishtina, Curriculum Framework of Undergraduate Education
the Republic of Kosovo
•
MASHT, (26 March 2013) Prishtinë, LAW NO. 04 / L-138 ON EDUCATION AND
TRAINING
•
MASHT, (21 January 2013) Prishtina, LAW NO. 04 / L-143 EDUCATION AND
TRAINING FOR ADULTS IN KOSOVO
•
MASHT, (2011) Prishtina, Catalogue of accredited program for Teacher Professional
Development and Education Leaders
•
MASHT, (2007) Prishtina, Development Strategy for Undergraduate Education 20072017
168
Annex 1 :
Nr.
1
School
Type of school
“ Xhemajl Mustafa “
Primary school
Place
Prishtina
2
“ Tefik Çanga “
≈
Ferizaj
3
“ Abdullah Shabani “
≈
Mitrovicë
4
“ Vëllezërit Frashëri “
≈
Lipjan
5
“ Musa Zajmi “
≈
Gjilan
6
“ Fan Noli “
≈
Kamenicë
7
“ Qamil Ilazi “
≈
Kaçanik
8
“ Arif Shala “
≈
Drenas
9
“ Faik Konica “
≈
Prishtinë
10
“ Fazli Grajçevci “
≈
Mitrovicë
11
“ Daut Bugujevci “
≈
Fushë Kosovë
12
“ Ahmet Hoxha “
≈
Ferizaj
13
“ Thimi Mitko “
≈
Gjilan
14
“ Xhavit Ahmeti ”
≈
Prishtinë
15
“ Shkolla e Gjelbërt “
≈
Prishtinë
16
“ Anton Zako Çajupi “
≈
Mitrovicë
17
“Xheladin
Plaku”
≈
Komoran
18
“ Gjon Sereçi “
≈
Ferizaj
Murati
169
The evaluation of essays in English language
Elona Mazari
Abstract
The aim of this study is the complicated process of essay’s evaluation in English
languge. English teachers are not coherent as they do not predetermine the criteria
for evaluating essays, in order to lead the work for their pupils and so do an objective
evaluation. This study is mainly based in the evaluatinon criteria used by the English teacher
of ‘Seid Najdeni’ high school. 5 teachers were interviewed and 100 students answered a
questionnary.
A good essay should have an interesting introduction, coherent and logical
development and a good conclusion. Once students have achieved these criteria, they
are deemed to other criteria which highlight their weaknesses. However, teachers are not
coherent in determining the preliminary criteria which guide the work of the students.
While writing in a foreign language is a double effort. The report of the directory of
school on the achievements of students in writing of essays on the subject of English,
detailed observation choice examination results of English subject on these two last year’s
so is recommended that schools should use the same schemata of evaluation of essays.
Key terms: essay’s evalution, criteria, objectivity, preliminary criteria, English
language
1. Introduction
In some subjects, the assessment of the essay is determined by the writing way.
Tests developed by teachers, standardized tests require students to write essays. Course
Assessment tasks often takes the form of essay writing. The essay is an instrument that
170
measures a range of skills, views and habits that the student reflects when he writes. It
creates opportunities for students to highlight the individuality and ability to express
themselves. It reflects the depth of mastery of concepts, knowledge, educational terms
by the student. But it seems that students recognize that one of the ways of evaluating
that frightens them the most is the essays. Writing essays is an art in itself. Some students
are disadvantaged in this respect because they are not taught properly to write an essay.
A good essay should have an interesting introduction, coherent and logical development
and a good conclusion. Once students have achieved these criteria, they are deemed to
other criteria which highlight their weaknesses. However, teachers are not coherent in
determining the preliminary criteria which guide the work of the students. The essays
also are forms of assessment where the risk for a subjective assessment is high. Even in
standardized tests in which are defined a set of assessment criteria, different people who
evaluate perceive the same essay in various forms and thus their evaluation is different
despite well defined previous criteria. Several scholars define eight specific criteria for an
objective assessment of an essay.

Grammar This deals with the way how the words relate to each other to create
sentences, offers the possibility of creating a code that helps the words to convey a specific
message.

Language It should be clear and appropriate that the reader can understand
the ideas presented. The language must be fluent, has the usage of academic patterns,
necessary to convey the view and perception of the essay writer for a particular topic in
proper form.

Supporting ideas The essay should contain specific examples to make the
information more reliable to the reader and to explain every idea in details.

Thesis The essay should contain a clear thesis which plans and covers all the
information in the essay.

Paragraphs The ideas should be organized in an original way in every paragraph
and from one sentence to another must have coherence and logic of thought.

The unity of ideas The ideas must be closely linked to the chosen topic, shouldn’t
be casual and unstructured. They should be well- thought and support properly the chosen
topic.

The connection of ideas The ideas must be linked in a logical and methodological
way leaving out possible breakthroughs.

Analytical thoughts The essay should contain analytical thoughts, personal
attitude of the person who has written this essay. He should try to go beyond the idea
treating in the essay and to convey to us his view on the topic chosen. Critical thinking
makes the analysis more detailed more reliable for the reader.
2. The description of the case study:
The evaluation of essays in ‘Seid Najdeni’ secondary school in the subject of English.
The teachers of the department of English at ‘Seid Najdeni’ Peshkopi unlike most other
171
teachers from other schools evaluate student essays by primarily defining criteria on which
students will build their essays. Mainly other school teachers make the evaluation of the
essays in a very casual way. Despite the fact that they may have in mind certain grammatical,
linguistic and analytical criteria their students write without considering in what way they
will be evaluated. This contributes to an unobjective assessment and students create an
image of a non-professional and unreliable teacher. But on the other English teachers at
‘Seid Najdeni’ school Peshkopi prescribe the criteria on which to assess the work of their
students. They have created an evaluation model as follows:
Grade 9-10
Grade 7-8
Grade 5-6
Grade 4
Grammar
aspect
The lack of
grammar
mistakes
Some grammar
mistakes but
generally reflects a
successful usage of
grammar
Very often
grammar
mistakes
A lot of
grammar
mistakes
Organization
of ideas
The essay
reflects a clear
organization
with logical
shifts of ideas
A good
organization
of essay but an
inappropriate shifts
from one idea to
the other
Not a clear
organization of
ideas and a lack
of coherence
and logic
The essay is
completely
disorganized
and it feels the
confusion
Originality of
the pupil
Original ideas
and unique style
in expression
Good articulation
but the
presentation of
ideas is done in a
general way
Too general
The essay is too
abstract
The general
effect of essay
Clear
communication
coherent, logical
and supporting
ideas
Some supporting
ideas and partial
clearness
General ideas
and messages
transmitted in
an illogical way
Incoherent
ideas which
aren’t
connected
logically
Experienced teachers of English are trying to convey this model of assessment of
essays to new teachers. The latter also prefer to test the methods of determining the
criteria by assessing the essays of students. It is necessary to evaluate several essays, to
understand the common difficulties of students in writing essays. This method helps
these teachers to understand if vaguely given instructions by them have contributed to the
failure of criteria accomplishment. Teachers discuss with students to understand whether
the criteria were not available in relation to a given topic or criteria were not transmitted
in proper form by the teacher. This student-teacher collaboration makes the evaluation
process more open, more effective and easier. English teachers are of the opinion that
the criteria predetermined scheme makes the evaluation of essays a more transparent and
easier process to be evaluated and managed. They feel very happy because the results
172
seem to be very positive and students reflect approval to this form of assessment. For
essays submitted at the end of the semester or school year teachers remind the students 2
basic criteria expect the above mentioned criteria; plagiarism and time criteria. The essay
designed to be delivered at a certain time limit should be submitted on time otherwise
it is not accepted if submitted to a later time. This predetermined deadline makes the
student to write the given at the time specified on the basis of recognized criteria. The
time criterion on the other hand is enough for the student to perform this task and makes
student-teacher ratios to be very regular, leaving no room for manipulation or doubts.
While in terms of the criterion of plagiarism teachers remind the students that they should
submit their essays at the end of the semester, to be careful with the ‘theft’ of information.
Teachers are opened when they say that essays will be read correctly and professionally
so that students understand that they will be evaluated for their originality, their unique
style. English teachers are of the opinion that this criterion raises student’s awareness of
plagiarism as a mechanism that simply ‘lies’ them and does not help in the development
of critical analytical and argumentative thinking. So this criteria predetermined scheme
is embraced by students as it leaves no room for suspicion or manipulation. Even the
teachers are very happy because this scheme facilitates the evaluation process and makes
the student-teacher collaboration more open and more reliable thus increasing the validity
of their work and the findings of essays. The principal of the school is very optimistic and
requires that this evaluation scheme should be adopted by other teachers of the school,
mainly teachers of literature.
3. The data of the case study:
‘Seid Najdeni’ school is a school where 900 students study and teach 18 teachers.
Some of the teachers that make up the department of English at ‘Seid Najdeni’ high
school accepted with pleasure to give me their impressions about the determining of
criteria for evaluating the essays on English subject.
My question: Whom do you consider as the primary criterion in evaluating the
essays?
Teacher X answered: My experience of 10 years as a teacher of English has taught me
that to be objective in assessment must firstly define the evaluation criteria. I personally do
not think that one criterion is more important than the other but they are complementary
to one another. The determination of these criteria has simplified and facilitated our work
as an evaluator.
My question: On what grounds have you determined the criteria for evaluating
the essays?
The teacher Y answered: Initially we teachers of English have set a pattern or
scheme of criteria applicable for the realization of all kinds of essays on different levels
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of students. On the basis of the criteria we have defined the relevant assessment for each
student. Having analyzed for a long time the level of our students now we have thought
that the achievement of these criteria is very likely. Also we have seen appropriate that
grammatical criteria, organization of ideas in a paragraph in a logical, methodological
and coherent way, originality of the student and his style, the clear effect of the essay are
permanent criteria which must be accomplished by students when they write an essay. The
fact that the criteria are defined according to the level of students makes the evaluation
more transparent. Besides these schematic criteria we try to define the criteria related to
the realization of the objectives because we do not want the evaluation to be random and
unintentional.
My question: Do not think that the establishment of these criteria puts the student
toward very strict schemata and does not leave space to highlight its original style?
The teacher Z responded: Writing essays is basically schematic. The essay has an
introduction, a development and a conclusion. I, on the contrary, believe that they guide
student’s work. Regarding the fading of the original style because of following strictly these
criteria I do not believe that there is room for doubt or question. One of the evaluation
criteria is the one related to the originality of students, special style of writing, true creative
spirit. We are particularly motivating our students to develop their creative skills, develop
critical thinking and argue originally, their attitudes and views.
On the other hand about 100 students responded to a questionnaire of 8 questions.
Some of their answers are as follows:
My question: How satisfied are you with this way of assessment of essays?
Elsa Kola a student of the 11th grade answered: Once, I had not a model of criteria
to follow for the realization of essays. My job was completely unintentional and Ifelt
completely discouraged because of a subjective assessment of my essays by the teacher.
She reflected a significant lack of coherence and consistency in determining the criteria.
We felt very confused and totally unmotivated. My job is run and organized in proper form
as my teacher of English is based upon the assessment of the essays in the traditional
model of criteria. I am very pleased and the evaluation in this way seems more challenging
and interesting. We strive to achieve the criteria for achieving a positive evaluation.
My question: How accessible are for you these criteria?
The student Najada Mehmeti of the 10th class answered: Writing essays in a foreign
language is a challenge in itself. In addition to organizational capabilities, structural ideas
or paragraphs we must also possess in-depth knowledge of the language grammar. In
principle, the writing of an essay in the native language is a difficult process. Personally I
fear the essays that seek to reflect our critical thinking since the time criterion is unfavorable.
In a subjective test where it is required to write an argumentative essay within 45 minutes
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based on given criteria, more so in a foreign language is a bit difficult. I find it difficult to
achieve all the criteria because the time criteria discourages me. Unlikely the others need
more time to make the appropriate structural Links between specific expressions or idioms
of English with the Albanian language..
My question: Are there occasions when teachers evaluate essays subjectively
despite the predetermined criteria?
Ersild Koka a student of 12th class of ‘Seid Najdeni’ school answered:
I feel very satisfied with the way of evaluation of essays written by me. Apparently
the evaluation is reflected as objective and students reflect positivity in the level of their
achievement and results. But let’s say that sometimes it might have even a subjective
assessment for motivation of student’s positive performance. However, the teacher is
opened, making us aware that the student in question is trying to do something more
positive than other times and is evaluated with a better mark for stimulus despite the fact
that he did not achieve the necessary criteria to reach that evaluation.
In a report of the directory of the school of pupils’ results it reflects positivity in the
good level of achievement. 10% of school students are assessed with 4 for writing essays,
40% of them are assessed with 5 and 6, 40% of students are evaluated with 7 and 8 and
only 10% of students are evaluated with 9 and 10. In a detailed survey of the results of the
choice examination of English of these two last years it appears clearly the achievement on
the scale of assessment of pupils. The essay takes a big load in relation to other grammar
questions and an increasing level on student evaluation shows that the work of teachers of
English is best reflected in the positive results that have increased these 2 last years.
4. Data Analysis
In my research of the case study I selected the data from the following sources:
• Interviews with 5 teachers of English of ‘Seid Najdeni’.school
• Questionnaire to 100 students of ‘Seid Najdeni’ school
• Review of documentation
1. The report of the directory of the school
2. Detailed observation of the choice examination results of English subject of these
two last years.
The development of prior criteria for evaluating the essays of students in the
subject of English is a positive achievement which is proved by the data collected from
the research of the case study. Thus the responses obtained from interviews with three
teachers of English prove that this method applied to the evaluation of the essays seem
to have facilitated their work as evaluators and simultaneously has served to guide and
to make deliberate the work of students. Teachers are of the opinion that all criteria are
well thought and explained in detail with professional care to meet the framework of a
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genuine literary essay. They are based on various literature, on methods and techniques
of essay writing and on the analysis and experience of several years of teaching have
‘produced’ this scheme which turns out to be very effective and it is embraced by all
students. The compilation of these criteria is done carefully taking into consideration the
type of essays, different levels of students and of course the realization of educational
objectives that everything becomes measurable and deliberate. Obviously being schematic
does not deprive the student to highlight his creativity claim the teachers. On the contrary
the student reflects a high degree of grammatical and logical structuring, coherence in
expressing himself without failing to overshadow his ability to convey the attitudes, views
with a high originality.
The responses of students reinforce more the positivity of this form of assessment
of essays. They are happy and enthusiastic about this scheme evaluation. Once, they wrote
without following a certain criteria. They were asked to write about a certain topic, just
keeping in mind the traditional structure of the essay; introduction, body and conclusion.
They were discouraged because the assessment was unprofessional and too subjective. But
now they have in mind this scheme of criteria which directs their work in the best way
possible and they feel that they have started to organize ideas into paragraphs, be structured
in the way they link concepts with one another, clarity in choosing the terms, tracking of
specific examples that make the information more reliable and true. It is better reflected
on the acquisition of academic skills. On the other hand it seems from the interviews
taken to some students the time criterion is a problem in itself. Essays which require high
degree of argumentation, analysis or reasoning, critical thinking make the writing process
more challenging for the students. Writing an essay in Albanian is an effort and a ‘war’
to select phrases, proper language, to organize everything in a logical and coherent way.
While writing in a foreign language is a double effort. Students must have highly developed
cognitive structures in the parent language to be properly structured in a foreign language.
The shifting of mental perceptions in brain structures does not happen equally to all. At
some students it is needed more time to make proper connections of concepts, terms with
expressions, concepts, idioms in the foreign language. So from the interviews we found
that students feel uncomfortable with the time criteria for we refer to the students with a
high degree in learning and in-depth knowledge of English. But anyway they are satisfied
with the assessment which leaves no room for potential abuse or manipulation. It is an
open and transparent process and increases the degree of objectivity in the assessment.
What I noticed from an interview with a student is that the teacher asks the opinion of
the students when she wants to motivate a student placing him a higher mark despite the
fact that he hasn’t achieved the necessary criteria to be assessed in that degree. Asking the
students’ opinion avoids other cases when students are between two marks and are graded
with the lower mark when they may require to be assessed with the highest grade. The
fact that the teacher asks the students’ opinion to increase the grade of a student who has
reflected a positive change in writing, it does not mean that she is being unfair who does
not get a higher grade for a point. Let’s say that the ‘abusive’ assessment of the students
that she wants to motivate is done in a very reliable and open way; it may well again seek
the opinion of pupils to increase the assessment of the student who is between two marks.
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But this scheme should not become commonplace because it destroys the credibility of
the assessment and the consistency and professionalism of teachers. Considering the ratio
analysis of the school directory of the students’ achievement it is proved an increasing
scale in the degree of achievement of students in the writing process of essays in foreign
languages. If a high school class has 45 students, 10% of them are graded with 4, which
means 4 to 5 students. 40% of them are graded with 5 and 6, which means about 18
students assessed with these grades, 40% of them are graded with 7 and 8, which means
18 students with an average evaluation and 10% of them are graded with 9 and 10. Almost
half of the students are assessed on average level and this certainly is an achievement in
learning. From the data obtained in the school records it is shown that in previous years in
the essays written by students almost 20% of them were graded with 4 and only 25% were
graded with 7 and 8 which shows that students reflect an ignorance of a high degree in
the writing of essays which is being deprived by the lack of guidance from their teachers.
From a detailed survey of the results of the choice examination of English subject of
these 2 last years it is observed an increasing in the level of assessment of students in
exams. It is known that the choice exams in the subject of English beside multiple- choice
questions already contain an essay question which occupies a high importance in the final
assessment of English exam. The fact that ‘Seid Najdeni’ high school students who have
chosen the subject of English have reflected a higher degree of assessment, shows that in
the writing of essays they reflected the work done by teachers in the implementation of
a structured, logical, clear and above all original essay. Even confidentially students claim
openly their self confidence in themselves in terms of the essay writing process. This
comes as a result of the extraordinary work done by teachers, the selection of methods,
different techniques to improve every day, concepts, knowledge of grammar, syntax,
lexical in the subject of English. The clearer the concepts the easier the ability to organize
thoughts. The more possible exposure to situations where a foreign language is spoken,
the most developed and rich vocabulary, the more capable pupils to connect concepts to
real situations and more susceptible to structure the views and opinions to an assigned
topic. So, what I want to emphasize is the hard work done with ‘Seid Najdeni’ high school
students to embrace every concept in English in order to facilitate their work on writing of
essays. From various studies it is shown that writing is a process that is influenced by the
construction of linguistic structures in a proper form. So the predefined criteria direct the
students’ work but their realization requires a devotion to work that is reflected very well
by the hard work of teachers and students of this school.
5. Recommadation
From the data analysis of three interviews of teachers of English, questionnaires of
‘Seid Najdeni’ students Peshkopi, the report of the directory of school on the achievements
of students in writing of essays on the subject of English, detailed observation choice
examination results of English subject on these two last years I recommend:
All schools should use the same schemata of evaluation of essays.
 The students who are bothered by the time criterion, can be provided a key essay
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where they can be guided and create thinking organizational charts more quickly.
The school directory should organize training sessions and provide information on
the experience gained by teachers of English in Peshkopi.
Dar should spread to other schools this positive experience of English teachers and
propose that the teachers of literature should apply this evaluation method.
Teachers of English should find alternative ways to share their experiences of essay
evaluation based on the criteria with other teachers, mainly the teachers of Albanian
and literature language of assessing.
References
•
http://www.smarrpublishers.com/rhetoric01.html
•
https://faculty.washington.edu/mlg/students/criteria.htm
•
http://www.english-magazine.org/index.php/english-language/1032-essay-writing.
html
•
http://apcentral.collegeboard.com/apc/public/repository/ap08_english_lang_q3.pdf
•
http://caaconference.co.uk/pastConferences/2001/proceedings/a.pdf
•
Evidences received in “Seid Najdeni” school
178
European civilisation and Albanian identity
Emirjana ISLAMI
Abstract
The purpose of this paper is to highlight the relations of Albanians with European
neighbors and despite their eastern influences their toward west requests should be
recognized. .In their attempts towards European civilization, Albanians have always tried
to become part of this family even though they have always been part of it since very old
times. One of the virtues that has always accompanied the Albanian generation is religious
tolerance.
This is a good example of a very civilized society. Albanians as one of the oldest
peoples of the Balkans with their culture and with their special type language ‘suigeneris’
have been able to convey the value of friendship other civilizations. Albanian descent
from Pelasgus – Illyrian based on recent study over alphabets the truth stands otherwise:
the first people that have invented and used the alphabet have been the Pelasgus and this
was during the 6-th millennium b.c.and there exist strong evidence for this. The pelasgian
alphabet is consisted of both vowels and consonants. In the neolitical culture of Vinca that
lies through all Balkans during the 5-th and 6-th millennium b.c have been encountered old
inscriptions which up to now have not been evaluated linguistically.
Key terms: civilization, identity, society
Instroduction
Albanian identity is an issue that has a lot to discuss about. In order to give a fair
definition over civilization and identity we should have clear definitions for some crucial
concepts.
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What does identity mean? What about civilization?
1. Identity includes physical features, morals, cultural, linguistics and civil rights and
duties that a nation has and that differentiate this nation from another one.
2. While with civilization we should understand the total achievements that a society
has in e definite period of time in different fields like: science, literature, economy,
philosophy, culture, art, technology and in many other public and private institutions.
But which is the distinctive feature of us as Albanians, the national or the European
one? Every nation has its own national identity which in its core is a cultural and civil
identity with such components such as the language of its inhabitants, cultural heritage,
folk culture, mentality, lifestyle, civil rights and religion. In Europe medieval period was
marked by religious scandals as well as inquisitions. Since very old times it has been
noticed the impact that other cultures have on us. If we study civil history in Europe it has
been accompanied by “clash of civilizations”. In order for us to well understand what is
happening now in global level we should recall how Huntington defined new world order.
Europe and Albanian Identity
“…When Albanians have continuous relationships with other nations we fairly hope
that they will have an important role in the Mediterranean world since they are depicted
as clever, open minded and strong character people”.
The Bosnian professor Adnan Silajdzic says: “Either of the actions whose aim is to
treat the crises of modern man and especially identity crisis…in the modern cultural and
historical world, can leave aside concepts of traditions and modernization”. It is fair to
be preoccupied about how can we take care of our tradition be that cultural or religious
in the times that we are living. These two crises (adaption and identity) are closely related
with each other. “As much as it is trying to adapt this modern tradition with this non
religious time the more it will fall into the national and cultural crisis and vice versa, the
more religion will try to affirm its identity through traditional rites, old religious structures
the more it will become unsuitable for today’s society.
We think there exists two social entities that define the social, political, cultural and
religious form of today’s world. These are globalization on one hand and individualism
and pluralism on the other. Globalization has as its concept the transnational cultural
and religious model, while pluralism and individualism aim the pluralism of cultural and
religious norms. As a result Albanians who seek globalization and pluralism risk to lose
their own national identity.
Mehdi Frasheri when talking about the slavery theme concludes: All this slavery has
built an enormous gap between Albanians and European civilization.
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Delay was mainly because we were for a long time occupied and by knowing historical
realities except the XIX century we should not ignore the fact that there existed braking
conventions and micro-identities dominated macro-identities.
Thus there did not exist any affecting entity be that a military, political, religious,
cultural or based on national integrity so they could unite different social ideologies.
Albanian identity is changing is becoming more solid based on different identities.
•
-Verbal and diplomatic conflict against all democratic worlds, with the USA and
Europe the conflict of Communist Albania with International Right (Denying
the Helsinki treaty)
•
- Removing religious rights, declaring the state as a non-religious one seriously
damaged the moral and ethical norms of the Albanians.
•
- Lack of civil identity, as well as lacking free entities from the communist regime.
•
- Civilians were maltreated from those in power; they were denied their basic
rights essential to the development of society. Albanian identity is changing,
transforming, it is in a dynamic process and this will be reflected in pluralism
and individualism.
Pluralism affirmation and heterogeneity fulfills modern identity especially now when
the Albanian nation is becoming part of this great entity but still stands as a cultural and
political nation.
Disappearance of Albanian Identity
Albanian national identity
• It is a composed identity and we are aware for the factors that can cause its
disappearance
• As such Albanian identity will take a lot of time to be recognized by Europe
• This recognition is attributed to Albanian National Revival which through some
factors as:
• Language, Ancestors, Culture, Values and History convinced Europe that there
existed another nation.
Disintegrating factors:
• Are those obstacles that have not been imposed by Europe but by our political class
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• By the time it was made known to Europe that our state existed there appeared
some disintegrating factors such as:
• Attempts to change our language
• Attempts to change our morals of religion as well as religious institutions
•
Attempts to create a new identity:
•
Changes in our standard language and its consequences
• We should stress out that our standard language is considered as a strong relation
in order to express our social, cultural and economical norms
• As mentioned above these attempts consists in creating a new standard language
which as a result means denying cultural relations of the Albanian nation
• Religious right
• Since we have three main religions that makes us a more composed identity
• As Vaso Pasha says “Albanians religion is Albanisation” which means that being
an Albanian is more important that your religious beliefs.
• RexhepQose says that Albania is mixture of two cultures of east and west, but
is more Islamic, as a result Islam religion becomes an obstacle for the Albanian
integration.
• These are some of the obstacles that we encounter which have not been imposed
by Europe but by our political class.
In the works of I.Kadare
All customs, norms are part of the epic-European area. According to Kadare it
is quite normal that at the same time Europeanism would act even though it was quite
useless during the Turkish occupation. Prohibiting ones language is the first step of culture
disappearance thus it was quite clear for the Albanians that Islam religion was on the core
the Albanian issue. The Albanian of the revival movement approved the idea that Islam
would not be an obstacle for the integration of Albania into Europe. Kadare declared that
Qose was right when he stated that if Albanians had kept their original religion than their
return to Europe would be easier but this contradicts the fact that half of them belong to
eastern culture. It was also stressed that nations did not change from occupations not even
from conversions. Albanian mission is protecting their interests and this mission is sacred
for all Albanians becoming part of Europe and we might as well raise the question: When
we are organized by European factors why Albania is not European.
182
Does Albania have a European identity?
• Humans, apart from identities that he encounters during lifetime, have their own
identity. This is valid even for societies. This this identity is created since nation is created
and changes through time by becoming richer or poorer. Confronting our main wish to
become part of Europe our society is in front of a crossroad.
Based on the thoughts of philosopher Al-Biruni we conclude that if we all were the
same, we would think alike than humanity would be useless. In this case boundaries would
not exist, nations or cultures. Thus we would be a single nation with only one language
under the name “humanity”. In these difficult times accepting our own identity is difficult
and these conflicts make Albanians more confused. As a result Albanians have moved
through different religions, cultures and societies especially these 20 years of democracy.
Albanians have their own national and cultural identity authentic which based in
language tradition, unique history which unites them despite other elements have affected
us. The identity of a nation it is not clearly defined but it changes through time it becomes
richer or poorer during historical processes.
Different times have affected identity, especially in Albania where a discussion
has aroused whether Albanians have an eastern or west identity. Writers, politicians and
intellectuals try to give Albanians an identity according to their interests. On the one hand
are those who support the idea that Albanians have a European identity – is it possible
that our continent does not accept us if we don’t have such an identity. While on the
other hand they insist that Albanians have an eastern identity, based on the historical
occurrences based on the fact that 70% of the Albanians are Muslim.
The second hypothesis is objected by the first that observes it as the greatest obstacle
that distances our nation from Europe. Part of this issue were the well known writer Ismail
Kadare and RexhepQose in 2006 when through a political debate over identity known as
“Kadare-Qose Debate” where it was discussed about the role of religion in the national
identity of Albanians.
The debate Qose- Kadare
The writer I. Kadare supports the concept of identity where he states that Albanians
are Europeans because they are white and based on all aspects they have an European
identity. Considering as very important the religious aspect he states that Christianity of
Albanians makes them part of Europe. He also states that Islamism is an obstacle for the
Albanians to become part of Europe. Both writers Qose and Kadare say that religion
plays an important role by stating that religion is not a crucial component of national
identity. According to Qose all identities – individual and collective, cultural and religious
– can be gathered in a sole one called national identity. Thus religion is an element, part
183
of the national identity. Qose stresses out the role that Islamism plays in the formation of
our identity. According to him there exist some sub-identities part of which is the Islam
one and when united forms the one that we name the national identity.
Being Muslims a fact that is considered an obstacle from Albanian modern people
is denied and this is not because I want to protect the second option that Albanians
are affected by eastern cultures, on the contrary in a democratic society, in a world that
considers democracy as the highest level of freedom and human rights there is no place
for such declarations because in such societies there is no place for these assertions.
Europe has many nations which are divided among them and we should not be rejected
by the fact that we are Muslims. While searching for identity in this very long dilemma Albanians
have been affected by both east and west. But apparently in none of these poles have they
found themselves or at least they have not decided to whom they resemble more. Apparently
they try to give another identity to Albanians by forgetting its main elements that are: language,
history, tradition etc….
• What does European identity represent
• Staying far away from every assertion let’s try to give a simple definition
• Everyone agrees with the fact that identity has to be essential to all Europeans.
What does European identity represent at least geographically? Where does it
start? In other words is it an identity where everyone finds himself. Which are
its boundaries?
• In order to be fair this identity has to become more solid or better to say it has
to maintain common fields. A unity that enables religious and cultural tolerance.
• In front of the confusion we should mention the fact that it European identity
has not been defined yet at least we feel the need to do so
• Maybe the main duty that the European Union has today is to define what
European identity is, to define its responsibilities and all its implications
• The dilemma which we are confronting resembles the one of Saint Augustine
who in the “confessions” he said “What is time?” – If no one asks than he
knows well, if they ask I want to explain it to him but I just can’t.
• Thus it is simpler to define European identity as a kaleidoscope that changes
constantly
184
What if this identity was an amalgam of different nations?
• Seen as a dynamic that relates the past, today and the future it resembles to a
rock pressed by time
• Anyway European identity can be conceptualized as a continuous movement
of cultural, moral and political movements which all have contributed to the
formation of this “rock”
• Christianity is one of the main elements. Since we all are equal before God,
human identity by seeking the good and the truth it establishes the basis for this
thought.
• Of the same opinion are the political practices as well as administrative
experiences like empires and kingdoms.
How far is Albanian identity from European identity?
• The first element of a regional division is imposed by boundaries through
nations and institutions
• Since dichotomy is established than our view of the world changes. It is divided
between center and suburb, progress and regress between modernization and
archaism.
• The real European adventure starts in the XV and XVI century when Albania
was part of the Ottoman Empire. The ottomans were not a dynamic part of
Europe like the Christians of Europe.
• Authentically Europe includes revival, inquisition, romantics as well as many
other. Even though they all can be considered part of the European history.
Which is the main idea that inspires Kadare in deciding Albanian identity?
• By all means what they conclude is the idea that if we refuse the past we all
become part of Europe.
• Others think that by erasing a Muslim culture and by pretending that half of
the population denies its religion is a dangerous illusion. It is also dangerous the
desire to steal from the Ottoman Empire who in some way have created our
own identity.
185
• Without even understanding its inner mechanism as well as its principles there
exists the idea that Europe was linked to Albania by a hypothetical allusion of
civilization.
• Can we assert that Albania has a European identity?
We still are not Europeans in three aspects:
1.
Like persons and as a turmoil
2.
As a political elite
3.
As institutions
Even though these aspects can be analyzed separately they affect each other
•
By passing from communism in a chaotic situation without institutions that
protected our rights and freedoms most of the Albanians felt abandoned and
insecure.
• They were in search of protection, just like Europeans find protection in their
free and independent courts
• Sometimes even the Mafia just like George Soros says is manifested as a
privatization of public security. Communisms were rejected but government
and political parties did not lose their monopole over justice.
• But how is it possible to be part of Europe.
First of all by taking monopole from government people, by what we call power
division.
A process that started many years ago with the Magna Carta.
And this has been the first revolutionary system that created that social condition
without which Europe would not be possible or even free people.
• How is it possible that the free man, the European, when in Albania there is still
lack of justice? How can a miracle happen?
• We still are different from the germs or the Danish people not genetically but
because we still do not have a proper government.
186
• Lack of justice and chaos that comes after it makes it a necessity to have radical
changes where in some cases the past should be taken as an example.
• How can this be understood by those who have never tried freedom? Because
many of the Albanian still think that being free is equal to not being in prison.
Many Albanians do not think that freedom is to think by your own will, when he acts
by his own decision and is not obliged to act as someone else says when he is not a servant
to the government but the government serves his need.
They, except a few, react, protest or cheer when their political leader says so, they
rarely act on their own will…and this because they are not still free.
In Albania still does not exist e free soul, freedom is still a dream. Then how can we
be Europeans?
In Albania we do not have a “circle of freedom” where the masses put pressure over
the political elite by asserting their will.
In Albania people still fight against the politicians who are reminded of them only
before elections, when it should be the contrary. At least this is what happens in Europe.
But not in Albania! Than how can we be Europeans?
•
Left aside the pressure of the masses the political elite have added to their
thirst for power even corruption
•
Nowadays in their war for power they are even more interested in the
protection of their interests
•
According to Boddler “God is the only emperor that reigns without
existing” But Albanian political field has many “Gods” who cannot esixt without
reigning.
•
In Europe political elite are not like this. Despite differences on taxes and
foreign politics they are united by their aims. They are united for their main cause:
Human freedom!
As a conclusion: In order to become Europeans we have a long way ahead, a
complicated and difficult one. It is a civil reorientation. Being a candidate was the first step
for realizing our long awaited dream since 23 years ago: Albania as the rest of Europe!
187
References
•
Frashëri K. “National Identity, religion and civilization”
•
Reclus E., (1975) World Geography, Paris
•
Huntington Samuel P. and Schuster S. (2003) “The Clash of civilizations and the
remaking of the world order”
•
Silajdzic A. (2006) Muslims in search of an identity,, p.g 55 Sarajevo
•
Frasheri M. (1913-1933) Memories 1913 – 1933
•
Qosja R. (2006) “Ideology of dissolving” Tirana
•
Kadare I. (2006) “European identity of the Albanians” Tirana
•
Historical materials from different web pages
188
Exploring Diversity in Grade Ten Citizenship Education Textbooks: The Comparative Case Studies of
Albania and Ontario, Canada
Eriola Pema
Faculty of Education
University of Ottawa
Abstract
Since the fall of the Communist dictatorship in the 90s, the education system in Albania
has undertaken many reforms to change the basic and the medium curriculum. In particular, in
curriculum, new values were introduced such as “social inclusion, tolerance, diversity, equality,
non-discrimination, human rights, democracy, rule of law, and nonviolent conflict resolution”
(Gardinier and Worden, 2010, p, 202). However, this change in the political system left many
teachers and curriculum specialists unprepared for adapting to the challenges of the new
democratic system. Lack of expertise from teachers in teaching these new subjects as well
as lack of specialists in writing textbooks for these subjects- led to a massive borrowing of
Western (mainly from the United States and other West European countries) textbooks which
were simply translated into Albanian and used in schools (Mati, Petrela, and Mati, 2001).
In Albania, constantly, have been undertaken reforms in the education system, in
order to approach it as much as possible as the EU countries. New subjects have become
part of the curriculum, such as the Citizenship subject. However, textbooks continue to
resemble a borrowed discourse that reflects a borrowed reality rather than the reality that
characterizes the Albanian society. This phenomenon clearly appears in the textbooks of
this subject, in particular in those parts of texts that address diversity issues. In this study,
I will compare the curricular framework of the subject of Citizenship in Albania and
curricular framework subject of Citizenship in Ontario, to answer the question of how
the diversity issues are portrayed in Albania’s and in Ontario’s curricular framework? What
similarities and what deficiencies exist between them?
Key terms: curriculum framework, diversity, citizenship education textbooks
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1. Statement of the problem
The fall of the Communist regime in Albania in 1991 marked the end of fortyseven years of Communist rule and the beginning of a transition period that entailed
the transformation of the political, economic, and social life (Bogdani and Loughlin,
2007). This transformation was at the same time a process of Westernization, with a new
terminology along with new values and norms that became part of the political elites, who
took it upon themselves to set Albania on the path to resembling the Western European
societies. Parts of this transformation involved reforming the education system. A top
down reformation took place especially in transforming the curriculum and the programs
in schools by adding new subjects to be studied in high schools such as Sociology,
Philosophy, Computer Science, and Economics.
Additionally, changes were made to the content of textbooks in Social Sciences in
particular, and the way that the social problems would be dealt with. In terms of content,
material which had been previously censored by the Communist Party became openly
available in schools. The reformation of the post-Communist education system relied
heavily on borrowed educational models, which introduced new values such as “social
inclusion, tolerance, diversity, equality, non-discrimination, human rights, democracy, rule
of law, and nonviolent conflict resolution” (Gardinier and Worden, 2010, p, 202). In
contrast to the Communist system, which prioritized natural sciences and linear thinking,
the reforms aimed at emphasizing Social Sciences, the study of society and encouraged
critical thinking (Tarifa, 1996). The aim of these reforms was to encourage critical thinking
as the basis for a strong civil society.
Although there were changes in terms of introducing new school subjects, the
content of textbooks does not reflect the language of reforms. Instead, some visual
changes have been made and several new subjects have been introduced, but the textbooks
still resemble more a borrowed discourse that reflects a political struggle developed
elsewhere, rather than the discourse and the vernacular that characterizes Albanian society.
This phenomenon is especially evident in current textbooks in citizenship education
course regarding diversity. Specifically, elements such as race, ethnicity, socio-economic
class, gender, sexual orientation, and physical ability are not dealt with critically. A careful
observation of textbooks clearly shows that an in-depth understanding and elaboration of
these issues is not present in Albanian citizenship education textbooks.
As most of the teaching materials in the years following the collapse of Communism
in Albania were re-written and modernized in efforts to de-politicize textbooks from
the Communist propaganda, this change in the political system left many teachers and
curriculum specialists unprepared for adapting to the challenges of the new democratic
system. Lack of expertise from teachers in teaching these new subjects as well as lack of
specialists in writing textbooks for these subjects- led to a massive borrowing of Western
(mainly from the United States and other West European countries) textbooks which were
simply translated into Albanian and used in schools (Mati, Petrela, and Mati, 2001).
190
My argument in this study is that this policy of borrowing “best” educational
practices from abroad still exists in Albania and it is reflected in textbooks. This policy of
borrowing is based on borrowing concepts and practices from more “successful” model
countries such as the US, and other European countries. As part of the study, I argue that
the Ontarian textbooks can serve as a benchmark to investigate these borrowing practices
of a developing country such as Albania.
The aim of my larger PhD study is to investigate the discrepancies that exist in official
government rhetoric and textbook representations of diversity and multiculturalism in
two different contexts: Albania and Ontario, Canada. The rationale behind the proposed
study is to look at these two different settings with the aim of finding continuities and
discontinuities in the language of reforms and how that language is represented in approved
citizenship education textbooks in both countries. The reason that I am comparing these
two different contexts is that first, Canada has an international reputation for its successful
incorporation of elements of multiculturalism in textbooks. Second, in both cases the
reforms on including diversity and multiculturalism in education have been top down
initiatives proposed by political elite in the process of building a national narrative. And
lastly, the case of Ontario serves as a benchmark in order to generate understandings of
countries in transition such as the case of Albania.
As part of my bigger PhD study I will analyze two clusters of documents in each
setting: one cluster belongs to the Albanian official policy documents, curriculum guides,
teachers’ guides, background and discussion papers published since the year 2000 as well as
current citizenship education textbooks; the other cluster belongs to the Ontarian official
policy documents, curriculum guides, teachers’ guides, background and discussion papers
published since the year 2000 and current textbooks.
For the purposes of this study, I will focus on only two citizenship education
textbooks: one from each country. I chose to analyze two grade 10 civics textbooks because
civics is a compulsory course taught to grade 10 students in Albania and grade 10 students
in Canada. Moreover, the textbooks offer an extensive coverage of political and social
issues reflecting the social realities and it would be easy to find examples of diversity and
multiculturalism in these textbooks. The titles of these books are Canadian Civics by John
Ruypers and John Ryall (2005) Toronto, ON: Edmond Montgomery Publications Ltd
and Qytetari (Citizenship) by Edmond Dragoti and Marinela Sota (2009) Tirane: Mediaprint
Shpk. Currently, Ministry of Education of Albania has approved nine textbooks to be
used in high schools for teaching civics and the Ministry of Education of Ontario, Canada
has approved seven textbooks to be used in high schools. 1 I have included all of these
texts in the Appendix.
This proposed study aims to answer the following two questions:
1 For a list of Albanian citizenship education textbooks see Katalogu nr. 1 i teksteve shkollore për vitin 2013 - 2014. Available at: http://
arkiva.mash.gov.al/faqe.php?id1=4&id2=23. For a list of Ontarian citizenship ducation textbooks see The Trillium List. Available at:
http://resources.curriculum.org/occ/trillium/tSearch.tcl
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a. How are issues of diversity represented in Albanian and Ontarian grade 10 civics
textbooks?
b. What similarities and differences can be found in these representations?
In what follows, I will discuss the various components of my proposed study. First,
I will give an overview of the literature where I explain in brief my theoretical stance
and the importance of textbook research. Secondly, I will discuss literature on different
definitions of diversity/multiculturalism. Thirdly, I will discuss the methodology and I
will discuss some preliminary results. As I have mentioned above, this research is part of
a larger study as my PhD dissertation but in this paper I am presenting some preliminary
results for further discussion with the audience.
2. Literature review
My theoretical framework is based on critical theory with an emphasis on critical
pedagogy. Critical theory’s scope in terms of social inquiry is very broad. In light of the
complexity that characterizes critical theory, there is general agreement among scholars
that critical theory and critical theorists are driven by the desire for emancipation and
political action to bring about change in society (Denzin &Lincoln, 2008).
Joe L. Kincheloe and Peter McLaren, two prominent scholars in critical theory and
in critical pedagogy, broadly define critical theory. They argue that critical theory is a
theoretical perspective that “is concerned in particular with issues of power and justice
and the ways that the economy; matters of race, class, and gender; ideologies, discourses;
education; religion and other social institutions; and cultural dynamics interact to construct
a social system” (Kincheloe and McLaren 2005, p.127).
Critical theory is one perspective that can offer an optimal lens for understanding
diversity and in particular multiculturalism. This theoretical viewpoint sees multiculturalism
as a complex phenomenon that goes beyond the traditional understanding of culture to
address the dynamics of power influenced by factors such as gender, socio-economic class,
race, ethnicity, physical ability, and sexual orientation. Furthermore, a critical theory lens
allows for broader understanding of education “not simply as an arena of indoctrination
or socialization or a site of instruction, but also as a cultural terrain that promotes student
empowerment and self-transformation” (McLaren 2003, p.70).
In this proposed study, this theoretical framework will help me to understand the
political nature of education as particularly displayed in relationships between school and
society and the former’s impact on dealing with social inequalities (Cohen et al, 2007). In
particular, this theoretical framework is mostly helpful in understanding and analyzing how
power is maintained or perpetuated through the education system, especially through the
curriculum (Pinar 1995). Stanley (2011) puts forward the idea that schools are an extension
of the government apparatus. This proposition explains the political nature of schools as
they are closely related to structures of the government. He states that schools are “part
and parcel of the state system…They extend the state system so that it penetrates people’s
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day-to-day lives. They order social relations, life rhythms, and civic sensibilities, and they
inculcate the rising generation in the knowledge, dispositions, and habits that allow the
state system to function” (p.97).
2.1 Textbooks as cultural artifacts
Textbooks are very important artifacts in schools. Textbooks contribute to the
production of knowledge and legitimize what knowledge is to be learned in schools (Apple
1985, 1992). A critical theoretical perspective sees textbooks as products of the existing
system that shape what counts as “legitimate knowledge” (Apple 1992, p. 4). Textbook
content is closely related to official government policy documents therefore a close look
at what is included as well as what is left out of the texts reflects the array of interests and
power relationships that are at play.
Even though nowadays other means of teaching are being used in classes such as
multimedia, and the internet, textbooks still remain an important reference point for
teachers and students alike. There is politics behind the decision as to which textbooks
are published and selected for teaching in schools. There is a whole array of interests at
play in deciding the type of textbook to be used in schools. Apple (1985) suggests that
textbooks, like other things, are cultural products. For example textbook production is
guided by economic interests of the publishing companies; the ideological interests of the
editors, authors, agents etc.
It is important to understand how school curricula produce and reproduce certain
misconceptions of the ‘other’. Moodley (1999) argues that disadvantaged groups in
society like women, or ethnic minorities “are seldom portrayed as active agents in history,
geography, or literature for instance. They seldom transcend stereotyped roles” (p.145).
Seen in a critical theory lens, textbooks as part of the curriculum are not value-free or
neutral but carry certain messages to the larger audience that have been carefully thought
through by their producers. These messages are political and contribute to the historic
formation of knowledge by producing and reproducing certain concepts that become
disseminated in the society through the “institution of schooling” (Montgomery 2005,
p.428).
2.2
Different definitions of multiculturalism Diversity and multiculturalism often are used interchangeably to refer to various
groups that co-exist in a society. I understand diversity not only in cultural terms but as a
concept that encompasses a wide array of factors such as sexuality, socio-economic status,
gender, and physical ability. Multiculturalism could be argued, is a subset of diversity,
because it is widely understood that multiculturalism deals exclusively with cultural, ethnic,
and racial differences. However, multiculturalism is a complex phenomenon and difficult
to define as it can take many forms depending on the context where it applies. In order to
193
better understand the various forms of multiculturalism that exist I refer to a classification
by McLaren (1994) and Kincheloe and Steinberg (1997) who offer a taxonomy of different
types of multiculturalism. I refer to these different forms to understand the representations
that speak of diversity and multiculturalism in textbooks in both countries.
McLaren (1994) distinguishes four different types of multiculturalism that have arisen
in scholarly debates over the nature of multiculturalism. These four types are: conservative
or corporate multiculturalism, liberal multiculturalism, left-liberal multiculturalism, and
critical/resistance multiculturalism (p.47). In addition to this classification, Kincheloe and
Steinberg’s (1997) taxonomy also includes pluralist multiculturalism.
Conservative multiculturalism or mono-culturalism is the belief in the supremacy
of Western civilization. Proponents of this view favor assimilation of minority cultures
in the majority culture (Bibby 1990; Schelsinger 1991). A conservative multiculturalism
perspective believes that people of other cultures would benefit most if they were exposed
to Western culture and values (Kincheloe and Steinberg, 1997). This perspective rules out
class, gender, and racial privileges that perpetuate inequalities (McLaren, 1994; Kincheloe
and Steinberg, 1997). In education, this form of multiculturalism is displayed by creating
a binary of “us” vs. “them” where the ones representing Western values are the good
citizens, whereas the ‘others’ are a “burden to society who once may have been victims of
discrimination but are no longer” (Kincheloe and Steinberg, p. 6).
Liberal multiculturalism is another perspective on multiculturalism which advocates
for group rights for ethnic and national minorities (Kymlicka, 1995). This perspective
relies on liberal principles of political freedom, democracy, and constitutionally guaranteed
rights for individuals as well as equality of individuals before the law (Burchill et. al 2005).
Group rights are seen by proponents of this perspective as complementing the individual
rights of people in a liberal democratic state. However, the problem with this perspective
on multiculturalism is that often times minority groups are “treated as monoliths” and
more attention is paid “to differences between and among groups than to differences
within them” (Okin 1999, p. 12). With regards to issues of race, class, and gender, liberal
multiculturalism fails to address the differences that arise from these inequalities. Liberal
multiculturalism views questions of inequalities that arise from gender, race and class in
isolation from the historical conditions that have perpetuated these inequalities (McLaren
1994; Kincheloe and Steinberg 1997)
Another perspective on multiculturalism is pluralist multiculturalism, which has a lot
in common with liberalism. While pluralists consider race and gender differences, these
should function on the assumption that the Western narratives that dominate are not
challenged. Also cultural diversity is seen as cultural enrichment for a particular society
but to the extent that it does not change the power of the dominant group. The most
obvious difference between the two perspectives is that liberalism focuses on sameness
and pluralism stresses more the differences. Pluralism’s concern is that in a plural society
peaceful coexistence should be achieved. In this view communities should respect each
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other’s cultural practices and have some degree of freedom to follow their religious views
(Kincheloe and Steinberg, 1997).
Left-essentialist multiculturalism is a form of multiculturalism that places importance
on cultural authenticity (Kincheloe and Steinberg, 1997). In some cases, this view of
multiculturalism goes as far as to create a “dominant-culture-is bad marginalized-culture-is
good inverse dualism” (p.21).
Another perspective in the debate on multiculturalism is critical multiculturalism.
According to Giroux (1994) critical multiculturalism “means more than simply
acknowledging differences and analyzing stereotypes; more fundamentally, it means
understanding, engaging, and transforming the diverse histories, cultural narratives,
representations, and institutions that produce racism and other forms of discrimination”
(p. 328). Under this perspective, culture is not a purely ethnic concept but is closely related
to the political (Dei 2010, Giroux 1994, Kincheloe and Steinberg 1997, May 1999, May and
Sleeter, 2010). According to Kincheloe and Steinberg (1997) critical multiculturalism has
its basis in critical theory which is especially concerned with how domination takes place,
the way human relations are shaped in the workplace, the schools and everyday life. A
critical multiculturalism perspective analyzes the historical conditions that have contributed
to legitimating the social and cultural divisions in the society. A critical multiculturalism
perspective sees as a major weakness of liberal multiculturalism the inability to address
structural inequalities, such as racism, institutionalized poverty, and discrimination, as a
result of the use of politically muted discourses of “culture” (Dei 2010, Kincheloe and
Steinberg 1997, May & Sleeter 2010, McCarthy 1994, Stanley 1998).
3.
Methodology
For the purposes of this study I chose to conduct a content analysis since it allows
for categories to emerge in the text and inference can be made based on the “content
of communication” (Cohen, 2007, p.164). This method allows a researcher to critically
analyze the texts by keeping in mind “how the document represents the events which
it describes and closes off potential contrary interpretations by the reader” (May 2001,
p.193).
I read the books to look for patterns of commonalities and differences regarding
representations of diversity and multiculturalism. I analyzed the common themes that
arose in textbooks and explained how these themes unfold in the texts. I paid attention to
the structure of the text to understand what messages are considered important by looking
at how the text was organized: sections, headings and subheadings, as well as the images
that accompanied the text.
I have organized the findings in terms of representations of diversity in the table in
195
the Appendix.
Findings and analysis
Civic knowledge and understanding
In both textbooks a common theme is enhancing civic knowledge and understanding
by informing students how the government works. For example in the Albanian book,
in a class activity students are asked to propose a law that would bring equal learning
opportunities to students with disabilities. The activity aims to increase awareness of the
legal methods that students can use to lobby the government for passing certain laws; so
civic knowledge and understanding is emphasized (Qytetari, Activity p.8). In the Ontarian
book emphasis is placed on understanding how the federal and provincial governments
work.
Human rights and democracy
An important place in textbooks is given to knowledge about human rights and democracy.
Topics such as children’s Rights, gender discrimination, protection of minorities, democracy
and education and equity in pedagogy are mentioned in the text.
Awareness of racial and ethnic discrimination
In a class activity a problem-based approach is employed to make students aware of
the discrimination against the Roma community, especially towards the fact that Roma
children do not have equal learning opportunities with other students. In this case, students
are asked to get actively engaged in an awareness campaign against discrimination for the
Roma community (Qytetari, Activity p.15). In another class activity direct reference is
made to racial and ethnic discrimination and an effort to increase awareness in students of
such discrimination. In this particular activity called “My apple” students are asked each
to bring an apple to class and put it in a basket with other apples. Then they are asked to
pick a random apple and notice in particular its shape, color, and other characteristics that
make it unique from the other apples (Qytetari, Activity p.77). In this exercise the aim is
to make students aware that each individual, regardless of the racial or ethnic background,
is unique and to make them aware that ‘us’ versus ‘them’ dichotomy often overshadows
the commonalities that we all as human beings share with each other. In the Canadian
textbook teaching diversity occurs by referring to the history of immigration in Canada
from the beginning of the 20th century.
Diversity and multiculturalism
Many references have been given throughout the Ontarian book referring to
196
‘Canada’s diversity and its heritage of democracy’ (Civics Now, p.39). A heading in the
book is devoted specifically to citizenship and multiculturalism explaining the national
policy on multiculturalism. The concept of multiculturalism is taught explicitly in what
provisions it entails as a policy and reference is given to the fact that multiculturalism is
mostly about celebrating diversity within the country. Examples of different historical
events are mentioned in Civics Now that refer to celebration of diversity and feature
successful examples of distinguished Canadians of Asian or African ethnic background. Furthermore, in the textbook controversies on multiculturalism are also presented with
references to different historical events that refer to either waves of immigrants coming
to Canada, or discrimination towards immigrants who were in Canada. The Komagata Maru
ship is mentioned as an example of discrimination towards south Asians; War Measures
Act is mentioned as an example of a government policy that allowed for the internment
and discrimination towards immigrants from Europe and particularly Germany; Jewish
immigration during WWII is given as an example of a racist governmental policy in
which the government refused to accept Jews who wanted to escape Germany on basis of
racial discrimination; Japanese Canadians internment during WWII on basis of considering
them “enemy aliens” for Canada; discrimination towards immigrants in post-WWII years.
In the Albanian book diversity is primarily related to examples of ethnic groups
especially the Roma. Diversity is closely related to non-discrimination and they are
understood as being the same concept. The topic of multiculturalism is explicitly taught in
the Canadian book but it is implicit in the Albanian book. In the Albanian book the topic
of diversity is taught through vignettes which mention issues such as physical disability or
socio-economic status or ethnic background in fewer cases.
In the Albanian case even though inclusions of case-studies based on the topic of
discrimination are a new practice in textbooks, efforts have been made to contextualize these
cases in the Albanian society with real-life examples from disadvantageous groups such as the
Roma community or disabled students.
Even though the social realities of both countries are different the rhetoric in both books
is almost the same. Both textbooks have themes such as civic knowledge and understanding,
human rights and democracy, awareness of racial and ethnic discrimination, diversity and
multiculturalism. In both books, students are asked to engage in dialogue with their peers or
teachers on issues they think are debatable and controversial, and are asked to present their
arguments in clear and coherent steps.
However, differences in the books can be noticed in how the concept of race is
discussed. In the Albanian book reference to race is made with examples of racial
discrimination towards the Roma population but the concept of race is not problematized.
Representations of Roma population continue to enforce the stereotype of this population
being characterized by poverty, discrimination and low levels of education. Furthermore,
a stark difference between the two books can be noticed in the way that the concept of
gender is discussed. Even though women have historically played a significant role in the
economic, social and political life of Albania their achievements have not been portrayed
197
in the textbook. Also there is no mention at all of same-sex orientation in the Albanian
textbook. This does not speak to the reality in Albania where non-governmental groups
have been involved in pushing for same-sex rights.
In the Albanian context, the liberalization of the political system and recent reforms
in education have resulted in a non-critical version of diversity and multiculturalism where
attention is being paid to universal values such as human rights, non-discrimination,
and respect for minorities. However, the historical and social contexts that bring about
inequalities in society are not dealt with critically. Textbook representations of diversity and
multiculturalism have failed to engage with a truly progressive/critical multiculturalism for
the reason that deep understanding of inequalities/differences and historical conditions
that lead to these inequalities/differences are not explored in the book.
Appendix
Preliminary findings from two citizenship education textbooks: Canadian Civics, John
Ruypers and John Ryall (2005) Toronto, ON: Edmond Montgomery Publications Ltd
and Qytetari (Citizenship) by Edmond Dragoti and Marinela Sota (2009) Tirane: Mediaprint
Shpk.
Topics
Albanian citizenship textbook
Canadian civics textbook
Socio-economic
status
•
Poverty is mentioned
as a fact of life in the Albanian
society, the most affected groups
are minorities such as the Roma
children (p.77)
•
Issue of homelessness
is discussed in a class activity
(p.66)
Gender
•
Voting rights of
women established in 1920 (p.25)
•
Mentioning of gender
roles but not explaining what
they mean in the Albanian
context (p.48)
•
Gender equality:
Legislation on gender equality is
mentioned (p.48)
•
Examples of successful
Canadian women in politics, sports
(p.18, 21, 51)
•
Sexual orientation is
referred to as a right that has
guaranteed protection under the
Canadian Charter of Rights and
Freedoms (p.106)
•
The case study of
same-sex marriage debate (p.134)
198
Culture/Ethnicity/
Race
Disability
•
Mentioning of rights
of minorities for access to
education in their own language
(p.59)
•
A problem-solving
approach is employed to make
students aware of the racial
discrimination against the Roma
community, (p.14)
•
One class activity
refers to efforts to increase
awareness in students of racial
and ethnic discrimination (p.77)
•
Multiculturalism (p.156)
•
Reference to
protection from discrimination
based on race, color, sex,
handicap and age are guaranteed
in Ontario’s Human Rights Code
(p.47)
•
Reference to a colorblind policy (p.158)
•
A class activity
aims to increase awareness on
disadvantages of persons with
disability (p.8)
•
In the text it is
mentioned that the schools in
Ontario have taken steps to
accommodate all students with
disabilities. (p.49)
•
Disability rights are
protected under the Charter
(p.106) - the case of Steven
Fletcher (p.107)
•
Jean Vanier and his
efforts to help the community of
people with learning disabilities
(p.141)
The titles of the textbooks that are approved for use by the Albanian Ministry of
Education and Ontario Ministry of Education:
1) Canadian by Conviction: Asserting Our Citizenship. (2000). Nick Brune and Mark
Bulgutch,Toronto, ON: Gage Educational Publishing Company; 2) Citizenship: Issues and Action. (2000). Mark Evans, Toronto, ON: Prentice
Hall; 3) Civics: Participating in a Democratic Society, (2000). Alan Skeoch, Peter Flaherty, and
Lynn D. Moore, Toronto, ON: McGraw-Hill Ryerson; 4) Civics Today. (2000). Jennifer Watt, Ivor Sinfield, and Charles Hawkes, Toronto,
ON: Irwin Publishing Ltd.; 5) Canadian Civics. (2005). John Ruypers and John Ryall, Toronto, ON: Edmond
Montgomery Publications Ltd; 6) Civics Now. (2006). Doug Gordon, Jack MacFadden, and Jennifer Watt, Toronto,
ON: Nelson, Thomson Canada Ltd.; 7) Passport to Civics. (2008). Jan Haskings-Winner, Robert Mewhinney, and Moira
Wong, Don Mills, ON : Pippin Publishing Ltd; 8) Qytetari 10, (2009). Edmond Dragoti and Marinela Sota, Tirane: Mediaprint
199
Shpk. 9) Qytetaria 10, (2009). Juliana Ajdini, Veronika Duci, Izela Tahsini, Irida Agoli,
Rudina Rama, Tirane: Albas Shpk.; 10) Qytetaria 10, (2009). Brikena Kullolli, Merita Kollcaku, Leonard Kollcaku (Ed).
Tirane: Filara. 11) Qytetari 11, (2009). Edmond Dragoti and Marinela Sota , Tirane: Mediaprint
Shpk. 12) Qytetaria 11, (2010). Shpresa Petrela, Natasha Naumi, Estela Mano, Gjergj Sinani
(Ed). Tirane: SHBLSH e Re. 13) Qytetaria 11, (2011). Vjollca Bakiu, Tirane: Erik Shpk; 14) Qytetari 11 (2011). Gentiana Qirjako, Bashkim Gjergji, Jordan Misja, Ilia Kristo,
Tirane: Pegi Shpk; 15) Qytetaria 11, (2011). Brikena Kullolli, Merita Kollcaku, Leonard Kollcaku (Ed).
Tirane: Filara. 16) Qytetari 10, (2012). Gjergj Sinani, Mirela Sinani, Vasilika Hysi, Minella Mano.
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May, S. (1999). Introduction: Towards critical multiculturalism. In May, S. (Ed). Critical
multiculturalism: Rethinking multicultural and antiracist education. London, Philadelphia: Falmer
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May, S., Sleeter, C. E. (2010). Critical multiculturalism: Theory and praxis. New York:
Routledge.
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McCarthy, C. (1994). Multicultural discourses and curriculum reform: A critical
perspective. Educational Theory, 44 (1), pp. 81-98.
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McLaren, P. (1994). White terror and oppositional agency: Towards a critical
multiculturalism. In Goldberg, D. T Multiculturalism: A critical reader, Boston, Massachusetts:
Blackwell Publishers.
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McLaren, P. (2003). Critical pedagogy: A look at the major concepts. In Darder, A.,
Baltodano, M., Torres, R.D. (Eds). The Critical Pedagogy Reader. New York, London:
Routledge Falmer.
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Montgomery, K. (2005). Imagining the antiracist state: Representations of racism in
Canadian history textbooks. Discourse: Studies in the cultural politics of education, 26 (4), pp.
427-442.
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Moodley, K. (1999). Antiracist education through political literacy: The case of Canada.
In May, S. (Ed). Critical multiculturalism: Rethinking multicultural and antiracist education.
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Schelsinger, A.M. (1991). The disuniting of America. Knoxville, Tennessee: Whittle Direct
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Stanley, T. J. (1998). The struggle for history: historical narratives and anti-racist pedagogy.
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Tarifa, F. (1996). Neither “bourgeois” nor “Communist” science: Sociology in Communist
and post-Communist Albania. Communist and Post-Communist Studies, 29 (1), pp. 103-113.
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The role of the techniques and methods of working in
groups in the learning process.
PhD Candidate: Evjonda Pylli
Faculty of Education, “Fan S. Noli” University of Korça, Albania
E-mail: eviondas@yahoo.com
Abstract
The main purpose of this paper is to highlight the role of methods and techniques
of group work in the classroom environment. Techniques based on building class groups
are being implemented more and more in our educational system. They refer to ‘studentcentered teaching’, one of the most highly discussed, yet, one of the most necessary
terms employed in the classroom in order to obtain active long-term learning. It should
be emphasized that teaching and learning will be achieved better through interaction,
particularly students’ interaction.
Dominant theoretical perspective that explains the way students learn to interact
with each other is based on the theory of constructivism, a theory of learning in which
people receive knowledge and understanding through combining their experiences
and ideas. According to this theory, during childhood, this interaction occurs between
experiences and their reflexes or behavioral patterns. Piaget, one of the leading founders
of constructivism, has coined the term ‘schemata’ for these types of systems, a word of
Greek origin meaning ‘organized pattern of thought and behavior’. The importance of
enforcement techniques is that group work facilitates and improves the learning process.
Through effective use of the techniques of group work in the classroom concepts are turned
into practical development work undertaken by students, individualized learning is reduced (however
important that might be in itself), and collaborative spirit is increased. Positive results are expected
to be expressed firstly through higher levels of socialization among students, and, secondly, through
higher degrees of the quality of learning.
Key terms: technicians, working in groups, learning, teaching, collaboration, productivity,
discussion.
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1. Formation of the group, its effects and some
group work techniques in the classroom.
In different contexts, the criteria of the term “group” are different. For this reason,
researchers have given different definitions depending on the environment in which they
act, the goal they have, its composition, etc.
When speaking about groups in school environment, these are several criteria which
are essential to differentiate the group from these forms of collective situations, criteria
that to a large extent, are involved reciprocally (Gjini F, 2001, pg 38). These criteria are
interaction, awareness of the existence of one another in mutual relations, interdependence,
hierarchy and taking tasks and finally making members of a group have positions, roles
between them (Ibid, pg 39). A group which is created in the classroom environment as a
method or teaching strategy enables broad participation of students by creating a lively
atmosphere of work.
This group (regardless of the number), requires the interaction of students as
part of it. They discuss, cooperate and interact with each other. Likewise, since these
groups are created in the class being planned and organized in advance by the teacher,
students are aware that the discussion will be held with members of the respective groups.
Interdependence is another important criterion because what is expected to be evaluated
by the teacher is the work in “a team” and the actions of each member has an impact and
significance for the group.
Once the group is created, the process of division of duties and responsibilities
of each student comes. In this way they position themselves and take the appropriate
roles. The behavior and all activity that they develop as a group are expected to be in
accordance with them. When students work together in groups (in the framework of
completing the acquisition of skills and defined tasks) they are able to:
• provide and receive information,
• promote and encourage the other members to act.
• display skills which they had not ever showed before due to appearing in front of
the class.
• show the competitive spirit between the members of the other groups and
cooperation between the members of the same group, etc.
Some of the group work techniques are role-plays, experts groups, I.N.S.E.R.T,
brainstorming, round tables, think in groups and tell it to the others, clustering, key terms,
mutual teaching, save the last word for me, etc.
When using these techniques where the focus remains the formation of groups,
cooperation comes as a priority. Also these techniques have another effect equally
important which is related to the perception of students for each other. When students
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work in groups, they feel equal between them. Basically this is the aim that methods of
teamwork have: socialization of students among them, equality perception and increasing
quality of the learning process under the guidance of teachers.
Experience has shown that students learn new knowledge in the classroom not
only from the explanation of the teacher or from interactions with her, but also through
cooperation and conversation with each other. There is evidence (Fillmore & Meyer,
Moses, 2003 pg.170) indicating that changes in social arrangements of the personality can
be alleviated through instructional methods for small groups. Students who work together
in a group can learn faster and more accurately than students who apply other methods of
learning (Musai, 2003).
Ways through which students can interact are different. They can work in pairs
but not only. Pedagogical experts recommend creating small groups of students in the
classroom. This happens for a variety of reasons: first in small groups, students have
greater opportunities of participation and engagement. Secondly, students display different
skills in different areas.
Students in small groups, have greater opportunities to improve in a particular
area and have the opportunity to change “roles” within the group by taking on different
responsibilities simultaneously. Thus, a student as part of a particular group within the
class cannot display very good skills in discussion and debate, but can show skills in other
processes such as reading, agreeing with others etc.
In this way the group work techniques are associated with positive and visible results
because they improve thinking and speaking skills of students. Improving these skills does
not dim the importance of large groups (classes in doubles, triples, etc., depending on the
technique or method that has chosen to implement in the classroom.).
It is important that the groups should be formed based on the level of educational
skills, interests, personality characteristics, social skills, or a combination of these factors
(Musai, B, 2003, p 183).
However, groups, regardless of the size, require the necessity of planning in advance
by the teacher. Taking into consideration the above features, he organizes the groups and
gives tasks. Also, when using group work techniques, even the way of expression of the
teacher must differ from the usual way of expression.
The teacher must temporarily “give up” by the term “I” and pass to the personal
pronoun “we”. This situation increases the confidence of students to the teacher, to
each other and creates a supportive emotional climate for them. “The environment in
classrooms needs to be supportive for all students so that they learn to respect all other
individuals and their ideas” (Musai, 2003).
In 1997, Albania began the first implementation of a project called “D.C.TH.R.W”
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(Development of critical thinking in reading and writing). This was a project which by its
terminology, methods of teaching and learning, and the ideas of critical thinking among
students, is present in our classrooms (Musai 2005). Below some of the group work
techniques suggested in this project are showed specifically:
First, clustering technique, which is also known as “Map of opinions” or “tree
of thought”, is a technique that encourages students to think freely and openly about an
issue. This technique works in this way: First, the teacher divides the class into groups
that can range from 2 to 5.6 or 7 students, depending on the level of educational skills,
interests, social skills, etc. All members of the groups created in the class, are asked to
write in the notebook a word (it can be written on the blackboard). After this, the teacher
asks students to write down every word or phrase that comes to mind. Between words,
expressions and phrases written by the students, the teacher asks the group to make the
appropriate connections.
Secondly, another technique that can be developed in groups is “Key terms”. The
teacher chooses 4-5 terms from a lesson and writes them on the blackboard. Students
work in pairs to find ways how these terms or key words relates with each other. Then
the text is read and the students prove their predictions. This technique can make the
students give other ways to design the intersection or design of the text. This is a technique
which avoids students from learning simply reproductive learning to a large extent and
encourages creative thinking to them.
Thirdly “Reciprocal teaching”. This is a method which enables students to put
themselves in the role of teachers. For successful implementation of this technique it is
necessary to use an informative text (Jashari 2013). This technique can be applied in groups
of 4-7 students. The functions which are carried out by the student are: Generalization,
explanation, prediction and response on the given material.
Fourth “Save the last word for me” (Jashari, 2013). The researchers recommend
that in order to apply this technique, small groups should be organized (Musai, 2005, p
16).This is because it affects positively to students, who are not very enthusiastic to talk
in front of the class so they review and improve their comments simultaneously. This is
a method which is used in order to recover the multiple interpretations and generally it is
controlled by the student and not by the teacher.
Fifthly: “Group of experts” (CDE Zwiers, 2006, p 218). This technique is a kind
of group discussion where students have a certain role within the group to encourage
conversations and discussions. Palinscar and Brown, (1984 CDE Zwiers, 2006) indicate
a reciprocal teaching but also complex (Cohen 1994). Basically this technique aims to
more than simple discussion, as it focuses on the indicative part of language and scholar
discourse.
Obviously, this is not achieved since the beginning of the creation of groups of
206
experts as it takes time, but if teachers often practice it as a method, the opportunities for
students to easily acquire the content and to involve themselves in authentic conversations,
are increased. It is recommended that groups of experts to be created with up to 5 students
and their roles should be more than one.
Sixthly: Brainstorming. This is a technique which aims to encourage the collective
creativity of the class. Here the quantity of the ideas is what counts more than their quality,
in the sense that students should be left unconditionally in their ideas and expressions.
This technique can be used in small groups (2-3 students) as well as in larger groups
that can take up to 8 students. The teacher assigns a student to note any ideas of the
members of the group, and after the expiration of the time prescribed, the students jointly
review and select the correct ideas.
In order to summarize, the advantages and disadvantages of group
work in the classroom environment are:
•
Encourages actions and active participation of the students.
•
Students acquire the knowledge in two ways: from their teacher and from their friends.
•
Students have greater possibilities to express themselves freely.
•
Productivity of activities during time unites tends to increase.
•
Among created groups in classroom the competitive spirit is encouraged.
Possible actions which result from an ineffective work by teachers can be:
•
Prominence of one student it he compared to the others.
•
Deviation from the major aim for which the group is created (deviation of the activity) etc.
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In order that the organization of class groups realize the expected results, it is
necessary to have an organisation, control, counseling, participation, supervision, and
revealing conclusions by teachers. These activities serve as prerequisites to create a
favorable climate in the classroom, in order to obtain active and long-term learning.
Conclusions.
Implementation of discussion techniques in groups can be accepted as new
educational strategies. They help the students in their learning process as they put them in
the centre of this process.
•
During the implementation of these techniques, the teacher, in the role of guidance,
supervisors, collaborators, mentors etj, can display and improve at the same time his
psyco-pedagocical skills.
•
Their efficient implementation requires prepared teachers and above all they need to
be dedicated to get new roles as an administrator of the class.
•
Techniques of group work can change the classroom into a lively environment, as well
as an interesting and positive place.
•
The spirit of collaboration, learning promotion, display of the unexpressed skills
of students, discussion on a linguistic level, role acquisition within the group, taking
responsibilities from students etc, are some of the expected results from the use of
techniques of working in groups.
References
•
Çomo, B, Vuji, B, Gaçe, O, Osmani, S, Sh, Xhaxho, Sh, (2004) “Modele të suksesshme
mësimdhënie” Eurprint.
•
Gjini, F. (2001) “Bota sociale e fëmijës” Elbasan
•
Fullan M, (2001) “Kuptimi i ri ndryshimeve në arsim”, Tiranë
•
Musai, B (2003) “Metodologji e mësimdhënies, Tiranë
•
Musai, B. (1996) “Mjeshtritë themelore të mësimdhënies, Tiranë
•
Musai B etj., (1998) “Studio gjithëçka, arsyes vendin e pare”, Tiranë
•
Musai B, (1999) “Psikologji edukimi”, Tiranë
•
8.Musai, B (2005) “Mësimdhënia dhe të nxënit ndërveprues” Tiranë
•
9.Insituti i Studimeve Pedagogjike, Revista pedagogjike, “Edlor”, Nr 1, 1999
208
•
10.Insituti i Studimeve Pedagogjike, Revista pedagogjike, “Edlor”, Nr 4, 1999
•
11.Instituti i Kurrikulave dhe i Standarteve, “Roli i mësuesit dhe stilet e të nxënit në klasat
me në qendër nxënësin, Tiranë, 2009
•
12.Jashari, A “ABC e të menduarit kritik”, Korçë 2013
•
13.Zwiers,Jeff Botues Musai, B, CD( Manual veprimtarish mësimore për inteligjencat e
shmëfishta, “Zhvillimi i shprehive të të menduarit në shkollë 2006).
•
14.Zylfiu, Nj. “Didaktika”, Prishtinë, 2004.
209
Assessment
Ferzilet Borici Prifti
Email:l_borici@yahoo.com
Phd. Ornela Pasmaqi
Aleksander Xhuvani University
Email:opasmaqi@yahoo.it
Abstract
The appreciation of school system is an instrument of quality improvement. It
proves the quality of school, performance, progress by showing the values of our job, our
knowledge or our intellectual and human abilities. Every person may feel good or bad just
based on assessment.
Not only the control but some components such as searches and useness of
information are the chances for one personal improvement focused on self esteem.
Assessment is considered as the most difficult process because mostly is descriebed as an
emotional one and nothing else beyond feelings.
When we are talking about Assessment teachers based on their experiences want to
express feelings, thoughts and different point of views that may be contradictory related
to the aims, expections that assessment has.
The challenge that has an Albanian school is to put assessment out of its own
subjectivism frames and to classify it as one of the most important elements in a high
standard level in which the foreign experience is included.
Part of this project is also working on advantages and needs in order to use the right
techniques of self –esteem in teaching by answering some questions:
1. Does the self-esteem affect in quality progress in schools?
2. Why must the school be included in self –assessment process?
Based on norminative provisions schools have the responsibility to complete the
210
demands that society has for a successful professional career. According to a study results
we find out that self-esteem is used to raise the quality and is also considered as an inclusive
process.
Key terms: assessment, advantages, methods
1. Introduction
One of the main processes that shows the development of the country is education.
Our society is always focused on a very complicated transformation process which affects
in the way of learning and working. The most important institution is the school whose
work is to carry on good education for people, where market demands, the advanced
technology and information requires a lot of knowledge. One of our society features is
that knowledge is the most important value and its importance is related to the education
level of citizens. The society requires from professionals: hard work, use of new strategies,
a lot of effort, and capacities for novelties too.
The changes that have happened these years in education have influenced in its
own elements. Apart of changing in teaching techniques, methods and strategies, another
important feature that affects in all of this is self-esteem. This study will give the point of
view in how the concept appraisal self-esteem is interpreted in our educational field.
We have discussed both theoretical and practical plan by treating matters that
express the value of self-esteem and the importance in preparation inexperienced
teachers.
2. What means Assessment and evaluation?
Evaluation means giving a value to something is the performance process that shows
our work, human abilities. The appraisal in teaching is the element that gives a minus
or even a plus on knowledge. It is considered as the most difficult process and in many
times a subjective one and must be classified as a very important feature in the right
levels. The appraisal is related with both teaching and learning and it leads both these
processes. Teachers judge based on some requirements. The requirements are classifiable
quantitatively. The criteria are categories that are used the value of one idea.
2.1. Three basic steps of evaluation
•
•
•
What is the main point that will be appreciated?
What are the criteria that are going to be used?
How are we going to accomplish this criteria?
211
The most important requirement is the ethics, which consists in knowledge that is
related with teacher rights to be free and respected. Self-esteem is one kind of appraisal
made by students who are able to analyze their progress like controlling all your actions,
appreciating and sharing with the others. Self-assessment has a lot of targets for all who
may be included on it.
2.II. Assessment benefits
•
It helps in defining the first position.
•
It accompanies the process.
•
It makes visible all the changes.
•
It is used to take decisions.
It is a very special feature of school quality development by showing both negatives
and positive sides.
Assessment is a process of:
•
•
•
objectives
•
•
Gathering information
Analyzing
Interpreting with the aim of learning in which level has completed the
Using in order to show all the better result
2.III.. In which manner the Assessment is done?
•
It is a continuing and repeated process based on:
-Questions
-Working in groups
-Homework
-Tests
-Materials
-Quizzes
The appraisal must be right and all the criteria must be well done. Self-esteem
influences in making better students responsibilities in scientific preparation and creations
of correct relations in class. They learn about self responsibilities that show the quality of
the social culture which the student takes in school. Both self-esteem and responsibility
affect in success .If the self-assessment of the student is good then the positive image is
Assessment in forms the student in order to recognize values and teaching qualities.
How will the Assessment be accomplished?
Assessment in teaching process is a continuing one. Assessment is a good element
212
in taking the responsibility for a better image. It increases student demands and improves
self responsibility.
3.
ASSESSMENTS STEPS
The decision-what kind of field should we appreciate most? How much time do we
need for a right appraisal in our school?
Defining of the evaluation criteria
•
•
•
•
Development of methods
Searching some data and analyzing them
Interpreting the results
Planning and respecting the rules
3.I. Organization methods
-Appraisal sections
-Individual appreciation
-Group appreciation
Registrations methods
-Evidences
-Control list
-The appraisal level
Students activities
-Homework
-Presentations
-Tests
Types of appraisal
-Writing
-Speaking
-Grading
The aim. Does the assessment affect in improvement of school quality?
•
Values of evaluation
•
The appraisal must be right
213
•
•
•
The appraisal must be equal
Impartial
In the right time
The target of student evaluation.
Showing the strong and weak points
3.II. Appraisal functions:
•
Grades
•
To give advices
•
Students must take the right information in what they should learn
•
The appraisal goal is:
•
The improvement of work in schools
•
The define of the quality level
The targets of appraisal are: knowledge, abilities and the students’ views.
It is about the recognition and the development for yourself. How do you judge on
your own activities values, the place where you work in which you can face both failure and
success. Theoretical data: respect, faith, friendliness, rightness, lack of appraisal, readiness,
acceptance of risk.
Hypothesis: Why must schools be included in this process?
Based on standards schools have the responsibility of forming successful students.
If schools have convincing data, a clear plan in which they can show (SWOT), they must
take in considerations both questions:
-How are we working?
-How can we work better?
Self-esteem is used to gather necessary information for improving students and
defining the chances that they have to learn more.
The steps for a successful Assessment are:
•
Evidences
•
Analysis
•
SWOT Analysis
•
The report
•
The plan
•
The application
Sources for teaching assessment are:
-Interviews
-Quiz
-Discussions
-Written answers
4. The achievement control:
-Speaking
-Reading
-Writing
-Applying knowledge
214
The role that has teacher in appraisal:
The appraisal has to be with the authority of the teacher and it must have objective
facts. Which is the main reason that if we can take seriously this process then the
improvement will be related with Feedback? The student appraisal is accompanied by the
school assessment. The assessments levels are: very good, good, bad.
Assessment principles must be:
•
Transparent rights
•
A carefully plan
•
Communication at the beginning of the school
•
Abilities and thoughts are related with three aims:
•
The understanding of concepts
•
Implementation of abilities in order to be able to work both in schools
and communities
•
The main aim is improving learning
•
To gather information about the way of learning before along and in
the end of the process
•
To use assessment as a kind of information
•
To analyze and interpret the learning proves
•
To help students improving their skills in learning
•
An important role has the involvement of parents in this process
•
Teacher must a appriate
4.I. We have three types of methods:
•
Many students think that self-assessment is closely related with
discussions or even interviews
•
Surveys
•
The material analyze
Assessment requires:
•
Right objectives
•
Motivation
•
Requirements to the student for progress
•
In which level we should get?
Why do we use assessment?
The aim is to learn students how they should identify values and other characteristics,
in order to be able to manage their careers in a successfully way in the near future due to
the fact that their results have e a big influence in the social life. This proves that teachers
don`t have enough knowledge about appraisal .It requires a lot of time but all this time is
dedicated to student
215
5. Searching cases
In order to notice how the self-assessment is appreciated in schools was thought to
make some searches in a secondary school in Elbasan city. 100 students, 100 parents and
30 teachers.
Here are the results.
Questionnaire for teachers
216
217
Questionnaire for 100 students
•
•
•
Play with friends in the neighborhood?
He makes friends invitations to play at home?
Consult with peers on assignments that gives the teacher?
Conclusions:
•
•
•
•
•
•
•
Assessment is an including process.
It helps the institution in showing the school level.
Forces positive attitudes of students, parents and teachers.
Periodic measurements show trends and conditions that must be accomplished.
By being a very simple process it motivates a very positive state.
The most important role is encouraging the student learning.
It improves the qualities of students for assessment, so Assessment developments
offer chances and challenges for all teachers.
Recommendations
218
•
•
•
•
•
•
To create the right politics for appraisal
To notice types of self-assessment and appraisal
The school work must be related to the statistics and plans.
The conclucions of the evaluation report before leaders, students and parents.
Schools need to work and plan the schedule.
To plan based on the objectives and achievements, taking in consideration the voice
of oll participants.
References
•
Berger, Regine. (2009): Praxisbuch Selbstevaluation. Beltz. Weinheim.
•
Burkard, Christoph; Eickenbusch,Gerhard: Praxishandbuch. Evaluation in der Schule.
Berlin.
•
Ditton.H (2000) Qualitetskontrolle und Qualitatssicherung in Schule und Unterricht.
•
Ditton.H (2000) Qualitetskontrolle und Qualitatssicherung in Schule und Unterricht.
•
Ditton.H., Helmke,A., Qualitat und Qualitatsicherung im Bildungsberreich
•
Erwin, T D, dhe Knight, P (1995) ‘A transatlantic view of assessment and quality in
higher education’, Quality in Higher Education, 1 (2) fq 179- 188.
•
Hemke.A (2001) TIMMSund die Folge.der Weitere Weg von die externen
Leistungsevaluationzur verbesserung des Lehrens und Lernens.
•
http://albania.savethechildren.net/sites/albania.savethechildren.net/files/library/
School%20Self%20Evaluation%20Manual.pdf
•
Kempfert, G.; Rolff, H.G.:Pädagogische Schulentwicklung. Beltz; Weinheim, Basel,
1999.
•
MASH & Save the Children.
•
May,P. (2001a:): Lernforderlich Unterricht.Teil 1:Untersuchung zur Wirksamkeit
vonUnterricht und Forderunterricht fur den schrifsprachlichen Lernerfolg.
•
Oscarsson, M. (1997) “Self-Assessment of Foreign and Second Language Proficiency”.
The Encyclopedia of Language and Education, Vol. 7. Kluëer Academic Publishers, fq
175- 187.
219
The role of Computer-Assisted Language Learning
(CALL) in the development of Language Skills, -A
case in the Republic of Kosovo
Flora Maliqi, PhD Candidate
SEEU, Macedonia
Abstract
The purpose of this study is to investigate how CALL (Computer Assisted Language
Learning) functions in developing language skills (i.e. reading, writing, listening and speaking)
and its advantages/disadvantages. As we know computers are becoming an important issue in
education recently. We can freely say that their evolution and capabilities have transformed our
lives in such a way that we almost do nothing without using computers. With their introduction,
many things started to change. The incorporation of technology in teaching and learning gives
more opportunities for teachers and students to work better in an information age. Nowadays,
technology is used everywhere; especially in developing countries, computers are being used
in education as well. This means that education, as any other field, has been influenced by
computer technology too. As it is for many countries, Kosovo also has a great interest regarding
the use of computers in education. Currently, computer assisted language learning (CALL)
is extensively used to assist the language learning process; mainly English language teaching
(ELT). There are a number of reasons why CALL is an important learning and teaching tool.
It offers various activities for developing language skills such as: reading, writing, listening
and speaking. If computers are used under the right circumstances, it is believed that they
would bring many advantages to the students. Therefore, the study involves 100 students from
different secondary schools and 10 English teachers in Gjlian - Kosove. The research methods
used are; a student questionnaire, a semi-structured interview and a student test.
As a result, the findings of this research study indicate that the use of computers has a
positive effect on the language achievement levels of second language learners, showing great
advantages and few disadvantages.
Key words: CALL (Computer Assisted Language Learning), ELT, Language
Skills, Advantages and Disadvantages of CALL.
220
Chapter I. Introduction
One of the most significant recent changes in education is the application of
computer technology which has influenced the whole aspect of human life. Nowadays,
the use of it as a tool to improve the different language skills has received great attention.
In general, the term “technology” represents relatively new electronic media such as
computers, video, associated hardware, networks, and software that enable teachers and
learners to work with them. This is what many people think of when they consider the
educational uses of technology” (Mehlinger & Powers, 2002cited in Zare-EE, 2010 p.
14). Therefore, while using CALL materials in a language classroom, the computer plays a
significant role for the teacher. Teachers can modify any CALL learning resources to meet
the learners’ needs and levels of proficiency.
Many studies show that CALL materials motivate the students for a better learning
experience. However, as far as English teaching is concerned, there is no evidence to
indicate with any accuracy when we should best use technology, or avoid it. Teachers
should think of the ways in which technology might develop language skills. If we can
build up a comprehensive theory of what technology can do for learning English, then
we can easily determine its value. As a result, this makes us think that the computer is
the servant of the user. Its role in teaching is as a teaching aid, because it is incapable of
making educational materials without the teacher.
Chapter II: Literature Review
Levy (1997, p.2) briefly defined CALL as “the search for and study of applications
of the computer in language teaching and learning”,(Levy, 1997 p. 1)’’. ‘’The use of
modern technology in teaching languages has been intensely increasing world-wide over
the past decade (Belkada and Okamoto 2004, O. Dowd 2003, Pennington 1999, Toyoda
and Harrison 2002, cited in Warner 2004, p.4)’’. Research which has been done to better
comprehend the effect of computers on students language learning has shown that the
integration of computers in language instruction increases the students’ interest and
accomplishment and also makes them stay longer on the task.
Perrett (1995, p.2) stated that ‘’if learners are given the opportunities to use language
and learning strategies in the second language, as well as some additional training or
clarification in their application, they can improve these strategies through exposure to and
experience in the second language’’. Thus, in order to realize the benefits of computers
and join them appropriately in second language acquisition, it is necessary to explain the
advantages and disadvantages of computer technology both to teachers and students.
According to some educators (Jonassen, 1996; Salaberry, 1999; Rost, 2002, p.2)
‘’computer technology has many advantages for second language learning. They indicate
that the computer and its language learning programs could offer second language learners
more opportunities to be more independent from classrooms and allow students to work
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on their learning material whenever they wish.
Warschauer & Healey (1998) state that ‘’computers offer a very useful and encouraging
medium, for both integrated skills such as Reading Skills, Writing Skills, Speaking Skills, and
Listening Skills’’. Similarly, Kataoka (2000, p.2) states that ‘’second language learners feel
more comfortable when speaking to computers rather than in face-to face situations’’. He
further argues that students do not care a lot about the errors they can make, and feel more
relaxed practicing pronunciation without embarrassment, even if they make mistakes.
Finally, Hoven (1999, p.1) proclaims that ‘’computers allow second language learners
to decide the way and the pace that suits them and their needs. For instance, when second
language learners are in their classroom, they can have access to the internet, TV/video
to watch movies or educative programs in the target language, or study on a listening
application by using a computer on his/her own’’. In order to realize the benefits of
technology in reading, educators should think of the best ways to select the proper tools
and strategies with attributes which really support the crucial components of reading.
When it comes to disadvantages, researcher like Gips, DiMattia, &Gips (2004, p.3)
point out that ‘’the very first disadvantage of computer and its language learning programs
is that they will increase educational costs as well as harming the equity of education.
They further say that when computers become a basic necessity for students to purchase,
schools of a low budget and students of low-income generally cannot afford a computer’’.
As a result of that, it will cause discriminating educational conditions for those kinds of
schools and students mentioned above.
2.1 A brief history of CALL
As it is known CALL stands for Computer Assisted Language Learning. According to
Hardisty & Windeatt (1989) ‘’CALL as a term is used to describe the usage of computers
as part of language course by teachers and learners’’. ‘’They claim that even though
computers have been used since the half of the 20th century, they were not used in
educational until 1960s. The 1970s were the years which beheld the growth of CALL due
to the expansion in research interrelated with the use of computers for linguistic purposes.
Therefore in 1980s there have been seen the spread of computers both in education and in
people’s home as well’’. According to Warschauer & Healey (1998) ‘’the history of CALL
can be divided into three phase: 1.Behavioristic CALL, 2. Communicative CALL, and 3.
Integrative CALL’’.
2.1.2 Behavioristic CALL
According to Warschauer & Healey (1998, p. 7) ‘’during the 1950’s the stage of
CALL Behaviorist started to be appeared and around the 1960’ and 1970’s because of the
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influence of Audio-lingual teaching method; it was introduced to the community as a type
of language learning which consisted a repetitive drilling and practicing. In this phase there
were used repetitive language skills, pointed out as drill and practice. However, computers
were used as a mechanical tutor which made learners work on their own pace. That time
many CALL instructing systems were created for the processor computers’’. ‘’Among them the
most well-known programs during this phase was the PLATO system, which ran on its own
special PLATO hardware, including central computers and terminals. It included extensive
drills, grammatical explanations and translations’’ (Warschauer & Healey 1998, p. 7).
2.1.3 Communicative CALL
This was the phase of 1980s. In this period, behavioristic approach to language
teaching stopped being used. Additionally, ‘’personal computers started to offer better
opportunities for individual work at schools. John Underwood was the person who
supported this new method. In 1984, he offered a series of “Premises for ‘Communicative’
CALL” (Underwood 1984:52).
According to Underwood, cited in Warschauer M. (1996), “Computer Assisted
Language Learning: an Introduction”, Communicative CALL:
• ‘’focuses more on using forms rather than on the forms themselves’’
•
‘’teaches grammar implicitly rather than explicitly’’
•
‘’allows and encourages students to generate original utterances rather than just
manipulate prefabricated language’’
•
‘’does not judge and evaluate everything the students nor reward them with
congratulatory messages, lights, or bells’’
•
‘’avoids telling students they are wrong and is flexible to a variety of student responses’’
•
‘’uses the target language exclusively and creates an environment in which using the
target language feels natural, both on and off the screen’’
•
‘’will never try to do anything that a book can do just as well’’
2.1.4 Integrative CALL
The last phase, which focuses on the past few years is Integrative CALL: Multimedia.
This phase, unlike the other phases, is based on multimedia computers and the internet,
not on theory. This means that the focus was more on language use in authentic social
context. Therefore, ‘’users were allowed to make a combination of sound, graphic, text,
and video showed in a single computerized program organized with computer-mediated
communication (CMC)’’. (Warschauer M. 1996) in “Computer Assisted Language
Learning: an Introduction’’.
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Additionally, integrative CALL assisted to teach the four skills including listening,
speaking, reading and writing. Therefore, ‘’in integrative attitudes learners learned how to
use different types of technological tools as part the development of learning. (Warschauer
M. 1996) in “Computer Assisted Language Learning: an Introduction’’.
Generally, the history of CALL shows us that computers can serve different uses
regarding language teaching. It can be a tutor where all the things that are heard have to be
repeated (practice drills) in order to assist learners in meeting their language needs.
2.2 The use of CALL in EFL classrooms
Many research findings have shown that the use of technology in EFL classrooms
have shown positive results in learning the language since CALL offers additional practice.
Language learners have various opportunities for developing second language skills in
computer-assisted language learning environments. ‘’CALL in EFL classrooms holds
many kinds of computer technologies such as word processing, software, compact disks,
authoring tools and software, e-mail, chat, discussion forums, videoconferencing, the
World Wide Web ‘’, etc. (Al-Jarf, Reima 1995,p.5).
By using different technology, an English class becomes livelier; giving students the
chance to practice their language skills in different ways. For instance, providing students
with multimedia materials makes students get involved visually. They immediately become
curious to see the images shown on the monitor, and the learners will learn more actively.
This means that the learning environment will be similar to the real world if students are
offered the combination of both listening and seeing. In addition, computers also help the
development of speaking skills. This is achieved by listening to native speakers which has
a great effect on the correction of pronunciation. the use of computers in EFL classroom
have also psychological benefits in learning English, because students feel more confident
as well as enjoy their success. Therefore, using different components of the computer’s
programs stimulate students’ interest; increasing their motivation. This will have positive
results in the development of language learning.
2.3 Computers and Language Skills
Students that learn a new language need a great deal of language support. Thus,
English Language students need a lot of language experiences. They should be given
chances to hear, write, speak, and read English. Technology, particularly computers, play an
important role in providing English Language students with useful language experiences
while learning a new language. This means that they are no longer a tool for only finding
information, but a tool for learning and teaching as well. Nowadays, there is a great
interest in using computers in language learning. There are lots of programs which do
really help learners develop their language skills.
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2.3.1 The role of CALL in Reading
Technological developments continue to increase opportunities for using
computers in reading. They offer attractive, challenging, interesting, and cooperative for
general and target practice, which demand attention and full participation from the learner.
According to Hubbard, P. (ED) (2009:7) ‘’reading activities have existed on computer since
the early days of the field, so it was recognized that computer programs could help reading
development in at least three ways: The first one was by controlling what the readers saw
and how long they saw it in order to promote reading strategies and automaticity, the
second one was by providing comprehension and other exercises, and the third one by
presenting glosses and other comprehension aids’’. Therefore, according to him ‘’among
the most significant benefits of using CALL in the development of reading skills is
individualized instruction offered by the computer. They allow learners to work at their
own pace. The text offered by the computer can be accompanied by animation and sound
which make both the text and the reading more attractive and interesting’’.
Another advantage of the computer for the development of reading skills is that
learners can have access to authentic materials available on the Internet. “Through the use
of authentic materials for reading instruction, learners should be able to acquire ‘usable
skills’ in real-life situations”(Kramsch, et.al., 2000:78 cited in ( Nadera 2001:32).Thus the
World Wide Web is a wonderful source to develop learners reading skills.
As a result, computerized reading is a more active process which offers more flexible
reading strategies and is enjoyed by students as well as helping them develop their reading
skills in a livelier way.
2.3.2 The role of CALL in Writing
In 1990s, computers and information access started becoming very popular. There
were different internet based-services like: electronic mail and the World Wide Web.
According to Ken Hyland (2003:144) most significantly, new technologies:
• ’’Influence drafting, editing, proofreading, formatting, and publication
processes’’.
• ’’Facilitate the combination of written text with visual and media’’.
• ’’Encourage nonlinear writing and reading processes’’.
• ’’Alter the relationships between writers and readers’’.
• ’’Blur traditional oral and written channel distinctions’’.
• ‘’Facilitate entry to new online discourse communities’’.
• ‘’Increase the marginalization of writers and texts isolated from new writing
technologies’’.
As we know writing requires different skills and understandings. One such area that
has a positive impact in developing learners writing skills is word processing. It offers the writer
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different opportunities and challenges rather than writing with pen and paper. Today, the
word processing is the most widely accepted use of computers in education. ’’It encourages
writers to experiment with different means of expression and organization. Its features
allows writers to cut and paste, delete and copy, check spelling and grammar, important
images, change formatting and print to publishable quality’’ (Hyland, K 2003:146).
In addition, there is a number of computers linked through a server called A Local
Area Network (LAN) used for sharing information. ’’It encourages peer involvement and
interaction than non-network context, between students or between students and teacher.
These networks are used in writing classes to provide for synchronous writing discussions,
online teacher feedback, and peer conferencing on texts which as a result they increase the
quality of students writing and the amount of student interaction’’.
2.3.3 The role of CALL in Listening
When learning a foreign language we should not forget that listening skills are
very important. In order to communicate well in a foreign language, learners need to
have enough sources of input for listening to improve their listening skills. According
to Morley (1991) cited in Nobar & Ahangari 2012:41) ‘’Listening is the most common
communicative activity in daily life: we can expect to listen twice as much as we speak ,
four times more than we read, and five times more than we write’’.
Today, there are lots of materials on the internet which improve learners’ language
skills. Computer technology offers a wider range of interaction models to learners (Davies
& Higgins, 1985, cited in Hoven, D. 1999 p. 35-36):
• ‘’Learners can choose either to correct themselves or to be corrected by the
computer, the teacher, or peers’’.
• ‘’Utterances need not be fabricated, though they must still generally be prerecorded for computer retrieval’’.
• ‘’Communication is possible either between two or more learners at the same
terminal, at geographically distant terminals, or in an interactive sense between
learner and video and/or audio (Brett, 1995; Chang & Smith, 1991; Doughty,
1991, cited in Hoven (1999, p 88-103).
• Learners can actively participate in the delivery of the lessons, their interpretation
of meaning during the activity, and the choices they make (Bright, Verano, &
Cubero, 1991; Garrigues, 1991. Cited in Hoven, D. 1999, p 88-103)’’.
• ‘’Flexibility is limited only by the foresight of the designers of the learning
packages or the providers of the learning materials’’.
In addition, digital stories are also useful in developing learners’ language skills.
‘’They can offer a valuable way of contextualizing and introducing new language, making it
meaningful and memorable’’ (Wasik & Bond, 2001; Whitehurst & Lonigan, 1998; Wright,
2000 cited in Verdugo, D. & Belmonte, I.(2007, p 87-101). They are connected with feelings
226
and memories. In general, according to many researchers, computers have a positive effect
in developing listening skills.
2.3.4 The role of CALL in Speaking
Learning a foreign language is really a very difficult task. It takes time to be able
to speak it fluently. Foreign language (FL) teachers are frequently concerned on how to
teach pronunciation. On the other hand some there are some teachers that feel unable to
practice pronunciation due to lack of time, or may not know how to teach it to students.
Therefore, Computer-Assisted Language Learning (CALL) can be very helpful for both
teachers and learner providing us with tools to address those challenges. ‘’It can offer
individualized instruction and immediate feedback by correcting learners’ response when
having computerized tasks’’ (Nagata, 1993 p, 51 cited in Tanner, M.W. & Landon, M.M.
(2009, p 51-65).
‘’ In computer-aided pronunciation (CAP), technology has increased learners’
access to their and others’ pronunciation performance through visual displays such as
spectrographic analyses of individual phonemes or amplitude waves showing levels of
intensity for isolated words or phrases ‘’(Anderson-Hsieh, 1992, 1994; Hardison, 2004;
Molholt, 1988 cited in Tanner & Landon 2003 p, 51).’’ Such programs can offer students
instant feedback concerning the accuracy of an utterance compared to that of a native
speaker (NS)’’. When it comes to intonation, Wennerstrom (1998), cited in Tanner &
Landon 2003 p, 55)’’ examined short speeches given by Chinese ESL speakers and found
that those speakers who used appropriate intonation contours got higher ratings on a
speaking skills test’’.
According to Thorne and Payne (2005) cited in Ducate, L. & Lomicka, L.2009
p 67),’’ podcasting which is used in education as a useful tool may provide learners a
probable opportunity for practicing speaking skills outside of class as well. It is used as a
tool which can be linked to its simplicity in creating, editing, publishing and listening to
them’’.
In addition,’’ automated speech recognition (ASR) tools, such as WinPitch for
example, are advantageous because they do not rely on students’ own perceptions of their
pronunciation, but they show exactly how their sounds compare to those of NSs (native
speakers)’’. (Ehsani & Knodt, 1998; Martin, 2004; O’Brien, 2006 cited in Ducate, L. &
Lomicka, L.2009 p,68).
Therefore, having the opportunity to practice pronunciation with computers, give
students a more comfortable environment as well as helping them reduce their anxiety and
speak without worries for making any mistakes.
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2.4. Advantages of using CALL in EFL classrooms
Educators (Jonassen, 1996; Salaberry, 1999; Rost, 2002) specify that the recent
computer technology has many benefits for second language learning. The attached
language learning programs on the computer can offer learners more independence from
classrooms, which means that they are given the opportunities to work at any time and
place they want.
Lee (2000) cited in Lai 2006 p, 2) further indicated that the aims why we should use
computer technology in second language instruction: ‘’(a) they prove practices for students
through the experiential learning, (b) offer students more the learning motivation, (c)
enhance student achievement, (d) increase authentic materials for study, (e) encourage
greater interaction between teachers and students and students and peers, (f) emphasize
the individual needs, (g) regard independence from a single source of information, and (h)
enlarge global understanding’’.
Perhaps the most important advantage is Learner Autonomy. By learner autonomy
we understand that learners can work at their own pace, with the programs offered by
CALL. The task can be repeated until the learners need and understand it. The learner is
in control, which generally enriches satisfaction levels with the learning process. Therefore,
‘’effective language learners undertake responsibility for their own learning (Naiman et al.,
1977, p 39)’’.
Another advantage of CALL programs is ‘’the private environment it provides
for self-conscious language learners ‘’ (Brett, 1996). As we know many students are timid
in participating as much as they would like in a traditional classroom setting, having an
anxiety of making mistakes. However, the computer offers them a forum where they can
lose their self-consciousness. Hence, by using the computer their mistakes will be shown
within the safe borders of the CALL program. (Krashen, 1985).
2.5. Disadvantages of using CALL in EFL classrooms
Although there are lots of advantages of CALL in ELT, it still has its limitations.
The first disadvantage using computers in English classes is the associated expense. This
means that schools and students should be able to afford it, in order to incorporate
technology in their teaching and learning process.
According to Coghlan (2004 p, 26) cited in Riasati & Allahyar & Tan 2012, p 26) “a
big disadvantage for schools and students is a lack of access to technology sources where
an Internet connection is required. Therefore, the non-availability of technology resources
impedes learners enjoying their learning with technology”.
Another disadvantage is the lack of training. Many researchers (Coghlan 2004; Lai
& Kritsonis 2006; Schwab & Foa 2001, p, 27 cited in Riasati & Allahyar & Tan 2012, p 27)
228
think that lack of teacher training, lack of knowledge and practice may be the key factors
that hinder the effective use of the Internet as a learning tool. They indicate that teachers
must be well trained to enhance their computer capability in order to use technology
efficiently. Furthermore, lack of the time is considered as a disadvantage of computers
in ELT. It may be the reason for teachers’ willingness to the use of computers in their
classes. Preparing and implementing them into their classes needed time and effort which
seemed to be as the most important barriers. (Ismail & Almekhlafi & ,Mekhafy (2010 p,
47). Hence, it is hoped that more studies will be conducted in the future in order to help
teachers overcome obstacles in technology incorporation.
Chapter III: Research Methodology
The aim of this study was to investigate the role of CALL in the development of
language skills (reading, writing, listening and speaking) as well as its advantages and
disadvantages in ELT. In order to accomplish the best consequences, the following
instruments were used in this study: Students’ questionnaire, Teachers’ interview and Students’ test.
3.1 Participants
The participants of this study were students and English Language teachers of
secondary public schools in Gjilan. There were approximately 10 teachers included in this
study, whereas the number of students was 100. They were between 14-18 ages, including
both male and female learners.
3.1.1 Results from the instruments
The results from the three research instruments show noteworthy conclusions
about the use of CALL in ELT. The results obtained from the first instrument ‘students
questionnaire’ show that all the students can study with computers, finding them very
helpful in exploring new things, especially when learning a foreign language. They also
show that they benefited a lot from the computer lab sessions, which ensured their
attitudes toward CALL.
In addition, the results obtained from the second instrument ‘teachers interview’
show that the role of the computer is very important in particular in English classes
in increasing learner motivation, creativity, serving as a very important tool to improve
learners’ language skills. Finally, the results from the third instrument ‘students test’ show
that all the students enjoyed doing test exercises on the internet who found them very
useful and really productive in developing their language skills. Therefore, the results
show us that CALL is very helpful in developing learners’ language skills such as: reading,
writing, listening and speaking. In addition, we see that the majority of students often use
computers. The participants all claimed that computer had a great role in developing their
229
language skills.
Additionally the majority, think that computer makes them feel more comfortable
rather than speaking face to face. However there were a few students who hesitated in
computer- based language tests saying that it is technology and there might be times where
not everything goes well. Among the thirty questions from the questionnaire, the options
disagree and strongly disagree weren’t selected. This shows that students are aware of the
benefits and advantages of computer in ELT.
Conclusion
As we see the use of computers in teaching has become very important recently.
They are excellent tools in language teaching especially in the development of reading,
writing, listening and speaking skills. However, in order to achieve the best consequences
teachers who come up to the decision to use technology in their language teaching classes
should ensure that they are enough familiar with the technological uses.
Although the role of the teacher cannot be replaced by a computer they should be aware
of their computer assisting role and should always be well trained and think of a real reason
for using it by making students use the language in meaningful ways. As a consequence,
the data obtained from this study revealed; show that computers help a lot to improve the
teaching and learning process especially in developing the four language skills: reading,
writing, listening and speaking.
We can see from the findings that they contribute a lot in English proficiency by
providing learners with authentic tasks that they can engage in and improve their language
skills in meaningful attractive activities and in more enjoyable atmosphere.
The findings present us that students benefit a lot from computers in
language learning terms. This research study and also other research studies
make clear that there are more advantages than disadvantages of Computer
Assisted Language Learning in English language teaching and learning.
However, in order to achieve and benefit from those useful things which computer offers
them, all schools should be equipped with computer and internet technology for teaching
English in their regular classes. Additionally, students need special computer trained teachers to
help them realize their learning goals via computers. It can be concluded that that computer is
of the key skills to enrich learning in a more attractive and meaningful way.
230
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233
The impact of anxiety caused by the Matura exams
in high school graduates results
Msc. Flutura Dervishi
PhD candidate at the European University of Tirana, Albania
E-mail: d_flutura@yahoo.com
Abstract
This study presents the results of a research work, aimed at highlighting the anxiety,
which appears to seniors Matura exam season, its impact on the performance of students
graduating in these exams. Graduates are in a period in which projected somewhat future
in professional guidance. They should study and achieve results much higher in the future
have the opportunity to study in branches desired to have a good profession and create a
positive image of themselves in their future in society.
Being that graduates Matura exams should be tested on the knowledge gained during
three years of high education, the sheer volume of material to be learned and the short
time available to prepare, longing for the achieve the highest possible results, pressure
from parents and teachers to high expectations from their children or graduates, that in
itself cause anxiety tests, undoubtedly increases anxiety to graduates before graduation
exams, which affects their performance school final achievements.
This study wants to prove the hypotheses that:
Anxiety that accompanies graduation exams negatively affects seniors performance
on these tests.
The purpose of this study is:
- To highlight the importance of Matura exams to graduate from high school
academic performance;
- To highlight positive or negative impact of anxiety, causing Matura exams in high
school graduate performance on these tests;
- To compare the individual with experience findings of studies conducted in
connection with the anxiety that tests generally cause the results of the students;
- To bring something new to the field of studies on the impact of anxiety that
accompanies Matura exams to graduates in their scores on these exams.
234
Empirical data were taken through the method of surveying to 110 high school
graduates “Vasil Kamami” in Elbasan, in 2013. The results of the research have concluded
that Matura exams graduates cause anxiety and distress adversely affects those high school
students who have above average academic achievement.
Key terms: anxiety, Matura exams, graduates, impact.
Introduction
The emotional reaction toward stress is called anxiety. The concept of anxiety is
difficult to understand. It may be defined like a feeling of fear, sadness or worriness about
the future. Anxiety it classified in chronic anxiety that has began in childhood and anxiety
during teenage years that comes from the need and concern to position themselves on
society.
Anxiety may be part of a individual ore may be caused only on some situation.
Anxiety affects every age but most affected are the teenagers due to the big changes
that happen in a short time. Physical and emotional changes, the need to be independent,
self- esteem, the pressure in school all these things bring anxiety. Anxiety influences school
results. When students are in good physical and emotional health they reach higher results.
Being tested for their knowledge it’s a important and very spread custom but often brings
anxiety(Austin Patridge, 1995). Anxiety may take over every time the students thinks of
the punishments of failure or when he compares his grades with those of other studenst.
( Wigfield ç Eccles, 1989), (Isooc Orit, 1997), (Salend;2012). Hembree (1988) concludes
that anxiety during the exams brings negative results because anxiety makes students think
that they wont make it, blocking their memory and they don’t remember the concepts.
Wine(1971) says that anxiety is related with worry and fear of failure. As result of low
concentration on the questions on the exam, they have a low performance on their tests.
Sian Beilock (2010) says that students that have a bad memory cause by the stress give only
short answers meanwhile students who dont suffer from anxiety are able to pass the test
without problem.When the presure was high many of the students failed the test by giving
only short answers. Zeidner(1998) says that students get confused even in the easy section
on the question and cant remember much .According to a study Jan Owes (1990 20% of
the students due to the anxiety from the test have a low performance reflecting on their
grades too. But other studies deny this hypothesis. Not always negative emotion make a
person unable to face situations. Mc Donald(2001) says that if a person is prepared and
trusts himself then all the negative feeling disappear including anxiety. Mwamwenda(1994)
says that anxiety grows much more in those situation when the academic future of the
student is at risk.
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Methodology
This study shows that anxiety is bigger during finals. The study is focused in finals
because these exams are made to test the knowledge that students have achieved during
high school, and these tests are the best way to value every senior. Exams take 80% and
the average takes over 20% on the finals results.
This study seeks to prove the hypothesis that:
Anxiety that accompanies graduation exams negatively affects seniors performance
on these tests.
Null hypothesis: the anxiety proven during exams doesn’t affect the results.
The research has been done on:
-Review of literature
-Questionnaires and surveys
The review of literature was to offer a contemporary overview about anxiety that
appears to pupils, students, along exams, its impact on their performance on these tests.
The other option were the questionnaires and surveys conducted 10 days before
literature exam with 110 participants of the “Vasil Kamami” school, in Elbasan.
The purposes of the application of questionnaires:
- Identification of experiencing the symptoms anxious before exams as a result of
experiencing stress and anxiety.
- Identification of anxiety, which appears in Matura exam as a factor influencing the
expectations of graduate outcomes of these exams.
The search is based on the negative effects of anxiety that accompanies the pupils
and students in exams, has their expectations in these exams. This is noticed more to
graduates, Matura exams, the importance of these tests have in giving a direction to the
individual academic, anxiety that occurs before these exams, duplicated and anxiety in the
transitional period to late teens.
Advantages and disadvantages of the used methodology:
Advantages of the questionnaires used for the realization of this study lies in the
fact that:
1-The two questionnaires were used at the same time and the same persons, doing
so results, assumptions about my study, to be more accurate and comparable.
2- The time in which they were thrown to the study questionnaires before the exam
season. If measurements were made after completion will be exams, the results were not
real and their credibility will be low, thus making the study so that the values fall.
Limitations
The main problem was collecting dates because the main purpose was that students
236
should be asked for every exams they took. Unfortunately the questionnaires were made
only for the math exam and literature exam. It must be stated that these polls do not
represent our whole country system of finals.
The sampling
They were 120 seniors from “Vasil Kamani” school, who took the questionnaires.
They were choosen casually while their were on their break and they were free to whenether
reveal their identity or not. Only 110 revealed their identity from whom 75 were females
and 35 were males. Their age varied from 18 to 19 years old.
The time of the study
The questionnaires were taken one day before the exams but the valuation of the
polls and the result of math exam and literature exam took more than a month. The results
were taken using the code of every senior with the permission of the school headmaster.
In the questionnaires the only private information was that about the age, gender and if
they wanted about their name.
Making the surveys and questionnaires;
The literature that I have read about anxiety has helped me to measure the anxiety
that these student feel.
The first questionnaire was about literature and math exam. We wanted to know
which of the exams caused more anxiety and then compared the result with their grades
during the years and their performance during the finals. Were chosen these exams because
every student is oblidged to do these two exam. In the questionnaires were a level from 1
to 5 to measure the anxiety that each exam caused to them .it scored with 5 the maximum
of the anxiety couse by one exam and if the score is below 3 than we can say that’s a
normal level of anxiety.
The second questionnaire its about physiological anxiety symptoms. These surveys
try to show that the performance of the student and his emotional health is worse when
in exam, the questionnaire is made up from 8 statements which are valued from the senior
with expression like: not at all, somewhat, and a lot. The measurement is according to
Likert scale with claims from: not at all (0) ,somewhat (1),a lot (3).adding up this point it
would be
Up to 10 points minimal symptoms of anxiety
Up to 20 points moderate symptoms of anxiety
Up to 30 points severe symptoms of anxiety
To see If the hypothesis are proved or not I will make a comparison between the
annual valuation in math and literature and the results of the finals in both these subjects.
237
The first questionnaire
Nr
F
M
TOTAL
1
Level of anxiety in
Math exam
4.6
4.2
4.4
2
Level of anxiety in
Literature exam
3.8
3.6
3.7
As we can see in the table Math exam causes 4.4 level of anxiety so is above the
average. The anxiety level is higher in the female senior than in the male one. But in the
Literature exam the anxiety level is almost the same in both genders.
The second questionnaire is about the symptoms of anxiety, and its measeaured with
likert scale and it consist on 10 affirmations.
Minimal
symptoms of
anxiety
Moderate
symptoms of
anxiety
Severe symptoms of
anxiety
Nr of people
1
64
45
gender
F
32F
32M
43 F (95%)
2-M(2%)
As we can see from the table only one person answered the question with 9 not at
all and 1somewhat, this person suffers from the instability in the symtomps.64 people
suffer from moderate anxiety symptoms 32 of them are females and 32 others are males.
45 people suffer from severe symptoms of anxiety from them 43 are females and only 2
are males.
Analysis of the results of the study:
Math exams cause more anxiety than Literature exams. More anxious seems to be the
females but there is no much difference between to gender.
Nr
F
M
total
1
Level of Math exam anxiety
4.6
4.2
4.4
2
Level of Literature exam
anxiety
3.8
3.6
3.7
Nr
Assessemnt
Total
F
M
238
1
Annual avarege Math grade
6
6.5
5.4
2
Final Math exam results
6.2
6.4
6
3
Annual average Literature
grade
6
6.2
6
4
Final literature exam results
6.7
7
6.2
As we can see that female students are more anxious about math exams than boys
so it say even in the study conducted by Ostorne (2001) that states the same thing. But we
can see in table 2 that male student even thou are less anxious than the females about math
exam have lower grades than females in both annual and finals grades.Therefore men tend
to hide their emotions while females tend to be more honest about them.This has been
confirmed even by Ashcraff in 2002 who says that females do not have more anxiety than
males in math exams.An other thing is that literature causes less anxiety than math thats
because math requires a more logical thinking and it uses more abstract concepts.In both
subject seniors have been marked with 6 which is below the average and so it proves that
their anxiety is weel justified.
Miminal
anxiety
symptoms
Moderate anxiety
symptoms
Severe anxiety
symptoms
No
1
64
45
Gender
M
32 F
32M
43F
2M
This table shows that 64 students experience moderate anxiety symptoms 32 of them
are females and the other 32 are males. Also there are 45 students that have severe anxiety
symptoms 43 of them are females and only 2 are males. This huge gap might come from
the fact that:
1-Females are more expressive about their feeling than males
2-the questionnaires were filled on mostly by females (75 females and 35 males)
Anxiety has a bad influence on the average point grade and in the result of the finals.
The study and all the collected data show that anxiety is a very negative issue during
finals making students not productive and confused about exams.
Hembree (1988) Concludes that anxiety during the exams brings negative results
because anxiety makes students think that they wont make it ,blocking their memory and
they don’t remember the concepts.
Sian Beilock (2010) says that in high presion students gave short answers and got
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lower grades. Sarason reports than in 1980 the performance of the students is reduced
when they had anxiety.to these hypothesese we added the datas we collected from our
polls.we tried to calculate the datas by splitting the main sample in two halfes.In one half
were the senior who had an average above 7 and on the othere half were the students who
had an avarage below 7.
Nr
Assessment
Average
total
female
male
1
6
6.5
5.4
8
5.4
2
6.2
6.4
6
7.4
6
3
66
6.2
6
7.6
5.5
4
6.7
7
6.2
7.1
6.4
above 7
Average below 7
As we can see in the math sample male seniors have reached higher grades in their
finals than in their annual point grade .Same thing happens with the females but in literature
exam. Adding up everything in this table we can see that senior had a level of anxiety
higher than normal but in the same time they got better results, meaning that anxiety has
had on these students a positive influence.
Facing the reality during the process of finals has been many misuses and frauds
making it possible for the student below 7 point average to take higher grades than they
deserve. So it was impossible to have a sample fit the reality.
Students with an average above 7 took 6.5 in Matura exams compared to the 8 that
they took during the whole year, but in the students with an average below 7 they took 6
in the finals compared to the 5.4 they took during the whole year. So our hypothesis that
students with higher level of anxiety don’t do well on Matura exams has been proved.
Conclusions
Senior experience anxiety before finals which affects negatively their performance
during the exam
Females experienced more anxiety than males
From our datas we found that in the sample of seniors who had a average below
7 anxiety had a positive effect but in those who had an average above 7 anxiety had a
negative effect.
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Recommendations
-Some advices must be given to all those who are part of the process of final
exams, starting from the MASH structure, to the teachers.
-To know the real value of a senior finals must not take up so much percentage
and the average of 3 years so little (finals 80% and average of all years of high school
20 %). We think that the average point grade is more important than the finals.
-Also I recommend that the school psychologists must do a better job in reducing
the exam anxiety in studens.
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Buscaglia, L; (2001)Autobus për në parajsë, Tiranë
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Burns, A., ç Darling, N. (2002). Peer pressure is not peer influence. The Education
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shkollore”, Tiranë, 2011
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socialization among adolescence.
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242
The Identity and the Standard of the Language of a
Nation
Greta Jani
“Aleksandër Moisiu” University, Albania
Abstract
Standard Albanian language, one of the fundamental achievements of the science of
linguistics and Albanian culture of the twentieth century, is the main component of our
linguistic and cultural identity. To keep alive Albanian language, to talk and to write correct
its standard means to protect your national identity. In centries Albanians have been
worried, have worked to keep alive the Albanian language to develop, enrich, clean, codify,
as expressed Faik Konica, language issues are not simply order philological issues, but also
issues national order. To speak beautifuly your language, to write pure error-free shows the
degree of development of society, its language culture, its citizenship. Our society today
needs this culture left somewhat neglected, in order to integrate into European family as
an emancipated nation with dignity.
Our paper aims to tackle one of the current problems of the Albanian language, its
spelling issue, as the younger generation is being formed at the school, in general, is not
showing attention to writing straight without errors Albanian language.
In paper we will include some of the reasons this misconduct in the Albanian language
spelling and concrete results of testing of students in secondary school and university.
Key terms: language, identity, standard
Introduction
Albanian society and particularly Albanian language, has faced a new reality after
the ‘90s. Everything changed and is still changing; the way we live, the tools we use, the
mentality and meanwhile even our language has experienced some changes. Its lexis has
243
been enriched with new words, with root words, with new nuances of meaning given
to common words, but even with words borrowed from other languages which have
penetrated into it. So, a wide development of the language, which sometimes suffers even
from some harmful influences, has been noticed recently.
As “a society in transition”, one of the most common problems is even the issue of
the standard of the language. We Albanians consider the standard Albanian language as an
absolute national value. It is going to remain all Albanians’ common language, including
even the Albanians in Kosovo, because with a common language and a common language
history, Albanians will have a common, developing and civilized future (Islamaj 2008:69).
Generation after generation, the linguists’ endeavours to create and codify Albanian
language were full of sacrifices, they were as harsh as the war of our nation for freedom
and independence. Today, Albanians write and speak their own special language which
is called Albanian language. It is a popular and national language of Albania, which
has got concrete structural forms, has got its own history, its genesis and typology, its
periodization and classification, its standard written and spoken forms, its variety of the
styles, the cultural superstructure and other unique features. Therefore, it possesses its own
phonological, prosodic, morphological, syntax, semantic, lexical-idiomatic, punctuation,
etc. features.
The language element has been considered and will always be considered as a
nationality criterion, as a distinguishing feature of a real nation. The language unit
presupposes the unit of the nation. Without the intention to review and recall the hard
and committed work of our linguists during the centuries, the invaluable contribution
of S. Riza, A. Xhuvani, E. Çabej, Sh. Demiraj, etc., on behalf of the love for their home
country, we are focusing on the issue of our national identity, which is strongly tied with
the one of the standard language.
***
The standard language is the main ingredient of our national and cultural identity.
Preserving Albanian language, speaking and writing its standard accurately, means
protecting your own national identity. As the patriot and philologer Faik Konica quotes,
language issues are not simply issues of the philological order but even issues of the
national order.
The standard is taught at school and it should be applied in all those domains where it
is important, such as in education, politics, science, economy, administration, etc. However,
the level of our schools is not satisfactory due to the wide variety and the quality of the
mother tongue course books and to the serious, committed and professional work of
the teachers, as well as due to the students’ awareness to work harder with the language;
because it is known that prudence for your mother tongue means prudence and care for
the identity and the existence of the nation.
The language is the Albanians’ homeland. They have served at any time to their home
country with commitment, but still it seems that among the problems our society has
faced during this long transition, the ones with the language has been the least serious and
the easiest ones. In some cases, a lack of care for the language was noticed, the problems
244
were neglected and did not get the appropriate attention of the individuals and of the
responsible institutions. Consequently, the issues in Albanian language have increased;
the generation, which is being educated at schools, shows little prudence to speak and
write correctly and beautifully Albanian language. This generation has a very minimal
linguistic culture and background, which influences significantly on the development and
the emancipation of our society.
In parentheses, we would like to quote the opinion of a famous German albanologist
Maximilian Lambertz who stated: Give me a beautiful language and I can give an accomplished
civility to you.
So, writing your language beautifully is culture and civility, but the issue of its
orthographical aspect remains a delicate problem, especially in the cycle of the high school,
where Albanian language has not been treated as a separate subject so far, but it has been
taught in an integrated way with the subject of literature.
The incorrect use of the capital letter, the incorrect linguistic organisation of the
thought, let alone the variety of the forms, the wrong use of the punctuation marks in all
the homework, the minimal use of the apostrophe and many other issues are noticed at
the students who frequent the secondary education. They write and speak our beautiful
Albanian language incorrectly.
The so-called transition has faded the exemplary and inspiring role of the work to
establish the literary norm of our language. The passionate teachers, who are professional
and conscious for their important role in the future of our nation, should be at the front
of this battle. There are still teachers of our mother tongue who do not know rigorously
the main rules of orthography, let alone the teachers of the other subjects. In the written
tasks in these subjects, orthography is not considered among the assessment criteria for
several reasons. Students’ written discourses such as the essays, the presentations, etc. are
indicators of a minimal linguistic culture. Generally, orthographic errors are tolerated by
the teachers in favour of the quality of the expressed thought. Therefore, the linguistic
culture in our written discourse has become poorer progressively and nowadays it is
positioned at a very low level. There is a kind of anarchy in the written language used by
the students, which stems from the avoidance of the norm with or without consciousness
and the lack of the efforts to acquire it. This violence on the language by the students at
this education level, and not only, is very disturbing for us.
The linguist Sh. Islamaj is totally right when she states that Albanian language is
taught in our schools, but speaking and writing Albanian is not (Islamaj 2008:141).
Based on the tests held in high schools and universities among pupils and students, it
was found that there are too many problems regarding the correct orthographic use of the
plural form and the word-formation of some nouns in Albanian language.
The orthographic plural form of some words such as: bari (grass),gjysh (grandfather),
document (document), pinjoll (descendant), peshk i madh (big fish), xham (glass), blin (sturgeon), fshat i
ri (new village), thelb (essence), ftua (quince), libër i keq (bad book), element kimik (chemical element),
mali lartë (high mountain), mjeshtri i cirkut (circus master), oficern (officer), kuadër i ri (new staff),
shkop (rod), orë e keqe (bad time), kufi (boundary), oxhak (chimney), teatër (theatre), prind (parent),
lot (tear), rrap (plane-tree), hu (log), budalla (fool), gardh (fence), nip (nephew), is accompanied with
245
mistakes. 90% of the students write the abovementioned words incorrectly, apart from the
plural form of the word prind (parent), which is written correctly by all the students prindër
(parents). Also, 90% of the students write incorrectly the plural form of the words thelb
(essence) and oxhak (chimney); they write the word thelb in the plural form with the suffix –a
or –e and the plural form of of the word chimney with the suffix –qe, - qër, -kër. The plural
of all the other names is written incorrectly by all the other pupils and students.
In addition, there are problems even with the orthographic form of the words which
are formed by the matching of the root words with suffixes or other root words which
are attached to them, such as: anëtar (member), djallëzi (malice), shkaktoj (cause), gjithësi (anyway),
kryeneçësi (obstinacy), njerëzor (human), gojëtar (orator), emëroj (appoint), drunjëzoj (wooden), mbretëri
(kingdom), vijimësi (continuation), mjekësi (medicine), Shqipëri (Albania), ëndërroj (dream), varkëtar
(sailor), shtetëror (state), vetvete (oneself), lajmëtar (messenger), gjarpëron (wind), dhelpërush (fox), lundroj
(sail), varfëri (poverty), harkëtar (archer), popullorësi (popularity), gjunjëzohem (kneel), furrtar (baker),
arbëresh (Arberesh), vetvetor (reflexive), mjeshtëror (mastery), plehëroj (fertilize), vargëtar (poet).
In both levels, the words ëndërroj, gjarpëron, arbëresh are written correctly; less mistakes
are made in the correct orthographic form of the words such as: shkaktoj, gjithësi, mbretëri,
dimëroj, varkëtar, dhelpërush, varfëri, plehëroj. Most of the students and pupils write the word
drunjëzoj incorrectly, but we have to emphasize the fact that the orthographic form of this
category of words is in a better orthographic situation than the plural form of the nouns.
Almost all the students and the pupils write accurately words such as ëndërroj, gjarpëron
and make less mistakes with the words such as: shkaktoj, gjithësi, njerëzor, dimëroj, varkëtar,
vetvete, dhelpërush, mjeshtëror dhe plehëroj. For these students and pupils the problematic words
to write correctly are: emëroj, drunjëzoj, popullorësi; which means mainly the orthography of
the words which are formed with a suffix.
The test showed that the pupils and the students do not write correctly words such
as: gatit (prepare), i rremë (fake), bulmetore (diary), tavëll (ashtray), i pasmë (back), i zhdërvjellët
(flexible), kontribuoj (contribute), të paktë (little), hasëm (enemy), i sigurt (safe), dhëndër (groo,), i majmë
(fat/big), shterin (run out), hemorragji (bleeding), karate (carrot), i kthjellët (clear), etj.
Obviously, most of them make mistakes when they write words such as: gatit, tavëll,
i pasmë, karotë, vishnjë, when they use them in the format: gatis, tavull, i pasëm, karrotë, vishnje.
Even though the students attend the subject of Albanian language and literature,
with the intensity of three classes per week, and the students prefer to study Albanian
language and literature at university, the results of the tests are an indicator of the low level
of their linguistic background.
“S’është mjaft të marrë pendën njeriu dhe të nxinjë kartë, duhet të mësonjë të shkruajë me mjeshtëri,
se s’arrin të hedhësh gurë më gurë për të ngritur një shtëpi, është nevojë t’i vësh gurët radhë më radhë që të
lidhen dhe të qëndrojnë shëndoshë e bukur”1(Konica 1993:121) .
Prof. Shkurtaj emphasizes the fact that having Albanian language as a subject in
the high school is a smart decision and a great joy for everyone who loves Albanian
nation (Shkurtaj 2006:27). He recalls even the law of the year 1974, which orders the
1 “Just getting the pen and writing down on the paper is not sufficient for a man, because he has to learn how to write masterfully, because
you can’t just throw stones to build a house, but you have to put the stones one by one in order for them to combine and stay unique and
beautifully”
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implementation of the unified orthography in all the writing and publishing practice in
Albania.
If the thought that any time “a society is developed through the view of its own
language” (Arthur Rambo) is valid, then each of us has to ask himself and reflect in
connection with this delicate case of Albanian language: the accurate and free of mistakes
orthography.
The reasons of this phenomenon which is decaying day by day our society are clear,
they are objective and subjective at the same time.
Writing without mistakes is learned almost unconsciously at a relatively young age,
which corresponds with the elementary school. During the secondary school, the high
school and university, it becomes more difficult for the student to correct the wrong
spelling and to create new expressions pursuant to the norm. That is why, attention has to
be paid with the acquisition of the orthographic norm of Albanian language. When this
knowledge about the linguistic norm becomes familiar we can say that we have learned to
write and speak accurately (Memushaj 2005:50).
The acquisition of the standard language is a way to express the awareness that only
the language represents the entire nation, which means that only the common national
language may fulfil the nation’s highest spiritual requests (Shkurtaj 2006:23).
Fortunately, nowadays we can notice a serious commitment on the part of the
governing structures to give an end to the worries of the science circles regarding the
correct orthography of Albanian language, the accurate implementation of its grammar
rules, as the opposite has always caused flaws in the general linguistic and cultural
background of the pupils and students. It is not an easy task but still it is not impossible.
At the moment, Albanian language is in the appropriate situation to get connected with the
world of globalisation, which means to develop the international function of the standard
language in all the possible dimensions (Ismajli 2005:30).
Conclusion
At the end of this paper would like to recall Heidegger’s metaphor, which sees
language as “being home”. Based on this, A. Vehbiu refers to Albanian language as the
Albanians’ house: Albanian language has been inherited to us as a beautiful big house, a wonderful
construction which contains the promise for an overall blooming of the being… If the language really is the
house of the being, then our being is reduced to a kind of a surviving regime… Along with the invaluable
value of the Albanian language halls, we are losing step by step even the necessary expressions to live in
a magnificent and imposing house, getting accustomed to the strict commodities of the barn where we have
restricted ourselves (Vehbiu 2007:73-74).
In order for us to face the big actual challenges successfully, we have to identify
and to work to solve all the problems we encounter in relation with Albanian language,
the achievements and the successes of the past should be considered as an example of
inspiration for the job we are doing with the language, as it is our own image, our own
identity.
Our small country called Albania is positioned in front of the big gate called EU,
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which definitely has to be opened to welcome a nation which escaped from assimilation,
which has fought with guns and pens to be like all the other nations, which has served to
civilization from the very beginning, which possesses the beautiful name Albanian and
speaks Albanian language beautifully.
References:
•
Islamaj, Shefkije, (2008), Gjuha dhe identiteti (Language and Identity), Tirana.
•
Ismajli, Rexhep, (2005), Gjuhë standarde dhe histori identitetesh (Standard Language and Identity
Histories), Tirana.
•
Konica, Faik, (1897), Ca këshilla mbi artin e të shkruarit (Some advice on the art of writing),
(1993) Vepra, Tirana.
•
Memushaj, Rami, (2005), Shqipja Standarde (Standard Albanian), Tirana.
•
Shkurtaj, Gjovalin, (2006), Kundrime gjuhësore (Linguistic Observations), Tirana.
•
Shkurtaj, Gjovalin, (2006), Kultura e gjuhës (Culture of the Language), Tirana.
•
Vehbiu, Ardian, (2007), Sarajet e shqipes (Albanian Language Seraglio), “Gjuha Shqipe” 3
(“Albanian Language 3”), Prishtina.
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The impact of teacher’s professional style in the outcomes of students’ learning.
Msc. Hamit Hoxha
Albanian University
hoxhahamit@gmail.com
Abstract
Education has always been, is and will be a major asset to the society. It requires the
simultaneous intervention of the two members, teacher and student. The teaching
profession is sacred. In this binary event there occur processes of interaction and
communication between them. The report teacher - pupil has always existed, but the
essence of the meaning of this report has changed, either in syntagmatic terms or in
paradigmatic terms, either in different social systems. It is important to take into account
the personality of the student and create the belief that the teacher should understand
that he is different from the sculptor, as the object on which he operates is not a stone
piece, but a living person. So in the process of education two main factors should be
taken into consideration: the teacher and the student. The under evaluation of one of
them will bring significant weakening of educational work. Love and mutual respect
on which should real authority lay, should be the core of teacher-student relationships.
Key terms: teacher, students, realtionship
Entry
Our society has undergone evolution in social and cultural terms. Contemporary changes
have made teaching change toward huge steps. Education has a clear goal: the leadership
and the guidance on track of the society, the illumination of the human mind. The
education is a basic method of progress and social reformation.
To deny the role of teachers in society means not to be grateful to those who have
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committed educational acts to form our character1. Educators are giants in terms of
education; they remain today and always the people who lay the foundations of human
personality.
“Nobility of being A TEACHER”
The low mood, depressed, feeling unfairly blamed for the ills of the society? Aha, you
are a teacher.
Rapid development of today’s society and heady growth rate of infinite information
dissemination have made teaching change. School has become a dynamic institution that
is changing a lot from its parameters of the past. The teaching profession manifests some
qualities that are necessarily required to be at the service of the teaching process, so the
success of a teacher is the good knowledge of the subject, coupled with a range of other
qualities of his scientific preparation aspect2. Developments require that teaching process
be accompanied by accuracy in obtaining materials and methods that the teacher wants
to know, such as: defining learning objectives, diagnosis of student’s daily preparation and
many other successful events that necessarily create an ideal image of him in the eyes of
students and encourage and create less space in them to intervene in connection with the
termination of learning.
This boost of student’s interest for the subject will increase the feeling of work in class
hour and as a result, will awaken in them interest about learning. The warm situation and
dialoguing, necessarily create an interesting environment for further progress of learning.
The commitment of the teacher on a daily class work and his contribution in solving the
problems of learning creates a positive image of the teacher in the eyes of the students3.
Once, the teacher was a source of information, a measure for everything, while today,
he is the leader and organizer of learning that leads the student to seek information
independently and provide the methodology, conducts opinion and judgment to solve any
problem, no matter how complex it is, by thinking critically. Today, the student is in the
center of the lesson. The teacher regulates and adapts teaching and its objectives according
to the interests and needs of students4.
The teacher, visionary of the future. “If there is a profession that doesn’t recognize
young and idealess people, this is teaching profession.” Alexander Xhuvani. It seems that
after a long time when big Xhuvani wrote, our judgment regarding the teaching profession
has not changed much.
Perhaps, deep down, many people think that teaching is not a so difficult profession.
But most people are confident that teaching is a profession and that it is one of the
1
2
3
4
Musai. B. “Teaching and interactive learning”, “Albgraf ”, Tiranë 2008, page 14.
Gjoci,P “Teaching Methodology”, Tiranë, 2012, Silver, page 14
Grup of authors: Diaktika, Tiranë,1986, SHBLU, page 293
Musai, B. “Psychology of education”. Tiranë, 1999, Pegi, page 325
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most important and noble ones, in which an individual can serve. In fact, teaching has
been filled with grace and dedication goal by philosophers, poets and political leaders
since ancient times. Nevertheless, historically there was little consolidated information
about the art of high level teaching. And yet one is the final goal of teachers; to affect
the lives of students regardless of their background and to form citizens who can live
and work productively in a society with a complex growing dynamism. This is also not a
new thing. New is the understanding of the fact that to do this, teachers must not only
be included in a constant process of renewal and change, but also to be set in motion to
determine their goals and visions in the process of teaching. The efforts of each teacher
are a very important element because the students’ achievement will be greater thanks to
their efforts. In addition, each teacher has a degree of control over what the student does.
The teacher prepares in the beginning of each year the educational and teaching curriculum.
For this he needs to work with the personal vision of his own5. Shared vision is important
in the perspective plan, but in order for it to be long-termed, it must have something
to share with others. It is not a good idea to borrow someone else’s vision, as usually
happens in the curricula of teachers. Working with a personal vision means to examine, to
re-examine and make it clear to yourself why you entered teaching. E.g. it would be nice
to question yourself when you sit down to be prepared: What contribution am I giving
personally? What a new thing will it bring to my students? What difference would that
make to improve their performance?
We cannot think of vision as something that belongs only to the managers of educational
institutions, as it is not an extraordinary concept. It arises when we hurry ourselves to
formulate what is important for us as teachers. Creating a clear vision of what we will do in
this school year forces the teachers to take a certain position about how they should bring
their new forces to achieve the quality of education. Also the preparation of a teacher for
the lesson hour with a clear vision shows, besides other things, his disappointment about
what failed last hour of instruction. Often, we spend more time dealing with problems
without first knowing why we do this. The consequence of these efforts is a blurred vision,
even incorrect, of what is really important to us. Thus, we as teachers, to form our vision
for the future will have to keep our attitude to all the reforms in education and not only
that, but also to disclose our knowledge about how they should function. If the teacher
does not have his own vision, but he is just like an obedient soldier in the implementation
of these reforms, then we will never achieve what we should do.
Obviously, the concept of change and vision is not detached from the concept of learning.
Change and learning affect the behavior of individuals, groups and institutions. So it should
be the force that determines how we understand change and vision for the future. It is time
to be active students, proactive teachers and interested parents to successfully implement
the requirements of this such important, noble and holy work. We all have values because
we directly serve our students in a real way. And as such, our moral vision is directly
5 Musai, B. “Teaching Methodology”. Tiranë, 2003, “Albgraf ”, page 245
251
related to improvements in society. Putting the vision in front of what actually happens to
students generates ideas6. In this context, to prepare a lesson or a curriculum with clear
vision does not mean to acquire more information, but a further development of skills to
achieve the results we desire in our daily work of teaching and learning. As much as we
try to deal with the unknown, the more we will realize that the expected result is preceded
by periods of trial and stress, but of course after that comes the period of enthusiasm
and self confidence. This means that in order to take change over you and to experience
the unknown it is essential in preparing learning process with clear vision. Teachers who
work with vision not only teach more and do better teaching, but also have even more
confidence in them, the teacher has a spiritual and educational force majeure. The teaching
profession is one of the most natural professions to work with purpose and vision.
CONCLUSIONS
Learning should be a collaborative process. The teacher is one of the most valuable
foundations of human society; he is the link uniting all times in a single purpose: the
education and progress of society; nobility and prosperity of the most human and
generous figure of all the times. Teacher - The torch of humanity.
Interactive teaching and learning requires professional and qualified teachers for the
subject, always to be in touch with new information, to know how to adjust the level of
student information, and also need to have knowledge about the use of new technologies
during the teaching hour.
References
•
Gjoci, P (2012) “Teaching Methodology”, Tiranë, Silver, page 14
•
Gjoci, P. (2012) “Teaching Methodology”. Tiranë, “Silver”, page 169
•
Grup of authors: Diaktika, (1986) Tiranë, SHBLU, page 293
•
Musai, B. (1999) “Psychology of education”. Tiranë, Pegi, page 325
•
Musai, B. (2003) “Teaching Methodology”. Tiranë, “Albgraf ”, page 245
•
Musai. B. (2008) “Teaching and interactive learning”, “Albgraf ”, Tiranë, page 14
6 Gjoci, P. “Teaching Methodology”. Tiranë, 2012, “Silver”, page 169
252
The impact of ICT on 6 and 7 grade students in the
subject of mathematics
Jeta Kingji - Kastrati
University of Prishtina
Abstract
The aim of this research is to investigate the impact of ICT useon 6 and 7-grade
students, in the subject of mathematics. The research included a total of 82 sixth and
seventh-grade students of the non-public school ‘MileniumiiTrete’ and fourteachers of
mathematics teaching the same school. The study comprised of data collected through
questionnaires with students and teachers, as well as the results from the external evaluation
on the subject of mathematics, organized within the school. Afterwards, the data was
examined and analyzed using the statistical method. The results of this research show that
the use of ICT in the subject of mathematics enables learning to be more sustainable, and
it has an effect on a more straightforward acquisition of math concepts in students.
Key terms: mathematics, ICT, teaching, acquisition.
Introduction
Nowadays, the application of ICT in solving math problems is a highly prioritized
and crucial issue.
Due to the fact that we live in an era when technological development is moving in
giant steps, this, certainly, causes an extraordinary effect in the development of science in
general, distinguishing its effect in the development of science in the field of mathematics.
According to the Educational Curricula, mathematics is represented as a field of the
curriculum and as a subject. It enables the development of students’ skills and abilities to
think critically, the development of their personalities, the advancement of skills to work
independently and systematically. In addition, it stimulates the students’ curiosity and the
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encouragement of discovery, the construction of new knowledge, aiming to apply and
integrate them in other fields and in solving challenging situations in daily life.
The use of ICT in the subject of mathematics, respectively in solving different
math problems and tasks by students who are attending middle school, should be one of
the objectives of today’s teachers. The application of ICT in solving math problems by
students of this age, has an impact not only in their perfection of technological use, but
also in developing their critical thinking skill, in carrying out various research in the field
of mathematics and in science achievements in this field. In the developed countries, this
issue is almost a daily basis for students’ acquisition and achievements.
The subject of mathematics has been and to this day continues to be ‘the problematic
subject’ for the majority of students, can easily be transformed into an attractive,
uncomplicated and understandable subject for all the students. The traditional method,
through which the teacher explains, and the students listen, has begun to be replaced with
new methodologies, which enable the inclusion of students in all of the planned activities
in the classroom.
According to Laborde (2007), children and teenagers live in the world where ICT is
developing with a vertiginous rhythm. The digital technology is present in almost every
place. Schools cannot ignore this rapid development of technology and think that there are
‘two different worlds’: the external world, on one side, which is embraced by computers,
mobile phones and emails; and on the other side, the school world, which includes pencil
and paper.
There is a visible relationship between mathematics and computers. In fact,
there is a symbiotic relationship. Without mathematics, the computer would not have
existed. However, the existence of computer has facilitated and continues to help in the
development of mathematics (Tooke, 2001).
Through various softwares (the majority of which can be downloaded from the
internet free of charge), different math problems and tasks can be solved. This facilities
not only the teachers’ work, but that of the students as well, who can review and practice
the material taught in class. Solving different problems, which seem to be hard, can easily
be transformed into an attractive and pleasing task for students.
Based on this, the subject of mathematics will be much more attractive and enjoyable
for students if there is an inclusion of ICT in solving various tasks and problems.
LITERATURE REVIEW
Nowadays, one of the greatest challenges,which teachers face in the subject of
mathematics, is their professional training and development to include ICT in their
lessons. Hence, raise the students’ awareness towards using technology to solve various
math problems. It has been widely accepted that teachers of mathematics, and not the
technological equipments, are the main actors who can make changes in the teaching of
this subject through technology. However, the teachers’ qualification to use technology is
a complex task (Mergendoller, 1994).
According to the Curriculum Framework of Kosovo (CFK), learning is based on
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competences. Lesson planning is focusedon what students should know how to do and
their readiness to do it. To complete a task, one needs skills, corresponding abilities but
also certain attitudes.
Multiple researches grant a great importance to the use of ICT in solving math
problems.
According to NCTM (2000: 24) technology is essential in the teaching and learning
of mathematics; it changes the way of learning in mathematics and elevates the willingness
of students to learn.
Today’s teachers and parents have to accept that today’s teaching of mathematics
differs greatly from their schooling days, which were dominated by long procedures and
calculations.
Einstein claimed that his pencil was more intelligent than he. Its meaning is that
he was able to give much more by using his pen as an aid to thinking. Teachers need to
understand that the ICT used in mathematics is ‘the pencils of today’. Just as the pencil
is crucial from the subject of mathematics, the use of ICT should be as well (Sutherland,
2011).
The inclusion of technology in education is one of the Millennium Development
Goals. The ICT has the power to open all the doors in education (Kofi Annan – former
general secretary of United Nations).
Hepp, Hinostroza, Laval and Rehbein (2004) write in their research ‘Technology
in Schools: Education, ICT and the Knowledge Society’, that ICT has been used in
education since its inception, however it has never been fully incorporated. Even though
at that time computers weren’t included in the teaching of traditional subjects, the rhetoric
that the educational system should prepare everyone for lifelong learning in the society
of information has raised the interest for ICT in teaching (Pelgrum, W.J., Law, N., 2003).
2.2 Studies on the use of ICT in the subject of mathematics
According to Daniels (2002), ICT has become one of the main bases for the
construction of a modern society, ‘the society of information’. Many countries have now
understood the importance of ICT and incorporate the knowledge and the basic concepts
of ICT along with reading, writing, and comprehending numbers.
While analyzing the literature of various countries, it has been noted that his topic
has been and continuous to be treated with particular care. In many countries, various
researchers have taken place, principally in shedding light on the positive and negative
sides of the usage of ICT in the subject of mathematics.
Unfortunately, in our country the studies on the ICT usage, in the subject of
mathematics are limited. However, there have been taken some concrete steps in regards
to this issue that have to be marked as very important. According to the Ministry of
Education, Science and Technology, a step towards the implementation of ICT in the
educational system is the implementation of the project e-Schools.
e-School is a highly important domain for the future of our country. All the processes
of a modern education for the Kosovar society will be passed to the electronic process
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of learning. Through this process, an inclusive system for data management in education
will be created.
An important finding is that technology develops faster than the possibilities to
operate it (Moor &Zaskis, 2000). One of the greatest barriers for a complete usage of
technology in education can also be the insufficient experience of computer and internet
operation, and the limited support that teachers have to learn how to use technology to
develop effectively and to enrich the experience of learning in students (Smith, 2000).
Each of the studies mentioned above mirror the reality at the time when the studies
have been carried out. The staggering pace in which technology is developing nowadays
can not even be imagined. Therefore, it is crucial to carry out various studies in relation to
the use of the ICT in the subject of mathematics, always aiming to find appropriate and
attractive ways that would help the learning and teaching of the subject of mathematics.
RESEARCH METHODOLOGY
To collect the data a questionnaire for students and one for the teachers have been
designed; in addition students’ results from external evaluation test in the subject of
mathematics for the school year 2011/2012 have been used. Furthermore, the data analysis
has been carried out using the computer program IBM SPSS. This method enabled data
checking for possible errors, the creation of systematic frequencies and the presentation
of results in graphs and charts, which have been included in this study.
The aim and the questions of the research
The aim of this research is to investigate the impact of ICT on the learning outcomes
within the subject of mathematics and the students’ attitude towards this issue. Additionally,
another aim of this research is to find appropriate approaches to solving math problems
through the use of ICT. This is extremely important especially for us as future teachers.
Research Questions:

Does the use of ICT have an impact in improving students’ attitudes towards
learning of mathematics?

How does the use of ICT impact the learning outcomes on 6 and 7-grade students
in the subject of mathematics?
The research has been carried out with six and seven-grade students in the nonpublic school ‘MileniumiiTrete’, where I also completed the internship during the fourth
year of my studies. The non-public school ‘MileniumiiTrete’ in Prishtina as per now has a
total of 579 students and 56 teachers. The research has been carried out with two six-grade
classes and two seven grade classes. In total, 82 students have participated in the research.
Other participants in this research have been teachers of mathematics of this school.
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4.1 Data analysis from the questionnaire
The questionnaire for students consists of eight closed questions and two open
questions, hence ten questions in total. In relation to the closed questions, students had
five questions (based on the Likert scale: strongly agree, agree, neutral, disagree, and
strongly disagree). The students’ answers have been analyzed using the statistical method
and are as follows:
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One of the reasons why students don’t prefer to solve math problems through the use
of ict might also be the fact that they are not computer literate.
The following table presents the results that show how many students are frightened by
the inclusion of the ict in the subject of mathematic because they don’t have enough
knowledge of computers.
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The following table and graph show how much students are willing to learn new
materials on computer:
259
Below are presented the results based on the students’ responses on whether or not ICT
should be used in the subject of mathematics:
260
261
In the following table and graph, it has been presented how many students think that
solving math problems through the use of technology requires a lot of time:
262
263
264
265
266
Below are some of the students’ responses on why should ICT be used in the subject
of mathematics:
- Because we need to apply new methods to learn mathematics
- Because it is easier, faster, and we understand the problems better
- Because there should be various ways to learn mathematics, because everything that
surrounds us deals is mathematics
- Because it is easier and more attractive
- Because it is an attractive and modern method
- ICT is needed to check if we have solved the problem correctly and to solve harder
problems or problems that are difficult to understand
- Yes, because GeoGebra is easy to use and helps us master the subject
- It is easier, and it helps us in identifying concepts in English as well.
From the questionnaires of 4 teachers of mathematics in the non-public school
‘MileniumiiTrete’ it has been apprehended that this school pays enough importance to the
teaching of mathematics through the use of ICT. Additionally, teachers have started to
participate in various trainings that help them incorporate ICT in their teaching.
Similar to students, the teachers also believe that solving math problems through the
use of ICT is much more attractive and easier for the teacher and the student as well.
The differences can be noted in the programs that teachers use to solve various
math problems. In comparison to the majority of students who have responded that they
only use the GeoGebra program and a part of them who have said that they use other
programs such as: EXCEL, MathWorld, Mathisfun and Algebra), teachers use numerous
programs and web pages, such as GeoGebra, Kuta Software, MathDrills, Khan Academy,
MathPad, etc., to make the subject of mathematics more attractive and interesting to the
students. Aiming to make the subject of mathematics more enjoyable for the students,
teachers use alternative methods that aid in achieving a successful learning and teaching.
Below are some of the responses that teachers of this school have given to the
question: ‘According to you, how important is it to use ICT, in class, to solve math
problems? How do you reason this?’
- The use of ICT is a necessity of the time, as a result solving math problems through
the use of technology should be practice whenever it is technically possible
- By using ICT, students become more interested in learning, enjoy the subject and
above all understand it better.
- Bearing in mind that ICT is developing at a quick pace and that it is an imperative of
this time to use it as much as possible within regular lessons as well. Due to the fact we use
it to a certain degree, combining it with other teaching methods it serves as an energizer
for the lessons.In our classes, we have students who in particular cases understand better
when we use technology.
Based on the teachers’ responses it can also be concluded that the use of ICT in the
subject of mathematics arouses students’ interest in learning the subject. In addition, it
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contributes to making the lessons more attractive and more acceptable for the students.
4.2 External evaluation results
By analyzing the questionnaires carried out with six and seven grade students of the
non-public school ‘MileniumiiTrete’, it has become evident how these students link ICT
with the subject of mathematics. However, what is more important, is how ICT impacts
their learning. Has their success improved or worsened by the application of ICT in the
subject of mathematics?
For this reason, this research includes the results of external evaluation in the subject
of mathematics, which are organized within the school Every semester students of this
school take tests in several school subjects. According to the teachers of this school,
the students take these tests two or three weeks before the end of a semester aiming to
understand how much have the students mastered the subject.
The following graph presents the results of the tests in the subject of mathematics
for grades 6 and 7:
During the first sememsterICT wasn’t used in the subject of mathematics, whereas
during the second semester the teachers working in this school have applied ICT to solve
math problems in the subject of mathematics. From the graph it can be noted that the
tests’ results have risen in the second semester. According to the teachers of this school
the reason why there has been a raise in the results is as a product of the use of ICT.
The data for the results of grade 6 and 7 have been presented in the following table
(The results have been presented using the average grade):
Grade
6-1
6-2
7-1
7-2
1st Semester
4.3
3.65
3.47
4.28
2nd Semester
4.84
4.36
4.12
4.35
Table 11. The results of the external evaluation
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5.DISCUSSION
The impact of ICT on the learning results in the subject of mathematics and the
students’ attitudes in relation to this have been the aims of this research. The analysis
of questionnaires and the results of external evaluation show that teachers and students
embrace the use of ICT in the subject of mathematics. More importantly, the results
attained by the students have increased since when the use of technology has started to be
used in the lesson of mathematics.
5.1 Conclusion
This research aims to highlight the importance of the usage of ICT in the subject
of mathematics.
Students’ questionnaires and the analysis of data from the external evaluation played
a significant role in achieving the aim of this research.
The study suggests that teachers should commence incorporating ICT in the subject
of mathematics, regardless of the level they are working with. Teachers should step outside
the framework of the book; choose alternative books and materials, one of them being the
use of softwares, calculator and computer to solve math problems. Parallel to the teachers’
work, the parents should also continually work with their children to achieve an inevitable
success. Through cooperation success will not lack.
Hopefully, this research will have an impact in all teachers, students and parents
who are interested in bringing a more distinct atmosphere while working with students,
respectively their children.
Let this research be a fine initiative to examine the incorporation of ICT in the
subject of mathematics since it plays a decisive role and impacts the efficiency and quality
of the lesson in the subject of mathematics.
5.2 Recommendations
Following are some suggestions that result from this study:
• Teachers should use ICT to solve math problems every time when it is possible
• They should use GeoGebra and other softwares that aid in the advancement of
quality in teaching and learning
• Students should be encouraged to use technology as much a possible (at home
or school) to acquire mathematics units
• Teachers should continuously research curriculums, articles, books, new studies
of various countries that deal with the subject of mathematics.
In conclusion, the research suggests the incorporation of ICT in the lessons of
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mathematics since this usage gives students a chance to practice what they have learned
and the acquisition of new concepts is much easier and attractive.
References
•
Abboud-Blanchard, M. (2005). Uses of ICT by pre-service teachers. In F. Olivero & R. Sutherland
(Eds.), Proceedings of the 7th International Conference of Technology in Mathematics
Teaching.
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Clark-Wilson, A. Oldknow, A and Sutherland, R. (2011). Digital Technologies and mathematics
education. Joint Mathematical Council of the United Kingdom
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Ellington, A. J. (2003). A meta-analysis of the effects of calculators on students’ achievement and
attitude levels in pre-college mathematics classes. Journal for Research in Mathematics Education. 34(5),
433-463.
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Grupautorësh (1995). Strategjitë e tëmësuarit. Tiranë
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Healy, L. and Hoyles, C., (2001), Software Tools for Geometrical Problem Solving: Potentials and
Pitfalls. International Journal of Computers for Mathematical Learning
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Hepp, K. P., Hinostroza, S. E., Laval, M. E., Rehbein, L. F. (2004). Technology in schools:
Education, ICT and the knowledge society. Paris: OECD. Retrieved on 1 December 2011
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Johnson, R. B., &Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm
whose time has come. Educational Researcher.
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Kaput, J. (2007). Technology becoming infrastructural in mathematics education. Models & Modeling
as Foundations for the Future in Mathematics Education. Mahwah, NJ: Lawrence Erlbaum.
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Kaput, J.J. 1992. Technology and mathematics education. In Handbook of research on mathematics
teaching and learning, ed Grouws, 515-556. New York, Macmillan.
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Kennedy, L. Tipps,S and Johnson, A (2008). Guiding Children’s Learning of Mathematics
(11th ed.). Belmont USA: Thomson.
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Laborde, C. (2001). Inlegralion of technology in the design of geometry tasks with Cabri-geometry,
tntcrnational Journal of Computers for Mathematical Learning.
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Laborde, C. (2007). The Role and Uses of Technologies in Mathematics Classrooms: Between
Challenge and Modus Vivendi
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Lagrange, J.B., Artigue. M., Laborde C, &Trouche. L. (2003). Technology and math education:
A multidimensional overview of reeent research and innovation.
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MASHT (2005), Plani dhe Programi Mësimor, për klasën e gjashtë dhe shtatë. Retrieved 5
September 2011 from www.masht-gov.net
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Matthews, B. and Ross, L. (2010). Metodat e hulumtimit – Udhëzues praktik për shkencat sociale
dhe humane, CDE
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Means, B. & Haertel, G. D. (Eds.) (2004). Using technology evaluation to enhance student learning.
New York: Teachers College Press.
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Mergendoller, J. (1994). The Utah Educational Technology Initiative. ERIC Clearinghouse
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Moor, J. &Zazkis, R. (2000). Learning mathematics in a virtual classroom: Reflection on experiment.
Journal of Computers in Mathematics and Science Teaching, 19 (2), 89-113.
•
Moor, J. &Zazkis, R. (2000). Learning mathematics in a virtual classroom: Reflection on experiment.
Journal of Computers in Mathematics and Science Teaching, 19 (2), 89-113.
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Musai, B. (2005). Mësimdhënia dhe të nxënët ndërveprues. Tiranë: CDE
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Musai, B. (2003). Metodologjia e Mësimdhënies.Tiranë: ALBGRAF
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Oxford - Advanced Learners Dictionary (2011). - New 8th edition; Oxford
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Tooke, D. J. (2001). Using ICT in mathematics education. (ed: D. James Tooke and Norma
Enderson) Mathematics, the Computer, and the Impact on Mathematics Education, The Haworth
Press, Inc.
•
Vula, E & Mula, M (2004). Strategji të reja të mësimdhënies dhe të nxënit në lëndën e matematikës.
Tempus
271
Discutable issues and matters in language and literature teaching in preuniversity education
Jolanda Bibaj, M.Sc.
Tirana University,
Department of linguistics,
Phd candidate in syntax
Abstract
In this paper I tried to show some of the discutable issues and matters that presents
the teaching of language and literature in pre-university education. Students work with
textual linguistics, so literary and non-literary text types such as: descriptive text, informative
text, argumentative text, essayistic text, guide text, poetic text, narrative text, dramatic text,
etc., which, in fact, are necessary to get to know correctly native language and literature, to
understand that language and literature are essential in communication and are necessary
for the formation of the personal and cultural identity of the individual too.
Despite the requirements of the users of language and literature educational
programs in the high school education for instilling linguistic knowledge in texts that are
given to the students, these texts reveal problems. Both language and literature are not as
extended as they should be.
Key terms: text, teaching, language, grammar
Introduction
“Education remains the only way of progress of a nation!” This is a well-known
phrase and already proved. The desire to move forward requires not only educational
knowledge, but above all it requires motivation, desire and interaction. Educational
reforms, rather than theoretically, should be applied practically, by analyzing what is not
progressing as it should and what should be improved, how high standards are reached
and how hard we should work to achieve them. How much closer to Europe we are and
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how far we are from feeling Europeans equal to any other individual of the old continent.
How are our students compared to their peers in Europe, how do they study and how
successful they will be in the future. How much teachers work and how much current
they are with the new directions for a modern education. The duty of a teacher is to draw
students in such activities to awaken in them the desire to learn, therefore motivate them
as much as they can.
Researchers and psychologists divide motives into congenital and acquired. In this
case the duty of teachers generates the ability to motivate students for the subject that he/
she teaches. This motivation depends on a number of factors such as: emotional burden
of students, his personal interests, the style of one teacher’s teaching, the learning climate
in the classroom, the students attitude towards the subject itself (often students label some
subjects as difficult ones, such as mathematics, and based on this idea put pressure on their
psyche by making it in this way more difficult than it is in reality.)
In the tenth grade and also in grades that follow, students work with textual
linguistics, so literary and non-literary text types such as: descriptive text, informative text,
argumentative text, essayistic text, guide text, poetic text, narrative text, dramatic text,
etc., which, in fact, are necessary to get to know correctly native or foreign language and
literature, to understand that language and literature are essential in communication and
are necessary for the formation of the personal and cultural identity of the individual too.
However, if students know to a certain extent the textual typology, we cannot claim the
same for the Albanian grammar. There are also extreme cases when in an example taken
from the text, the student is asked to tell which the adjective is, and having difficulty in
identifying it, he answers by saying his own surname!
The essential knowledge of grammar and its components ends in the end of the
ninth grade with last exams. On the other hand the “abandonment” of the language and
its substitution with textual linguistics, leaves blank gaps in the grammatical formation of
the students. More specifically, in the elementary and high school education teachers work
with texts “half- literature and half-language”, making in this way a kind of literature with
examples of language, or a mixed type of language with literature. The division that is
made is adapted to the age and stage of development of the students.
The authors of various texts (luckily, we have Alter text as one of the “reforms”
that “brought” forward the Albanian education!), respect the requirements of the MAS
program’s guide, by bringing literature texts and authors which are taught in the following
grades, respectively the 10th-11th-12th one, by bringing texts to deepen their knowledge
and also extend the degree of difficulty of learning.
But despite these advantages, texts have also disadvantages, among which the main
one does not know enough the Albanian grammar. We have also cases with scientific
errors, such as the quote of Fishta, a supporter of the golden median of the standard
language etc, without leaving apart also the flagrant case of “magic chalk”.
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The subjects curricula’s define a partition of 70% new knowledge and 30% elaboration
of previously acquired knowledge which will be used to integrate prior knowledge with
those that follow, various essays, tests, repetitions, laboratories, exercises classes, curricular
activities in the service of the subject (projects / modules). They orient the users and
compilers of the texts that knowledge is provided with collections from year to year, by
respecting the principle of gender and time.
Also the texts, as the primary means (not the only ones) for the conduction of the
knowledge, are compiled by selecting pieces that are consistent with age, demands of the
MAS program, the Bloom’s taxonomy, where in the tenth grade it is left more space to
knowledge and understanding, in the eleventh grade to the analysis and interpretation,
and in the twelfth one it is left more space to the synthesis of generalization, without
neglecting the absorption capacities of the students themselves. Among the ways used
for the evaluation of the students, besides the usual test, they are also evaluated by
subjective articles (essays). This evaluation form has the advantage that the student is
free to express himself/herself and it is easier for teacher to understand the level of the
knowledge acquired. These articles also require a high level of thinking and give students
opportunities to demonstrate their understanding in an uttermost way than in other types
of tests. In the new education reform, among different modes of assessment and, a more
realistic one, is the evaluation with the student’s file. In this file, the teacher “collects”
the entire student’s works, and judges his achievements progressively, by orienting him
towards quality. The teacher cooperates, advises and defines the work that the student
will make in stages, in order to notice how the preparation of the student is changing
continuously. This is also known as the file of progress, because it documents in the best
way the student’s progresses and achievements during the educational process. Part of this
file may also be different essays.
During the three years of education, students are trained to write different types
of essays: descriptive, informative, explanatory, argumentative, comparison-contrast,
classification essays, determinative, etc., up to the cultural essays as a combination of all
kinds of texts within a single essay.
However the expectations of their realization cannot be the same as for a tenth grade
student compared to a twelfth grade one. The performance of the latter one should be
higher, given the principle of regaining knowledge and deepening and expanding it from
year to year.
In June 2014 it was decide that it was mandatory for students to have a test for the
foreign language. We pretend that we know well foreign languages (mainly the English
language which is taught in most schools in Albania), but as Socrates says: “We do not
know ourselves, because we do not know our language well.” In the same year, in 2014,
one of the questions in the literature exam in the State Exams was to find an example of
a condition and a consequence in the text that was given to analyze.
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The results of this test showed that only a small part of the high school graduates
gave a correct answer to this question. This leads to the next and more evident one: the
separation of the language and literature is a necessity.
Despite the requirements of the users of language and literature educational
programs in the high school education for instilling linguistic knowledge in texts that
are given to the students, again these texts reveal problems. Both language and literature
are not as extended as they should be. Literature appears truncated both in authors and
periods. Even language knowledge are not as they should, which is reflected in violation
of grammatical rule, in the misrecognition of the syntactic structure, especially during the
preparations of the essays as one of the main means for the evaluation of a student. Also
to lexicology and semantics, with their derivatives, it is not left enough space to discover
and enrich the properly the amount of vocabulary.
Often the student claims to know the meaning of a word, but when it comes to
concrete analysis of the word, the reality appears otherwise. Phonetics and morphology
also have specific problems. Indeed, the lack of knowledge of Albanian language grammar
is reflected in university education and this is a fact confirmed by specialists in the field
such as Gj. Shkurtaj, Sh. Rokaj E. Likaj etc. who want to introduce the subject of Language
in all Albanian faculties and universities, but it is refused by our students.
The development of today’s society is leading to a more rapid and uninterrupted
technological progress. This appears especially in verbal communications between high
school students where their lexicon is filled with expressions related to Facebook or
other computer technologies. Prof. Fuga stated that this is an illiterate youth, not in the
stigmatizing sense but in the sense that they get information not only from books, but also
from other audiovisual tools.
The assertion of Prof. Fuga is very true because young people today prefer to see
“Troy” as two hours movie, than to read the Homer’s “Iliad”, claiming that reading takes
a lot of time. This process is otherwise known as Cybernation.
Indeed cybernation is overshadowing the role of teachers, so the challenge that
awaits teachers in elementary and high schools is not only to teach them, but also to create
an atmosphere for them to learn. We often forget that the student does not come to school
just to learn the inventions that others have done, but also to “invent” something himself/
herself. Basically this is the purpose of education.
In different situations, the game is seen as one of the most effective teaching methods,
not just in pre-school cycle, but also in the higher cycles, because this motivates them a
lot more than the usual moralizing. Moreover, when this knowledge is related to activities
outside the classroom, students are more motivated because they see it as an activity that
they need for certain purposes.
This can be seen in complex as a necessity dictated by the labor market. What initially
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starts as a “game” naturally in the end turns as a goal, because preparation for the labor
market is a real goal, under the pressure of a consumer society in constant change.
Tirana as the metropolis is the city where different cultures crash, mainly peripheral
ones. The demographic movement of people from other areas cities of Albania towards
the capital for a more comfortable life and employment opportunities has influenced in
this crash. As a result, this has brought the big number of students in the schools in
Tirana, causing often their overpopulation. But the big number of students is not the
only problem of our schools. Among the problems that occur there is also the teaching
in double shifts, with a large number of students in the classrooms. This problem brings
another one. How real is the teaching and evaluation of students in these overcrowded
classes? However, despite the teacher’s work in terms of quality and objectivity in teaching,
there are also other difficulties. The educational level of students coming from other cities
lacks a lot, not because of the quality of the teaching staff, but because of the other
conditions such as the distance from the school or weather conditions (in mountainous
areas, etc.). However, as the writer Robert Louis Stevenson says: “In life, it’s not important
to have good cards, but be able to play good a bad hand of cards!” The challenge of the
teacher in this case has to do with how to achieve a successful teaching even with his “bad
hand”, how to have high-achieving students regardless of their level, how to make them
responsible for the growth of moral attention, how to help them grow as individuals and
understand their responsibilities and those of others.
In the mandatory state exam of literature, intellectual skill levels are calculated as
follows: 40% base level, 40% average level and 20% higher level. This means that graduates
will have to work hard for the acquisition of skills and techniques such as discovery,
disclosure, implementation, analysis, synthesis and evaluation. All these demands belong
to recognition levels according to Bloom’s taxonomy during the 3-year-study. Students
have to demonstrate these skills in narrative texts, poetry, drama, etc. I. E that they must be
able to demonstrate their achievements in all kinds of texts. But except textual knowledge,
students will be tested for expressive-language knowledge in grammar areas, such as:
lexicology (words and their contextual and emotional meaning); morphosyntactics (classes
of words and types of sentences); Stylistics (mainly on expressive tools poetic syntax,
expressive phonetic, which leads to the necessity of dividing the language from literature,
which was mentioned above.)
As far as the linguistic knowledge to be studied and followed by students, teachers
of language and literature work a lot to imbibe the grammatical norm and its components,
from small works that might be a paragraph up to proper analytical essays, reports and
reviews. However, in this regard there are also problems. I would mention these as the
most important:
1. Instilling an accurate spelling rate, in a contingent of students where most of
them come from poor families layer with a low educational level, language teachers work
become more complicated, because a student speaks “like home” without respecting the
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correct pronunciation of consonants such as grammatical d to confuse with t, or with xh
k, q with f and other problems regarding phonological awareness and phonetic structure
of language.
2. Another problem observed is related to the way of reading fluently (speed, accuracy,
expressive and meaning), expressive reading in accordance with the purpose of the text,
actually results in minimal levels, however the teachers are working in this direction (not
talk about good!!! students, however as much clever students are, they still need a teacher.
Even world champion needs coach ...).
Language takes place in a social and cultural context. The researcher E. Karamitri
claims that the development of children’s intellect is not only in school but also in the
social environment, that to become proficient enough to be not only smart but also
knowledgeable, so the role of teachers and schools become dominant. B. Bloom, half
a century ago stated that the beginning of each semester / course the new school, the
teacher hopes that a third of his students will understand what he has to explain. True
teachers, try to ensure that their students understand more clearly what was explained by
making it more current and attractive learning. But on the other hand we must not forget
that the teacher is not only close to this relationship. Although there are teachers really
motivated to work professionally, should not be overlooked difficulties arising in classes,
1 The noncommitment of students,
2. Their indifference student-teacher interaction, but also student-student,
3. as much as their education level.
The main purpose of school is to prepare students to be successful in the future,
taking them from one stage of knowledge to bring them to a stage further and equipped
with knowledge, where the teacher facilitates the transfer of these stages on the best way
possible. The researcher Irida Hoti asserts that there are four ways of acquiring knowledge:
explanation-learning through understanding, illustration-learning through listening,
exploring, learning through reflection and learning through the use-usefulness. All these
ways aimed at instilling grammatical concept. However the concept of teaching is not
only the mechanical reproduction of knowledge. The teacher does not only reproductive
mechanics but especially students who think critically, to doubt about what was served,
to raise hypothesis and experiment on their authenticity. Modern concept of teaching
departs from the experience of students by encouraging practical activities and thus
further deepens and broadens them. This is the difference between traditional teaching
center and the contemporary teaching with the student in center of teaching. The student
is not seen as the object of learning, but passes the subject and associate teacher realizing
a mutual teaching.
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Conclusions
In this paper we tried to show some of the discutable issues and matters that presents
the teaching of language and literature in pre-university education, the stages where
teaching is found today and the direction it needs to take the new educational reform,
in terms of language and literature on the necessity of sharing them and introduce the
language not only in schools, but still, in the faculties of universities in Albania. While not
claiming that this errand running out all the problems presented, we remain hopeful that
the relevant authorities will properly orient the Albanian education to the most urgent
needs that appeared teaching of language and literature, but also schools in general.
References
•
Dibra, G., Dizdari, I. (2004), Metodologji e mësimdhënies, Shkodër, botuar nga Shtëpia
botuese Camaj-Pipa
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Fuga, A. (2008), Brirët e dhisë, Tiranë, botimet Ora
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Hoti, I. (2012), Prurje gjuhësore përmes kurrikulës së gjuhës shqipe, Tiranë.
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Karamitri, E., (1999), Didaktikë e letërsisë, Shkodër, botimet Pen-Club Orana
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Karamitri, E., Petriti, K., Murthi, L., Pepa, V. (2001), Letërsi në shkollë, Tiranë, Projekti për
zhvillimin e Arsimit në Shqipëri
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Lami, A., Byzyka, A. (2014), Eseja dhe shkrimi funksional, Matura shtetërore dhe kompetenca e
shkrimit të esesë, botuar nga Qendra Kombëtare e Integrimit të Arsimit.
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Memushaj, R. (2010), Fonetika e shqipes standarde, botim i dytë i përmirësuar, botimet Toena
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Musai, B.,(2004), Si të shkruajmë ese, Tiranë, botuar nga Qendra për Arsim Demokratik
(CDE)
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Musai, B. (2003), Metodologji e mësimdhënies, Tiranë, botimet Pegi
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Nishku, M., (2004), Si të shkruajmë, procesi dhe shkrimet funksionale, Tiranë, botuar nga
Qendra për Arsim Demokratik (CDE)
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Rrokaj, Sh., (2010), Filozofi e gjuhës, Tiranë, Arbëria 2010
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Shkurtaj, Gj. (2006), Kundrime gjuhësore, Tiranë, botuar në shtëpinë botuese Pegi
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Self-assessment’s students develops metacognition and
influenced in learning results
PhD Jonida GRADA ,
Teacher, Elbasan
jonida.elbasan@gmail.com
Abstract
This paper aims to provide a analysis of the concept of self-esteem including
examination forms and pupil’s self-assessment mode and identification of factors that
influence the development of metacognition and consequently the improvement of
learning outcomes. For the objectives achievements, the methodology used is based a
quantitative methods and as a measuring instrument is used questionnaire for the purpose
of hypothesis testing: self-assessment forms and ways adapted by teachers, influence the
performance of students and lifelong learning. The questionnaires distributed to 150
teachers in 8 schools (high cycle) in Elbasan city.
Other methods; survey as a means of qualitative research advanced methods of
study of relevant literature by studying previous dissertations in this direction and items
of local and foreign authors. Work comes as a result of the need for a detailed diagnosis
which pupils have in learning as a permanent necessity of promoting learning simple and
clear. Nowdays is interesting the fact that self-assessment is seen as a problem of learning,
self-directed and can serve to be better known with the role of self- assessment and the
importance which has the prepared curriculum for the young teachers.
Key terms: Self-assessment self-responsibility quality of self-control, self-esteem
techniques lifelong learning
1. Introduction
The societies today are engaged in a transformation process that includes all the
aspects of life. Such a change has a visible effect in school, as an institution of knowledge
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and education. Students today have more sources of information compared this to ten years
ago, due to contemporary technology. As a result, it’s important to review the traditional
predefined functions in school and the professionals who work in it, the teachers. The
importance of today societies is connected directly to the citizen’s level of education and
their capacity over initiatives and innovations. Today’s society asks from its professionals
a continuous training and teaching activity as well as knowledge and attitude adaptations.
Changes that have happened in Education have affected all its elements. Besides the
changes in curriculum, techniques and methods of teaching, important elements that
influence the quality of teaching process in all its levels are evaluation and self-evaluation.
Submitted as a request, a closer look in the way as how these elements are applied in our
education environment is needed. In education, our goal is to teach students to identify
and evaluate the interest, skills, values and other characteristics. Self-evaluation is part of
their managing career skills.
2. Literature review
According to some studies, the process of self-evaluation is the evaluation done by
the students who are able to see and analyze their progress as well as relevant problems.
When the term self-evaluation is mentioned, teachers based on their experiences express
feeling, ideas and different attitudes, very often contradictory to the goal of self-evaluation,
expectations and the impacts of this phenomenon. The interest on self-evaluation is
developed from a general interest in the field of autonomous learning or the student’s
independence (Blue, 1994). During the last ten years it is noticed a growing interest on
self-evaluation about the methodology of teaching. In several countries great efforts are
put towards this work and a lot of reports are published about theoretical and practical
complications that are observed during the use of self-evaluation techniques (Oscarsson,
1997). The aim of self-evaluation is student’s knowledge, skills and attitudes. Their
evaluation is one of the fundamental processes that stay at the base of learning. Selfevaluation is a critical element that affect on teacher’s judgment and leads the student’s
learning. Evaluation in the other hand is the judgment given by the students to each other
and self-evaluation in the judgment that each student gives for his/her skills. Seen from
this point of view, evaluation uses as its own sources not only the teacher but the student
as well. Here we have to highlight that Brown, Bull and Pendlebury (2003), consider
evaluation from other and self-evaluation not as a method but as a evaluation sources, which
can be used with different evaluation methods and instruments. Students do the selfevaluation with special tools like; questionnaires check lists and similar techniques. This
thing influences in the development of metacognitive, that according to Fleivel (1985,
as citied in Musai, 1999), includes two fields; metacognitive knowledge and metacognitive
experiences, that according to him, appear when careful monitoring of cognitive efforts,
is asked. Making students aware (Musai, 1999, p. 142), that they can “think over their
thinking”, the teachers will help them to improve their cognitive behavior as a result of
better fulfillment of the class activities. For this reason, self-evaluation in related to specific
280
goals in the teaching process. It serves students primarily to;
 Recognize its own level of knowledge.
 Recognize and identify the level which they desire to achieve.
 Find which are their weakness, obstacles and mistakes to identify them in the future.
 Balance the level between knowledge and skills achieved during the academic year.
 Contribute in raising the teaching quality at school.
• Self-evaluation is the reflection about the results; it serves to use the results to improve
student’s learning.
2.1 The non benefits of self-evaluation
According to Regine Berger (2009), self-evaluation helps us;
 To identify the position of the beginning
 To accompany processes
 To highlight the changes
 To make decisions
At the same time it is very important that the process of self-evaluation is not only
about discovering the shortages and the weak sides and about the positive changes in these
shortages, but to emphasis the positive sides and the strong point. It is widely known and
accepted that students can’t have the right experience needed, to make such judgments.
Apart from the critics, a lot of reasons exist to why self-evaluation should be encouraged
in learning. A well known scholar in the field of self-evaluation Mats Oscarsson (1998),
offers five different reasons to why self-evaluation could be profitable in learning. Firstly,
he emphasizes that self-evaluation promotes learning, simple and clear. It gives students
experience in evaluation, which is profitable in the learning process. Secondly, it gives both
teacher and students a higher level of responsibility over the ability levels. Self-evaluation
training even in the simplest forms, as in the question; “What have I learned?” encourages
students to view the content of the subject in a more critical way. Thirdly, it’s highly
motivating when it comes to setting the goals. Fourthly, through the use of self-evaluation
methodology in class we have a widening and spreading of the evaluation techniques.
Due to the use of self-evaluation, students expand his/her specter of experiences in the
evaluation field. Fifthly, practicing self-evaluation students take part in the evaluation of
themselves. They, in fact, divide the weight of evaluation with their teachers.
2.2 How is self-evaluation realized?
Self-evaluation in the learning is a continuous and everyday process. It is realized in
different ways;
 Through the requests made in class.
 Through home-work.
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 Through participation in class during material review.
 Through the activation of group work.
 Through mini-tests and acquisition of learning unit.
 Quizzes. Accompanied with students grading each other.
According to the authors, the teacher should systematically give every student the
opportunity to self-evaluate his/her writing works. Gradable evaluation is irreplaceable,
especially to encourage students. The realization of the lesson in this way, where students
discus with each-other about their goals and the actively involvement in defining the results,
it requires more time. This time, in an effective way is used to ensure greater interaction
and communication between the teachers and the students, easier discovery, correction of
mistakes, eventual conclusions and greater knowledge about their level of achieved results
etc.This gives the students clear ideas about their progress and motivates them for higher
successes (Burkard, 2000; Gerhard, 2000).
Self-evaluation emphasizes student’s responsibilities about their scientific preparation
and for the development of the right relationship with others in class, school and outside
(Kempfert, G, 1999; Rolff, H.G. 1999). Self-evaluation from students in every activity they
do, strengthen their responsibilities creating a better image. This process starts at a early
age in family, then is strengthen at school and continuous during the whole life. School
and family care is very important about the widening the cultural level of the children,
because a well educated person is a more responsible one. This is the foundation of
self-responsibility. The teachers who value student’s thoughts, create for them a friendly
environment, educate them how to be sincere or as some authors say; when is worked
like this, at this age they will understand the responsibilities they have towards themselves
and others regarding their actions. Scholars emphasize that the quality of self-control and
self-evaluation that students make for their activities is related to the level of education
they achieve in family, school and society and from the responsibility formation scale,
to highly implement them. Serious self-evaluation crowns responsibility. That is for the
student’s a warning Ex, “if you don’t learn first the theory, you can’t solve the problems”.
“ if you don’t learn at home, you are not able to speak the next day in class”. Always the
negative consequences are as a result of actions which are not well thought. As it is well
know, students are in front of a variety consequence. Teacher and parents should be extra
careful, when trying to make them capable of evaluating their actions with the proper
responsibility.
In conclusion, we could say that self-evaluation helps students to crown their
responsibilities for the work they do. Self-evaluation without self-responsibility turns into
a passive information with a low impact in their psychology.
2.3 Students Self-evaluation and achievements
Student’s self-evaluation passes through all the learning process. It shows two sides
282
of teaching; student’s needs and skills. It totally supports the program objectives of the
subject, so the teacher evaluates the students about the achieving objectives, described in
the program. Self-evaluation is a critical element that affects the teacher’s decision making
and orientates student’s learning. Its main goal is not the grade and it doesn’t end with that.
Self-evaluation is used;
-
To gain necessary and very important information about the student’s progress, their
motivation towards learning and to define real possibilities from student’s further
learning.
-
To evaluate the priorities, weakness in student’s achievement and to discover the
causes of this situation.
-
To gain date about student’s final achievement during learning.
Self-evaluation requires;
-
Clear learning objectives
-
Student’s motivation
-
Understanding of student’s experiences and skills
-
Clear requests to students (IKT, 2009).
3. Research Methodology
The aim of this research is to investigate self-evaluating ways to students and their
impact in their learning results. The research is realized based on qualitative and quantitative
methods. Different scholars like; Salomon, Creswell, Jakobs (1999), give arguments that
qualitative and quantitative approaches can be considered as complimenting each other
and should be used simultaneously while suggesting to the researchers to combine these
two researching methods in one single study.
The first phase consists in gathering and analyzing the existing literature related to
the aim and the objectives of the research, theoretical base, books, manuals, magazines and
online libraries. In this phase was identified the appropriate methodology for this study.
The second phase observation as a research tool for gathering quality data. Teaching
classes were observed in primary and high school and the main focus was teacher’s teaching
process and student’s learning, to clearly identify the existing evaluation and self-evaluation
practices. The observations are conducted through note taking, to register teacher’s and
student’s evaluation behavior, in class.
The third phase was the questionnaire, which is an instrument used to gather structured
283
information from people (Coolican, H, 1990). The purpose of drafting the questionnaire
for the teachers was to receive detailed information about the knowledge that teachers
have for the process of self-evaluation and its application in teaching and learning. The
questionnaire contains closed and open questions. The questionnaire was addressed to
150 teachers, the main participants of the research, spread in eight schools in Elbasan.
To realize this I followed this procedure; firstly, was formulated the questionnaire format
according to the topic of the study. Secondly, was determined the field where it would be
applied and it was organized the handing of the questionnaires. I should say that some of
the participants responded via e-mail. Thirdly, after collecting all the questionnaires, the
statistic data was compiled expressed in percentages through a computer program SPSS
and they were analyzed as follow.
Question 1. Which of the alternatives do you assess more? Self
assessment………..
N
Valid
150
Valid
0
Missing
Frequency
Percent
Valid
Percent
Cumulative
Percent
Enhances the collaboration
of tacher-student and
student-student
15
10.0
10.0
10.0
Enhances the research and
independent work.
6
4.0
4.0
14.0
Develops the self
confidence of the students
78
52.0
52.0
66.0
Makes the students able to
understand the elements of
a successful work.
36
24.0
24.0
90.0
Students are able to identify
their strong sides and points
to that still need work
15
10.0
10.0
100.0
Total
150
100.0
100.0
284
Question 2. Do you think that self assessment requires from the pupils on the
basis of the expected results , to analyze and to comment their abilities and theirs of
their friends , and also to identify the shapes of progress?
N
Valid
150
Valid
0
Missing
Frequency
Percent
Valid Percent
Cumulative
Percent
yes
64
42.7
42.7
42.7
no
49
32.7
32.7
75.3
somewhat
37
24.7
24.7
100.0
Total
150
100.0
100.0
285
Question 3 . How do you paraphrase the self assessment of students?
N
Valid
150
Valid
0
Missing
Frequency
Percent
Valid
Percent
Cumulative
Percent
Self_assessment
and ego to go
forward
68
45.3
45.3
45.3
Positive and
negative
evaluation of
the self
51
34.0
34.0
79.3
The
measurement
of the taken
knowledge of
the students..
21
14.0
14.0
93.3
Important
element on the
educative lesson
process..
10
6.7
6.7
100.0
Total
150
100.0
100.0
286
Question 4. Do you apply it in the teaching methodology?
N
0
Missing
yes
Valid
150
Valid
Frequency
Percent
Valid Percent
Cumulative
Percent
33
22.0
22.0
22.0
100.0
no
117
78.0
78.0
Total
150
100.0
100.0
287
Valid
Frequency
Percent
Valid Percent
Cumulative
Percent
No answer
1
.7
.7
.7
Discussion and
group work
69
46.0
46.0
46.7
Biased,
convergent
and divergent
question.
35
23.3
23.3
70.0
The assessment
student-student
24
16.0
16.0
86.0
Through
motivated
assessment
21
14.0
14.0
100.0
Total
150
100.0
100.0
Question 5. What methods and techniques do you use to increase the self assessment in
the lesson process.
N
Valid
150
Valid
0
Missing
Frequency
Percent
Valid Percent
Cumulative
Percent
yes
26
17.3
17.3
17.3
I don’t
think so
106
70.7
70.7
88.0
100.0
somewhat
18
12.0
12.0
Total
150
100.0
100.0
288
Question 6. Do you think that the marks are a pressure tools towards students?
N
150
Valid
0
Missing
Question 7. Suggest another way of assessment despite the mark
N
150
Valid
0
Missing
289
Valid
Frequency
Percent
Valid
Percent
Cumulative
Percent
Signs like : +
,-,V
15
10.0
10.0
10.0
Letters like
a,b,c,
10
6.7
6.7
16.7
Motivated
expressions.
125
83.3
83.3
100.0
Total
150
100.0
100.0
Question 8. Self assessments enhance and strengthen the self-assessment abilities of the
students. Which are the ways that you use to realize this?
N
150
Valid
0
Missing
290
Valid
Frequency
Percent
Valid
Percent
Cumulative
Percent
Through the
questions in the
effectiveness of
lesson objective.
60
40.0
40.0
40.0
Through some
teaching techniques
64
42.7
42.7
82.7
Through the
digitalization of
teaching
12
8.0
8.0
90.7
Through the games
in function of
teaching
14
9.3
9.3
100.0
Total
150
100.0
100.0
Question 9. Are the students in your institution included in the process of
decision-taking?
N
150
Valid
0
Missing
Frequency
Percent
Valid Percent
291
Cumulative
Percent
Valid
yes
117
78.0
78.0
78.0
no
33
22.0
22.0
100.0
Total
150
100.0
100.0
Question 10 . Do you make assessment reports for students and how many times
are they used during the scholar year?
Results
Based on the above date its seen that teachers have not the right level of knowledge
about the process of self-evaluation and self-evaluation techniques. They keep in mind the
students that are open-minded and enthusiast, to the new ideas, that have the desire to get
involved, that request information to continue their work….., but this is not enough. A
lot of teachers see the self-evaluating activities as added activities. Self-evaluation requires
added time, but this is a well spend time. As the learning strategies could be learned,
teachers can help students to evaluate their values, making them focus on what they do
when they learn. Students are able to evaluate themselves regarding certain objectives.
Self-evaluation stimulates and strengthens the self-evaluative skills, so students analyze,
comment their and their friend’s abilities, as well as identifying the ways of improvement.
To realize these efficient methods and techniques are needed. Important is that every
292
student is included in specific activities and this is in teacher’s hand. The atmosphere of
success creates strong spiritual connections among students. The joy of work unites them
to work forward. As a teacher, when we evaluate, we should measure student’s performance
aiming their achievements in the learning process. At the same time a detailed diagnosis
should be done about the problems that students encounter and what is more important
and fundamental is that we should serve students this analyzes to help them find way to
recover the problems encounter because self-evaluation stimulates and strengthen selfevaluation skills. These can be realized in different ways such as; group and face to face
conversation, review of the previous three month or annual period, critics about weekly
plane, project work or self-evaluation of the orientated learning objective. This requires
knowledge about the progress and the methods of self-evaluation, but also about the
general standards and conditions, that important in this process.
Findings
This study based in European practice, is a guide for all the students evaluation
practice gathering process; in the exploration process of enrichment and usable alternatives
of self-evaluation techniques and the process analyzing of advantages of team work over
the evaluation planning. Its structure transmits the message that the measurement and
evaluation of students progress, is a process. Working with this document you will be
involved in a process that combines planning, measurement, evaluation and reflection
about your actual evaluation techniques. Both self-evaluation and evaluation from others
encourage students to judge in the right and correct way their own work or other student’s
work in class. Students should be provided with an opportunity to measure their own
work, often by giving an evaluation rubric. Even though this evaluation types don’t pay an
important role in the final evaluation, they offer a very strong mean of information for
the students about their performance quality. Some really good students value their work.
They think that everything that they do in based on set standards from teachers or others.
This small problem now days, in the future will cause bigger problems at these students,
who in their future work won’t have faith in their abilities. In the other hand, some bad
students in an unreal way think that everything they do is excellent. Later on in their lives,
these students will come across an unpleasant reality, for example achieving the right but
not satisfying results at school and later on in their life or profession.
Self-evaluation requires a critical analyzes of your personal work. It helps students to
create a clear and correct overview about them. Definitely, the disadvantage of subjectivity
is present and should be taken in consideration any time students get involved in their
personal evaluation or their friends evaluation, in and out the class. It is also accepted
that this study is a tool that will help teachers in their professional development regarding
student’s evaluation and self-evaluation, it has its restrictions. Its important that teachers
to achieve knowledge and skills developed through it and to put them in practice in their
class and school context. As with any other developing ability, time and practice will show
the level of usefulness. Continuous development and expertise improvement are fed from
only a attitude; learning during life.
293
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295
Preliminary Study About Animals Therapy to Improved Social Behavioral in Kindergarten Children
Lindita Selami,
Headmaster of 21 th Kindergarten, Kombinat, Tirana, Albania
- lindaselami@gmail.com
Eneida Sinani,
Headmaster of 38 th Kindergarten, Kombinat, Tirana, Albania
Fejzo Selami
Department of Veterinary Public Health, Faculty of Veterinary Medicine,
Jonida Matohiti
Inspector of Regional Education Directory of Tirana, Albania
Abstract
We studied on the results of interview and monitoring of imported autism children
behavior in Kindergarten 21th Kombinat, Tirana, as well as collecting preliminary data
about improved social behaviors increase in children with autism (ASD) in the presence of
companion animals. Productive and positive interactions between dogs and humans have
been documented in studies using dogs trained as companion animals and as assistants
for people with disabilities. In ours study, the effects of the presence of a dog on social
interactions between six 3-6-year-old children with developmental disabilities and their
teacher at an 21th Kindergarten, Kombinat, Tirane, Albania were analyzed.
There are several roles an animal may play in the life of a person who is ill or living
with a disability, from brightening their day to protecting them from harm. It has also
often been suggested that a variety of animals, from horses to dogs to dolphins, can
provide actual therapy for a person. For example, it has been claimed that they can soothe
the emotionally distressed, relieve physical pain, reduce heart rate and blood pressure, help
with development of motor skills and, in the case of people with ASD, reduce stereotyped
behavior, lessen sensory sensitivity, and increase the desire and ability to connect socially
with others.
We also take a look at research on the use of service dogs by families with a child on
the autism spectrum. The children also showed an overall decrease in negative initiated
behaviors. In addition, observational ratings showed positive generalization of improved
social responsiveness by the children in their classroom following the completion of the
experimental sessions. This study supports the position that children with developmental
disabilities benefit from the use of skilled dogs as teaching assistants and therapeutic
adjuncts. Ours scientific studys are of clinical value as they suggest that the inclusion of
296
animals in therapeutic intervention, known as Animal. In ours conclusion in this study
showed about important role of small animals to be improved emotional and social
behavioral for children with autism, particularly with small breed dogs, into the type of
function the small animals is fulfilling pet, therapy animal, or service animal.
Kew terms: children, autism, small animals, teacher, therapy, veterinary medicine
.
Introductıon
There are several roles an animal may play in the life of a person who is ill or living
with a disability, from brightening their day to protecting them from harm. It has also
often been suggested that a variety of animals, from horses to dogs to dolphins, can
provide actual therapy for a person. For example, it has been claimed that they can soothe
the emotionally distressed, relieve physical pain, reduce heart rate and blood pressure, help
with development of motor skills and, in the case of people with ASD, reduce stereotyped
behavior, lessen sensory sensitivity, and increase the desire and ability to connect socially
with others. What do we know about animals and the impact they can have on the life of a
person with an autism spectrum disorder (ASD)? In this article we discuss current research
on animal-assisted therapies, both generally and as these relate to ASD. We also take a look
at research on the use of service dogs by families with a child on the autism spectrum.
The scientific research on animals and children with autism could be categorized not
only by the type of animal involved but, particularly with dogs, into the type of function
the animal is fulfilling: pet, therapy animal, or service animal. After the arrival, they were
more likely to reassure parents or peers who were sad or hurt. This change occurred with
both boys and girls. It did not matter whether the parents acquired the animal for the child
or for the family, indicating results were not influenced by parents’ expectations on the pet’s
impact. Changes in prosaically behaviors were not correlated with IQ scores, which “might
imply that these changes were not related to the level of cognitive functioning.” Animalassisted therapy (AAT) has been practiced for many years and there is now increasing
interest in demonstrating its efficacy through research. For almost 50 years specially trained
dogs have been used in clinical and family settings to facilitate how children with autism
engage in social interaction and participate in everyday activities. Yet little theoretical
grounding and empirical study of this socioclinical phenomenon has been offered by
social science. This article draws on interdisciplinary scholarship to situate the study of
the therapeutic use of dogs for children and teens with autism. Two case studies of service
and therapy dogs’ mediating social engagement of children with autism in relationships,
interactions, and activities illustrate how dogs support children’s communication, their
experience of emotional connection with others, and their participation in everyday life.
Theorizing this process enriches approaches to sociality in psychological anthropology.
For centuries people have noted that animals can have a positive influence on human
functioning. For example, in the 19th century, Florence Nightingale suggested a bird might
297
be the primary source of pleasure for persons confined to the same room due to medical
problems (McConnell 2002). Today, animals are often introduced to individuals struggling
with a malady, such as taking a dog to a nursing home or hospital. This is known as AnimalAssisted Activities (AAA; Howie 2000). AAT is the deliberate inclusion of an animal in
a treatment plan. Generally, AAT involves a credentialed treatment provider who guides
interactions between a patient and an animal to realize specific goals (Chandler 2005). That
is, the introduction of an animal is designed to accomplish predefined outcomes believed
to be difficult to achieve otherwise or outcomes best addressed through exposure to an
animal. AAT has been employed in a variety of health care settings. For example, AAT
has been used as an adjunct to physical therapy by having a patient walk a dog, pet or
brush a cat, or play fetch with a dog. In this context, the activities are designed to increase
muscle strength and improve control of fine motor skillsWhile most studies on AAT have
been applied, some have investigated basic research questions. Three objectives guided
our study: (a) to assess the average effect of AAT, (b) to investigate the stability of this
average effect, and (c) to evaluate whether variability in the implementation of AAT and/
or participants influenced outcomes.
Scientific methods:
In ours study, the effects of the presence of a dog on social interactions between
six 3-6-year-old children with developmental disabilities and their teacher at an 21th
Kindergarten, Kombinat, Tirana were analyzed. A single-case experimental design
with repeated measures and with replicated effects across participants was employed
to assess changes in interactions from baseline to an intervention condition. During
baseline, interactions were assessed in the social environment of a room adjacent to the
classroom, which had a toy dog and other play materials, during time with the teacher. The
experimental change introduced sequentially and systematically across the participants
was the additional presence of an obedience-trained dog, a German Shepherd/Labrador
Retriever cross which interactions between the children and their teacher were examined
in ours Veterinary Small Animals clinic during morning sessions using reliable direct
observation interval recording procedures.
Each group was video-recorded during three 10-minute, free-play sessions with toys
and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded
the behavior of children with ASD and their peers. To account for the nested study design,
data were analyzed using hierarchical generalized linear modeling.
Study Selection
The experimental change introduced sequentially and systematically across the
participants was the additional presence of an obedience-trained dog, a German Shepherd/
Labrador Retriever cross which interactions between the children and their teacher
were examined in ours Veterinary Small Animals clinic during morning sessions using
298
reliable direct observation interval recording procedures. All participants demonstrated
an increase in overall positive initiated behaviors (verbal and non-verbal) toward both the
teacher and the dog. The children also showed an overall decrease in negative initiated
behaviors. In addition, observational ratings showed positive generalization of improved
social responsiveness by the children in their classroom following the completion of the
experimental sessions. This study supports the position that children with developmental
disabilities benefit from the use of skilled dogs as teaching assistants and therapeutic
adjuncts. Three strategies were used to identify studies investigating the effectiveness of
the outcomes after the animal was introduced into the study. First, computer searches
of 11 databases were conducted in the Fall of 2004 (e.g., PsychInfo, Ebsco Animals,
and MEDLINE) using 19 key words associated with AAT (e.g., animal, assisted, therapy,
pet, facilitated, and equine). Second, hand searches were conducted on three journals
that tend to publish studies on AAT from the years 1973-2004 (i.e., Anthrozoos, Applied
Animal Behaviour Science, and Society & Animals). Third, there was a search through
all the reference sections of all retrieved articles for additional studies. Using these three
strategies, approximately 250 abstracts were identified. Next, four criteria were used to
select studies for inclusion.
Studies were included if they a) reported on AAT and not AAA or pet ownership,
b) included at least five participants in a treatment group, c) were written in English, and
d) provided sufficient data to compute an effect size. We considered only using studies
that included a control group as an inclusion criterion; however, we decided against this
approach for two reasons. First, the literature on AAT is relatively new and underdeveloped
which means that many studies would have been excluded. Second, by coding whether
studies compared an AAT intervention with a comparison group we could test whether
outcomes systematically differed based on study design. From the 250 abstracts, 119
studies seemed to meet the inclusion criteria. These studies were obtained and coded. Of
these, 37 studies in peer-reviewed sources and 12 dissertations met eligibility criteria and
were included.
Coding Studies
Studies were coded for effect sizes and moderator variables. As can be expected,
studies looked at a variety of outcomes or dependent variables that were grouped into four
outcome classes: autistic spectrum disorders, medical symptoms, well-being indicators, and
behavioral actions. Additionally, study characteristics or independent variables were coded
into seven groups: participant age, participants’ presenting problems, use of a control
or comparison group, type of animal used, length of treatment, location of treatment,
and how treatment was delivered. A codebook was developed and adequate inter-rater
reliability was achieved (average kappa = 0.89) across all categories.
Dependent Variables
Four outcome groups were used to organize the various dependent variables
299
investigated across studies. Several studies applied AAT to children diagnosed with an
Autistic Spectrum Disorder (ASD) and targeted symptoms associated with this disorder.
Other studies focused on participants’ emotional well-being and measured outcomes such
as anxiety, depression, or fear. For example, Barker, Pandurangi and Best (2003a) examined
how AAT influenced patients’ fear levels prior to receiving a stressful medical intervention.
Lastly, some studies examined how AAT influenced observable behaviors. Examples
include verbal resistance, aggression, violence, or compliance with rules (Iannone 2003).
Independent Variables
Seven moderator or independent variables were coded. Three were derived from
variations in participant characteristics and four came from variations in the delivery of
AAT. Examples of presenting problems coded in the medical category included children
or adults seeking a medical procedure, such as a visit to a doctor or dentist where AAT was
designed to reduce stress. Examples of mental health difficulties included using AAT with
individuals diagnosed with Alzheimer’s or depression with the goal of increasing cognitive
functioning or a sense of well-being. AAT was also directed at individuals identified as
having problematic behaviors such as childhood aggression or severe conduct problems.
Lastly, we coded whether participants were judged to have a life-long disability, such as
Autism, developmental delays, mental retardation, or physical disabilities. In addition to
characteristics of participants, study characteristics were coded. First, studies were divided
into those that used a comparison group and those that did not. Some comparison groups
were wait-list or control groups, while others were alternative treatments. We note that
studies comparing AAT with an alternative treatment are presented separately in the
results section, as the interpretation is unique. Second, the type of animal used was coded;
major categories included dog, horse, aquatic (e.g., dolphin), other, or a combination. Ours
study characteristic coded was the delivery mode that included individually administered
AAT, group delivery, or a combination. Fifth, the length of treatment was coded based
on the number of sessions reported. To determine if study rigor influenced outcomes,
we coded the methodological rigor of each study on a 9-point scale. Each study received
one point for including each of the following: a control group, randomization, blind
coders of observational data, a treatment manual, at least three descriptions of the sample
(e.g., participant age, gender, socio-economic status), well-known measures of dependent
variables, clear description of the intervention, delivery location, and provision of sufficient
information to directly calculate an effect size from means and standard deviations rather
than from other indicators (i.e., t-test, p value).
Results
Data Reduction
We used Cohen’s d as the measure of effect size (Lipsey and Wilson 2001). Cohen’s
d reflects the difference between the post-treatment means of the treatment group and
the control group divided by the pooled standard deviation, adjusted for sample size. In
300
the case of a study that did not use a control group, d reflects the difference between the
pre-treatment and post-treatment scores divided by a pooled standard deviation. Thus, d
represents differences in means expressed in standard deviation units. This was done by
identifying d values that were greater than two standard deviations (SD) from the mean
of the sample of d values obtained within a particular construct and time frame. Values
above two SD units were assigned a value equivalent to two SD units from the mean (i.e.,
Windorizing). Four studies examining the immediate impact of AAT were Windorized.
In addition to looking at overall effects, moderator analyses were conducted to provide a
more specific assessment of the strength of effect based on predefined parameters (i.e.,
independent variables). The presence of statistical differences between categories of AAT
program characteristics was examined using the between-class goodness-of-fit statistic,
or [Q.sub.b]. A significant [Q.sub.b] statistic indicates the magnitude of the effect differs
between categories of the moderator variable.
Discussion
The children also showed an overall decrease in negative initiated behaviors. In addition,
observational ratings showed positive generalization of improved social responsiveness by
the children in their classroom following the completion of the experimental sessions.
This study supports the position that children with developmental disabilities benefit from
the use of skilled dogs as teaching assistants and therapeutic adjuncts. The results from
this meta-analysis support the long-held impression that animals can help in the healing
process. Positive, moderately strong findings were observed across medical well-being, and
behavioral outcomes as well as for reducing Autism spectrum symptoms. Moreover, effect
sizes across the four outcome areas were consistent or homogenous. Further support for
the use of AAT came from four studies that compared AAT with established interventions
and found that AAT was as effective as or more effective than other interventions. Taken
together, these findings suggest AAT is a robust intervention worthy of further use and
investigation.. Thus, we believe that results from uncontrolled studies can be legitimately
presented alongside those using comparison groups. The increased number of studies
allowed for greater power in assessing heterogeneity of variance and potential group
differences. Dogs were the most commonly used animals in the studies included in
this research synthesis. This pattern may arise from dogs being domesticated and easily
accessed and trained. The higher use of dogs may also have arisen from service providers
observing that dogs have a more salient impact than other animals. Regardless of why
dogs were used more often, the pattern of effect sizes and confidence intervals strongly
suggest that dogs have a greater chance of being effective compared with other animals.
While our data cannot answer why this is the case, the adage that a dog is man’s best
friend may be extended to a “dog is an AAT service provider’s best choice.” Our study
investigated if AAT is effective at accomplishing its objectives and whether participant
or treatment characteristics influenced outcomes and not how AAT is effective or why
certain conditions moderate outcomes. As was mentioned, the answer to the question
about “if ” AAT is effective is “yes,” and the answer to questions about “whether”
301
participant or treatment characteristics influence outcomes seems to be “not in
a significant manner.” Our study was not designed to address questions of “how” or
“why” AAT is effective under various conditions. In this vein, our assessment of the AAT
literature is a dearth of theories aimed at explaining the mechanisms through which animals
influence medical interventions. For example, we did not find studies that compared the
use of different animals or how the same animal might influence individuals of varying
backgrounds. Second, we believe there is now a sufficient body of quantitative and
qualitative studies detailing the effectiveness of AAT that anecdotal reports or case
studies are not needed as much as rigorous studies. Studies that investigated AAT but
were ineligible for inclusion seemed enthusiastic about AAT and tended to advocate its
use. Our impression is that practitioners who are interested in AAT will use such reports
to reinforce their beliefs about the value of AAT. However, more skeptical audiences, such
as administrators of budgets who might fund AAT interventions or research, require a
higher standard to begin to endorse the use of nontraditional therapies. The results from
this meta-analysis and from other high-quality investigations of AAT begin to build a case
for the efficacy of AAT. However, more research and theory development is needed.
Conclusions:
Our findings support the continued use and investigation of AAT. While we had
hoped to provide suggestions on how AAT might be used in specific practice
settings or for particular groups, our findings and the nature of the current literature
do not indicate conditions under which AAT may be most beneficial. There are
several limitations to the findings of this meta-analysis. First, the oftcited criticism of
meta-analysis “mixing apples with oranges” applies to some degree in this study, as the
outcome classes (i.e., dependent variables) were broad, such as medical functioning,
emotional well-being, and behavioral actions. These broad outcome classes seem to be a
function of the wide range of problems targeted by AAT coupled with the fact that our
findings support the continued use and investigation of AAT. Quantitative investigations
of AAT are relatively new. While some see the lack of similarity in outcome measures
across studies as a limitation in meta-analyses, others argue that variability in measuring
dependent variables provides a robust picture of complex fields of study because many
constructs are assessed through various strategies (Cooper and Hedges 1994; Lipsey and
Wilson 2001). Similarly, there was considerable variation in the AAT interventions studied.
As AAT is routinely used as an adjunct to other interventions, its deployment varies greatly.
Such variance means that a universal understanding of what AAT is and how it is used
does not exist. While some of this variance was accounted for through the moderator
analyses we conducted, considerable variance still existed. AAT is generally delivered as
an adjunct to other interventions; to gain further insight into the precise impact of AAT
interventions, studies will need to be designed to account or control for the “confound”
of using AAT with other interventions.
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Recommendations:
These findings are of clinical value as they suggest that the inclusion of animals in
therapeutic intervention, known as Animal- Assisted Intervention, may be an effective way
to increase social
interaction and enhance social behavioral outcomes. They also provide insight into
a new strategy to increase interactions for children with ASD with their TD peers in the
school classroom. Future studies should extend the current research on animal presence
by evaluating the addition of targeted therapeutic protocols in order to maximize. There
is a great deal of research still needed to provide families guidance about the effectiveness
of animal-assisted therapies. Studies which focus in on specific AATs directed at
improving specific ASD-associated challenges will be most useful, as will studies that help
demonstrate if children on the autism spectrum with certain characteristics are especially
likely to benefit. If social aspects of ASD, from mere interest in social interaction to
actual “bonding,” are a goal, it will be important to find a way to characterize and measure
these concepts in concrete ways. The idea that the unconditional love and the simpler
social give-and-take offered by dogs and other animals can coax children with ASD into
social interaction, and then make them more likely to seek interaction with other people,
is intuitive and attractive.
References:
•
Barker, S. B., Pandurangi, A. K. and Best, A. M. (2003a). Effects of animal-assisted therapy on
patients’ anxiety, fear, and depression before ECT. The Journal of ECT 19(1): 38-44.
•
Broderick, P. C. and Blewitt, P. (2003). The Lifespan: Human Development for Helping
Professionals. New Jersey: Merrill Prentice-Hall.
•
Dashnaw-Stiles, L. A. (2001). Animal-assisted therapy with children and the elderly: A critical
review. Dissertation. UMI No. 3014937.
•
DHooper, M. (2003). AAT: The effects of the presence of a trained therapy dog on group anxiety
management training. Dissertation. UMI No. 3100580.
•
Farias-Tomaszewski, S., Jenkins, S. R. and Keller, J. (2001). An evaluation of therapeutic
horseback riding programs for adults with physical impairments. Therapeutic Recreation Journal
35(3): 250-257.
•
Iannone, V. N. (2003). Evaluation of a vocational and therapeutic riding program for severely
emotionally disturbed adolescents. Dissertation Abstracts International: Section B: The
Sciences and Engineering. 64(3-B). 1493.
•
Martin, F. and Farnum, J. (2002). Animal-assisted therapy for children with pervasive developmental
disorders. Western Journal of Nursing Research 24(6): 657-670.
•
Richeson, N. E. (2003). Effects of animal-assisted therapy on agitated behaviors and social
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interactions of older adults with dementia. American Journal of Alzheimer’s Disease and Other
Dementias 18(6): 353-358.
•
Terpin, J. L. (2004). Exploring the human-animal bond in an animal-assisted therapy program for
at-risk youth. Dissertation Abstracts International. 65 (05), 2672. UMI No. 3131347.
304
Types of supervision, monitoring and performance
evaluation of teachers
Lon LASKA
University College of “FAMA” in Pristina
lon.laska@hotmail.com
Abstract
Possession of competencies in a more effective manner has a great importance and this
could be achieved through supervision. Through supervisory process we intend that teachers
own the competencies according to the standards established by MEST, MED and educational
institutions. Or, in other words, the fundamental aim of the types of supervision, monitoring
and evaluation of the teacher performance is “Discovering the Truth” the performance of
teachers and educational institutions in general.
Ministry of Education, Science and Technology has defined the types of professional
supervision - teaching through the laws and regulations. Depending on the type of request
and urgency, these types of professional supervision - are applicable such as:, informative,
comprehensive, close - professional and special.
Types of supervision, monitoring and evaluation vary in their form and content, and
often vary in terms of terminology. All of these will be explain at this scientific paper, in
which we will address the planning stages, methods, benchmarks and the organization,
time when is realized, and the purpose of realization of supervision, monitoring and
evaluation of the teacher performance.
The importance of this study in the field of education is that, through the types of supervision,
monitoring and evaluation of teacher performance, we will achieve: to provide reliable and relevant
information about the situation in the classroom and in educational institutions; to create a
positive image for teachers and increase accountability to the public education system; to ascertain
competencies, skills and teaching practices in the classroom; to support improvement of educational
institutions in general and in particular the professional development of teachers.
Keywords: informative supervision, general supervision, close-professional
supervision, special supervision.
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1. Introduction
One of the components of education is also supervision, which is the process of
continuous monitoring and evaluation of teacher performance
There are many opinions about the term of supervision, and often vary on the
meaning. A meaning given to the terms for supervision is numerous, and is frequently
different. Many specialists narrow the meaning of supervision, by limiting with the
description of special aspects. According to Oliva (1993), many experts that provide
specific definitions for kinds or specific types of supervision, but cannot agree on a single
definition.
The problem of defining the term supervision comes as a result of unresolved
problems of teaching, or as a result of non-appropriate recognition of it. This comes
as a result of not setting appropriate criteria to evaluate the effectiveness of teaching.
Supervision is a complex process which requires not only theoretical knowledge, but also
expert who knows to apply in practice. Georgia J. Komenski (1997) gives this definition
for supervision: “Supervision is the process leadership, whose goal is to improve teaching
and, therefore, facilitate and promote successful learning of students”.
The term, supervision “is defined as a function of control, which evaluates
concrete action and ensures that implementation, is performed in accordance with plans
and programs; control function, to head towards correctional action when the application
is being performed (Group of authors: Governance and Leadership in Education, 2003).
So, through the supervision, we see how a particular action is being implemented in
accordance with foreseen curriculum.
The term “supervision” means the process by which the observance of the
effective implementation of certain requirements prescribed by laws and legal acts, as well
as the rules and regulations set by each school, in accordance with the legal norms related
to teaching and learning.
Types of professional supervision - teaching are also determined by the legal acts,
therefore we have these types of supervision:
•
Supervision of information,
•
General supervision,
•
Close professional supervision ,
•
Special supervision,
•
Clinical Supervision.
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2. Informative Supervision
One of the types of professional - pedagogical supervision is informative supervision.
This kind of supervision is done for the purpose of data collection for the teachers and
educational institutions. Through various information and documents, that are available
to educational institutions, we ensure information needed to ascertain the actual situation
of teacher performance.
Not only that we will state the factual situation, but by this supervision will be issued
recommendations and professional guidelines. This information will help the monitor /
inspector in the selection of institutions for monitoring and the type of inspection to be
performed at the educational institution.
The data gathered through the informational visits are “core”, or stated differently
are the basis of ascertaining the real situation. By the conclusion of the factual situation
can be given professional guidance to improve and overcome the existing situation.
The fundamental purpose of informative supervision is the “discovery of the truth”
on teacher performance and overall educational institution. Informative Supervision has
many purposes, but the essentials are:
• Collection of materials,
• Analysing the collected material,
• Material processing,
• Extraction of instructions to improve the existing situation.
In general, all these goals are in the function in order to progress the work of teachers,
achieving higher results of the educational institutions. Through these visits, specified
subjects (teachers) can be assisted with advice and guidance. What should be worked, how
to properly work in order to achieve the highest possible results at work.
2.1. Stages of organizing informative supervision.
For more effective implementation and fulfilment of goals for what is organized
informational supervision is necessary to be carefully planned, comprehensive and
professionally implemented by the monitor / inspector, head of the institution or the
monitoring team.
Like other supervisions, informative supervision should be planned working program
plan of Inspectorate sector or department, MED and Directors.
In order to achieve the objective and its proper functioning the informational
supervision, must pass through several stages of organization (Pedagogue, 1986) :
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•
•
•
•
•
•
•
•
•
Planning of the time for realisation The duration of visit
The institution to be supervised
The purpose of supervision
The monitoring group / inspection
Instruments and methods
Application of supervision
Analysis and data processing
Generating Recommendations and guidelines
According to the time when is realized, we have two kinds of informative supervision:
The informative supervision at the beginning of the school year and informative
supervision at the end of the school year.
a. The informative supervision at the beginning of the school year
This kind of informative monitoring that is made in order to verify the general
situation at the beginning of the school year, including organisational preparation ,
pedagogical and school documentation , professional development of teachers, preparation
of school curricula, materials and other necessary preparations for a start of successful
school year.
The purpose of informational supervision at the beginning of the school year,
is organized in order to verify the level of preparedness of the institution. After it is
determined the real situation, could be given recommendations for the elimination of
eventual failures.
Through informative supervision we conclude “at what extent, in what quantity and
what quality the certain schools is prepared for the start of the school year”, (Pedagogue,
1986). During the supervision process, the monitor should be consider that, the educational
institutions differ with the particular specifications and also have considered the level of
education.
b. The informative supervision at the end of the school year
The informative supervision informative at the end of the school year, is done in
order to verify the degree of implementation of objectives set at the beginning of the
school year. So the purpose of this supervision is, to ascertain which is:
• The level of implementation of the plan and the annual working program of teachers,
• The results achieved and the level of teacher performance (results compared with previous year),
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• Analysis the results achieved during the school year,
• The guidelines which will serve for the future.
All these aspects help to assess the work of teachers and the work of the institution in
general. The way of organizing informative supervision at the end of the school year, does not
differ from the one made in the beginning of the school year, could be used similar instruments
and methods. The only difference is that, could be realised in another time the best time is midJune, when comes end of the school year.
3. The General Supervision
With general supervision, monitoring and evaluation we mean supervision of the
teachers in all areas, starting from teaching _ documentation, professional development
of educators and teachers, assessment of implementation of curricula, assessment of the
performance of educators and teachers during the teaching hours , their cooperation with
parents and the community, evaluation of professional ethics and responsibility at work
(KIPA, 2011). Therefore, since we are dealing with a general supervision we should be well
planned, in given time, with appropriate methods and instruments needed for monitoring
and objective assessment.
The general informative supervision requires the preparation of a detailed platform
and close cooperation between The monitoring group leaders, school principal, teachers
and other staff of institution. For achieving the overall supervision, we have to create
the cooperation bridges between educational institutions, the Department for Inspection
and the Municipal Department of Education. In this way are validated the criteria’sand
increased the efficiency of the control level. From the fact that it is general supervision,
supervision should be done in all areas and for all teachers.
In general supervision should participate monitors / inspectors in all subject and class
areas in order that monitoring and evaluation to be more objective and professional. Often
happens that in the absence of improper professional preparation, in the certain subject
areas could be very little supervision by monitors / inspectors or even if applicable we can
say that they have done it formally. This happens to some more specific subjects such us,
figurative art, culture, music and physical education and health. Therefore it remains that
in the future the responsible institutions for quality assurance in education, in this case
MEST respectively Inspection Division, sees them opportunities to increase the number
of inspectors, especially during the those subjects with more specific specifications.
Particular importance has also the duration and extension period of general
supervision, so often the question arises, how long should we extend this type of
supervision in educational institutions. There are many factors that affect the duration
(KIPA, 2011), but it is very important to be planned in order avoid the monotony toward
teachers or monitors / inspectors. Also, the short time will negatively affect, and the reason
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states that, for a short time period cannot be monitored and supervised the real situation
the work of the teachers and education institutions.
The duration of the general supervision depends on the size of the school,
respectively the number of classes in school. This can be presented through the formula,
which sets the duration of supervision timing (Pedagogue, 1986).
35 . ∑ P + 1 . ∑ P
TMC= -----------------------∑ R . 42
TMC- general supervision time
P- classes
R- performers
Σ- sum
Within the school year, the monitor / inspector should have 100-130 teaching hours
monitoring. It is preferred that the number of hours for supervision not be less than 100
teaching hours and no more than 130 teaching hours of monitoring. In case we cannot
reach this number with the supervision general compensated close professional visits. Also,
helps determining the number of hours to visit close professional (Pedagogue, 1986).
4. Close professional supervision
Close supervision of professional is different from the general supervision, both
in terms of content, as well as the expansion of the scope. This kind of informative
monitoring is possible only with one subject or group of subjects, which belongs to
one learning area e.g.: communication, expression, mathematics, science, society and the
environment, health and welfare, life and work (MEST, 2010).
By the close professional supervision, will provide the factual situation of
implementation of standards and realization of teacher’s competences. The content of
close professional supervision consisted of all aspects and all the factors, that impact on
results of a subject or learning area. Close professional, general informative supervision is
divided in: individual supervision and supervision team.
The individual supervision could be made only by the inspector or the director of
the school, when the monitor concludes that it is not necessary the presence of someone
else, because sometimes matters must be confidential. But in cases when is schedule
supervision, any subject or class teacher, can establish a team with professional teachers in
respective field. Not every time, the monitor (inspector or the director of the school) may
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have knowledge of all areas, especially in certain subjects with the special specifications.
Due to the small number of monitors (inspectors) and lack of professional training
for all learning areas, close professional supervision could hardly achieve the right effect.
Close professional supervision” helps in improving the teaching work, especially with
some schools and some teachers, who are permanent professional which the perfection is
considered as a necessity (MEST, 2010). Or stated differently, all educational institutions
need “teachers who could show that they have positive attitudes and behaviours,
responsibility and professional skills, who can work and collaborate with others”
(McLaughlin, 1992, pg.3.) Therefore, the teachers are required to work and cooperate with
the monitors / inspectors, institution leaders and experts in various fields, for professional
and throughout life and education.
Thus, remain to ensure that MEST within the Inspection Department, to prepare
a group of experts for close professional supervision for all learning areas, which would
affect the improvement and professional development of teachers.
Close professional supervision has unquestionable importance to the perfection of
the teachers; this should be organized in a permanent way in order to reach the right effect.
Therefore, the monitor depending from the needs should give advice to teachers for not
lagging behind in terms of building and professional development. Considering that in
recent years the education system has undergone changes in all aspects. Every teacher
should try to become an effective agent of change (Fullan, 2010). So not only teachers
who are part of these changes, but they should became the main agent. Consequently some
teachers accept these changes with difficulty, and often happen to resist the process of
monitoring and evaluation, especially when it comes to new methodologies and teaching
strategies. By defending their attitudes, beliefs and practices implemented for years, also
blaming that the methods, techniques and new teaching strategies are non- effective.
Monitor / inspector prepared in a professional manner, should take into the consideration
the reactions of these teachers, using the method, and various forms of communication,
for convincing them about these changes are for better performance of teachers.
Close professional supervision of has special specifications which to us still needs
to be enlightened, as theoretically, but also in practice. This makes necessary the use of
positive experiences - practiced in many European countries and the world-wide.
4.1. Preparations for close professional supervision Before starting the close professional supervision of should be made the preparations,
after being organized informative supervision, which is helpful to determine which areas
and subject needs to be more focused. Based on the defined needs should be prepared:
• Detailed and closed professional supervision plan
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• Appointed objectives and tasks
• Selected subject areas that will be included
• Assigned group of monitoring / inspection
• Appointed time of observation (for subject areas subject, class and teachers)
• Time of conversations with teachers before and after the visits.
Monitors / inspectors should make preparations prior to Detailed and closed
profesioal supervision of fields of specific subjects and designated teachers, based for
previous files regarding the level of performance, for eventual concessions in the past
(KIPA, 2011). This is a contribution to the monitor, because the monitor will focus on
weaknesses in order to ascertain progress or delays of the work of teachers.
5. Special Supervision
With this observation we mean the realization of specific issues and tasks in the
field of teaching and learning activities. Special Supervision is organized for “the purpose
of the deeper and more complete study of any particular problem for the educational
activities in school” (MEST, 2010). So this observation differs from other visits, mainly
because of controlling character and main characteristic is to give instructions.
When this is realized, this supervision depends on the other types of visits. Mainly
depending on detailed and closed professional supervision, especially when the visits
are executed within the learning object or several relevant learning areas. Therefore, we
can say that the detailed and closed professional supervision proceeds towards special
supervision. Based on the fact that, during the detailed and closed professional supervision
and observation at teaching hours, we become familiar with the problems and thus we
conclude actual situation. The problems that we are facing during the learning hours in
classes, helps us in providing guidance in order to overpass these difficulties and, at the
same time helps us to plan special supervision within the respective subject or learning
area for certain periods of time.
Depending on who made the request for examination, we recognize these types of
special supervision:
•
•
•
•
•
•
Special supervision upon request of parents,
Special supervision upon request of students,
Special supervision upon request of teachers,
Special supervision upon request of the head of the educational institution,
Special supervision according to the MDE application,
Special supervision upon request of SI.
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Taking into account the time of realization, special supervision could be:
• The permanent which can be accomplished after total control,
• Temporary who can be realized, depending on the request of parents, students,
teachers, communities and other entities.
Special supervisions are more than necessary, from the fact that could happen when
teachers do not adhere to the suggestions, guidelines and recommendations from
monitoring / inspection. Since, there are some teachers who resist changes in their
approach, and are convinced that they are successful and do not see the need for changes.
These teachers are introverted and with more difficulty they accept changes. The essence
of the culture of teaching and learning is very difficult to change because the problems are
intractable and because most strategies fail to focus on teaching ...(Fullan, 2010). Changes
in teaching in happen in order to reach the right effect, require a transformation in line
with educational institutions. Therefore, in order to reach the results in this matter, it
is a need to be constructed proper relations between relevant institutions, such as the
Department of Inspection, Municipal Director and schools.
5.1. Types of special supervision
From what we said above, we can understand that it is not only about special
supervision, but for some types of special supervision. Today, in the pedagogical literature
we find two types of special visits (Pedagogue, 1986) :
• Special visits to check for regular teaching,
• Special extraordinary visit.
5.2. Planning the special supervision
Planning the special supervision is part of the annual work plan of Inspection
Department, MED and the school administration. Regarding the informative supervision,
overall and professionally closer supervisions the issue of planning is easier in comparison
with the special supervision. It depends on many aspects, depending on who made the
request, implementation time frame and the type of supervision. At this context, the
question arises, whether planning should be done or not? To answer this question, we will
try to present some of the basic reasons why planning is important:
• Whether, I would like that supervision will achieve the proper effect in raising the
performance of teachers, then it must be planned. Institutions which are responsible
for supervision, in the this case Inspection Department, Municipal Director Education
and director of the school, should made a substantial planning since differs from the
other supervisions.
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• Special supervision in the framework of regular visits does not represent any difficulty
in planning, emergency and special surveys it is difficult for the planning. Because they,
are organized according to the moment of a request and by who is requested, but
despite the planning process should foresee a number of hours for such visits.
• Considering the specifics of the special supervision, we can make the question, how
could be planned. Planning can be supported by regular visits of previous years, or
preliminary visits could ascertain which educational institutions and teachers have had
difficulty in accomplishing duties in the certain areas.
• Another problem is that, as the special supervisions are effective, while the number of
hours of these visits is very small compared to other visits. Despite the small funding
these visits, are important to be carefully planned, to select appropriate methods and
techniques. In other words, it is not important the number of hours of the special
supervision, but how much are effective and how much influence the enhancing
performance at the work of teachers.
5.3. Realisation of the special supervision
The implementation process of the special supervision, also requires preparation,
in order to achieve the proper effect (KIPA, 2011). Originally established group should
monitor, analyze all the aspects that will be included during the supervision. Afterwards
should meet certain conditions (Pedagogue, 1986):
• Need to plan carefully,
• It should be clear goals and objectives, before the special visit takes place
• Must be respected all preparatory stages, data collection pedagogical documents, processing them and
drawing conclusions,
• Monitoring and Inspection group should be assigned who will perform the special supervision 8grupi
determined based on the nature of the problem and learning areas, teachers will be supervised etc.),
• Should select strategies, methods, techniques and appropriate instruments to achieve the right effect.
Although we emphasize these two types of the special supervision, we may also
speak for the other visits that could made to monitor specific subjects and group of
subjects from learning areas. Observations at learning hours, not always are linked with the
special supervision, can be done also for other purposes. In many occasions, are realized to
identify the factors that are not conditioned on instructional time, but indirectly influence
and reflect at the work of teachers, such as : relations between teachers which students,
teachers which parents, teachers which teachers, teacher which active - professional
teachers, teacher which school director etc.
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5.4. Duties and content of the special supervision
After performing an informative, general and professionally close supervision. Than
it is realized the special supervision, which contains the following tasks (Pedagogue, 1986):
• Fulfilment of instructions, suggestions and recommendations proposed by the
monitor / inspector during the previous supervisions implemented. Depending on the
type of supervision and aspects that have been proposed to improve at performance
of teachers.
• While the special supervisions depend on the type and their character, and the basic
tasks of these visits are:
• Identification of problems in realizing of the tasks of teachers and the level of
performance at work,
• Analysis of pedagogical and school documentation ,
• Recommendations and measures for overcoming the eventual failures,
• Suggestions on how to overcome difficulties,
• Continuous monitoring of the implementation of the elections as recommended by
the inspection team.
• Contents of the special supervision is determined by the tasks of these visits, the main
tasks include:
• The level of implemented measures proposed by the inspection team to advance the
work of teachers, annual plans and programs, monthly and school curricula,
• The level of implementation of the guidelines in the work progress in the advancement
of methods, techniques and strategies of teaching,
• The level of implemented measures proposed in the advancing the work of
professional bodies,
• The level of implementation of measures proposed in meetings with parents and the
community,
• The level of implementation of the guidelines, suggestions, recommendations from
the reports of close professional supervision.
After the special control report is written which is stating the factual situation.
Afterwards, the report is sent to the applicant: teachers, the Education Department, the
Department for Inspection and other subjects of interest.
6. Clinical Supervision
Clinical supervision is the way of systematic observation, which could be combined
with other methods. Despite the fact that the clinical method has many forms of realization,
all have these common forms: conversation before the observation, observation in teaching
hours, analysis of observed data, and the conversation after observation.
315
Clinical Supervision includes also self-assessment, dossier of teachers, the tests, etc.
Usually, clinical supervision is used for formative evaluation, with the aim of improving
learning activity. Clinical supervision is also used for summative assessment, in those cases
when we want to make decisions for the teacher.
7. Conclusions
Types of supervision, monitoring and evaluation vary in form and content, possible
by-passing them during the visits would negatively affect the fulfilment of the purpose for
which are organized these visits by responsible institutions.
Through various information and documents, that are available at educational
institutions, we provide information needed to ascertain the actual situation of teacher
performance. This information will help monitor / inspector in the selection of institutions
for types monitoring and inspection, which must be done at the educational institution.
General supervision helps in supervising the work of teachers in all fields, starting
from teaching and school documentation, professional development of educators and
teachers, assessment of implementation of curricula, assessment of the educators and
teachers performance in the classroom, collaboration with parents and the community,
evaluation of professional ethics and responsibility at work.
General supervision requires the preparation of a detailed platform, and close
cooperation between monitoring group leaders, school director, teachers and other staff
of the respective institution.
Close supervision of professional differs from general supervision, both in terms
of content, as well as the scope of extension of. Content close professional supervision
is consisted for all aspects and all the factors, which influence the results of a subject or
learning field. Close professional supervision, helps to much in improving the teaching
work, especially in some schools and with some teachers, who are considered for necessary
permanent professional perfection.
Special Supervision is organized in order to study more deeply and more complete
of some particular problem in the educational work and in school activities. So this
observation differs from other visits, mainly because of controlling character and main
characteristics on provide instruction. The timing of when is realized this supervision,
depends on other types of visits, dependents on close professional supervision especially
when the visits carried out within the learning object or several relevant learning fields.
Depending on who made the request for inspection, we distinguish these types of special
supervision, special supervision upon request of parents, students request, the request
of teachers, leader’s request of educational institution, MED request, and the request
inspection sector.
All kinds of professional supervision or pedagogical supervision effect significantly
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in overcoming these difficulties during teaching by the teachers, therefore it should not
remain only at the level of suggestions, advice and recommendations. This is not a only
goal, this process should not end at the level of the recommendations. Continuous
feedback should be taken, how much and how exceeded failures or the condition remains
the same. In other words, leaders of educational institutions and the responsible bodies
for monitoring the performance of teachers, such process must see as a mechanism for
development of teachers in increasing the quality of teaching.
The literature
•
Acheson, K. A., & Gall, M. D. (1987). Techniques in the clinical SUPERVISION of teachers.
New York: Longman.
•
Adonis P. David; Jonathan V. Macayan (2010). Assessment of Teacher Performance, The
Assessment Handbook, Vol. 3.
•
Creating Effective Teaching and Learning Environments (2009). First Results from TALIS,
OECD.
•
EMORE, R.F.(2011). School reform from the inside out, translation, UFO Press, Tirana.
•
Evaluation Education. (2003), ISP, Tirana.
•
Fullan, M. (2010), Force of change, penetration into the depths of educational reform, the Centre
for Democratic Education, Tirana.
•
Husayn, H., Mita, n., Salihu, J., Pupovci, D .(2003) Governance and Leadership in Education,
Education Center of Kosovo, Pristina, November.
•
Instrument for evaluation of of teachers (2009), KEC, Pristina.
•
KIPA (2011). Methodology and internal inspection and evaluation of the pre-university educational
institutions, Tirana.
•
Lusthaus, Ch.; Marie-Hélène. A; Gary. A; Fred. C.(2005). Improving the performance of
the organization, DEA, Pristina.
•
Manual - complete inspection of the school (2005). MES & Save the Children, Tirana.
•
MEST (2010). Curriculum Framework for pre-school, primary and secondary education, Pristina,
April.
•
MEST. (2011). The evaluation of teacher performance, criteria, procedures and instruments (SCTL),
MEST, Pristina.
•
Oliva, P.F. (1993). Supervision for today’s Schools (2nd.ed.). New York: Longman
•
Pedagogue . (1986). The instructor, Journal of the League of Associations of teachers of the SAP
Kosovo, No. 1, the library Graphic OP, Pristina.
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•
Performance Evalution Handbook for Teachers, Chesterfield County Public Schools, Virginia.
•
Reforms in Undergraduate Education, Pedagogy Magazine, Number 1-2, EDLOR, Tirana,
2000.
•
Teacher Evaluation System. (2009-2010). Union City Board of education.
•
Teacher evalution process. (2009). North Carolina State Board of Education Department of
Public Instruction.
•
Teacher Performance Evaluation, Building Tomorrow Today, Jackson Public School District
662 S. President Street Jackson, Mississippi 39201.
•
The criteria and procedures for evaluating performance (2012). MEST, SCTL, Pristina.
•
The General Inspectorate of Education. Portugal (2003), The Integrated Evaluation of
Schools.
•
The Scottish Office. (2000). Translation, How good is our school? Self-Evaluation using
Performance Indicators.
318
Leadership style preferences and their impact on
teacher’s performance
Luiza Zeqiri (doctoral student)
Language Center
South East European University, Tetove
l.zeqiri@seeu.edu.mk
Abstract
Effective and ethical leadership in an academic institution is imperative to having a
successful school or university. Accordingly, this study explores teacher preferences
between the three leadership styles according to Kurt Lewin: authoritarian, democratic and
laissez-faire leadership. Furthermore, it investigates the impact of the leader’s behavior
towards teacher’s performance in a university environment. The participants in this study
were twenty teachers from the Language Center and from the Faculty of Languages
Cultures and Communication at South East European University (SEEU), in Tetove.
Qualitative and quantitative approaches were employed for the data collection, where
unstructured teacher interviews were conducted and a teacher respondent questionnaire
administered. Results about the most preferred leadership style have been deduced. It
can be hypothesized that the most preferred leadership style by SEEU teachers was the
democratic leadership with a profound effect on teacher performance. It can be suggested
that a leader who does not discriminate, who motivates and inspires others, who knows
how to effectively communicate with the staff, is the one who can make changes and
improvements in many educational sphere.
Keywords: leadership, authoritarian, democratic, laissez-faire, teacher, performance
1. INTRODUCTION
Leadership has a crucial role in creating a positive atmosphere within an institution or
a company. Effective leadership can help a university get promoted and be successful.
Moreover, according to Cordeiro (2010) “the success of a higher education institution
depends on the staff members” (p.34), as cited by Bateh, & Heyliger, (2014). On the other
hand, having inexperienced and unprofessional leaders and staff members who are not
319
motivated to work, can affect negatively the quality of the university services.
Today when we have a growing number of private universities we have to be very careful
with the university leadership. Our universities need professionals and leaders who
can help the university grow and produce qualitative staff. Quality should stand before
quantity; therefore, a good leadership can assist on creating a qualitative and successful
organization which will stand out from the others. According to Khan, Tahirkheli, & Ali (2013),
educational leadership requires leaders to be creative and be able to help the teachers “to
prepare themselves for the competition of the current market” (p.4). This is the motive
of this research, while preparing the teachers for the ‘market competition’ a more positive
and fruitful working environment will be created.
2. Theoretical and Practical Importance of the
Present Study
The results from this study can contribute towards the improvement of the leadership
behavior by bringing into surface some insights of what teachers perceive as an effective
leadership. Results from previous studies will be selected and presented by explaining the
importance and the value which leadership has in education. The results from different
authors who have conducted research on this topic can be helpful and used as framework
from leaders in one specific university. The present study will provide a few teachers’
preferences and perceptions about the successful leader of the future. Summing up, the
gathered material and the present study can be beneficial because it’s always good to know
what kind of a leader the members of one institution prefer.
3. Literature Review
There is previous literature related to leadership in general. However, the number of
studies which investigate the factors which influence the development of the educational
leadership is not enough. Taking into consideration the tremendous advancement of
technology and the number of private universities which is continuously increasing there
is a need for more updated literature and practices.
The following are some important studies which deal with management or educational leadership
and with the different leadership styles. To start with some definitions about leadership behavior.
Seitz, (1995), in her article: “Effective Leadership in School Administration” mentions four
categories of leadership behavior according to R.J. House:
Supportive Leadership: This includes giving consideration to the needs of the f o l l o w e r s ,
concern for their welfare and creating a friendly climate in the work place.
Directive Leadership: This includes letting the followers know what is expected, the rules,
procedures, schedules and coordination of the job.
320
Participative Leadership: This includes consulting with the followers and taking their
opinions and suggestions into account when making decisions.
Achievement Oriented Leadership: This includes setting goals, performance improvements
and shows confidence that the followers will reach high standards. (p.8)
According to Yukl (1994) as cited by Men (2010), leaders are responsible for their
subordinates “attitudes, motivation, and behavior” (p.3). Men (2010), also cites other authors
(i.e. Bartoo & Sias, 2004; Rosenfeld, Richman, & May, 2004) who focus on:
The importance of “Effective employee communication, which nurtures favorable
employee attitudes, contributes not only to job satisfaction, organizational performance,
and achievement of organizational goals (i.e., Bartoo & Sias, 2004; Rosenfeld, Richman,
& May, 2004; White et al., 2010; Zucker, 2002), but also helps protect organizational
reputation in a turbulent environment because employees are viewed as credible sources
to external stakeholders (p.4).
Another researchers Barret (2006), says that leaders lead through effective
communication and therefore they should have good communication skills and
understanding.
Moreover, Khan, Tahirkheli & Ali (2013) mention that one organization can be successful
only when the staff is happy to work there because only then they can give their best.
According to them with time leadership has undergone many changes and as a result
authoritarian leadership is not seen as useful anymore. They also emphasize the importance
of motivation as a crucial element for training the subordinates.
Koxhaj (2011), states that a good leader has objectives and priorities and doesn’t see his
profession as a self promotion and advertisement. He says that in order to have successful
leadership the leader should be reliable. Another Albanian professor, Pango (2013) talks
about James Scoullers, according to whom, the leaders should work on their personalities,
meaning that they should change continuously and adapt their leadership behavior/style
depending on the situation.
4. Methodology
4.1 Research Questions
The following are the research questions which were designed in order to investigate
educational leadership.
#1. What are teachers’ preferences and perceptions of a successful educational
leadership (personal qualities and behavior)?
#2. How can leadership behavior such as reward and punishment affect the teachers’
321
performance?
#3. Which leadership style is mostly preferred by English teachers at the Language
Center and the Faculty of Languages, Cultures and Communications?
4.2 Participants and Setting
The participants in this study were English teachers at the Language Center and the
Faculty of Languages, Cultures and Communication, at South East European University
in Tetovo. The number of the population chosen to participate was 25 but only 20 teachers
responded to the questionnaire.
4.3 Instruments and Data Collection
The instruments used for the data collection were a teacher questionnaire and an
unstructured teacher interview. The instrument used was taken online and it is a Likert
style questionnaire with five elements (strongly agree, agree, neutral, disagree, strongly
disagree). The following is the link for a downloadable version of the questionnaire:
https://edge.sagepub.com/sites/default/files/4.2_Leadership_Styles_Questionnaire.
pdf (more information about the author is not available). Two more items are added
to the questionnaire. The other instrument was an unstructured interview with the
participants. All the participants were interviewed and had a more relaxing conversation
with the interviewer. The questions used in the interview were similar to those from the
questionnaire, but here they were discussed into more details.
5. Results and Discussions
Based on the questionnaire results (see graph 1. below) 14 teachers didn’t agree that “most of
the employees in the general population are lazy” and two teachers strongly disagreed. This
means that only two out of 20 respondents agreed that in general people don’t want to work.”
Twelve out of 20 teachers disagreed and two strongly disagreed with the next questionnaire item
“in complex situations, leaders should let subordinates work problems out on their own”. This
means that subordinates in specific situations need their leader’s help. Twelve teachers agreed
and eight strongly agreed that “employees want to be part of the decision-making process.”
Twelve teachers disagreed, six agreed and two were neutral with the next questionnaire item:
“employees need to be supervised closely or they are not likely to do their work” it is interesting
that some of the teachers believe that they must be observed and ‘supervised closely in order
to do their work.’
322
SA
A
N
It is fair to say that most employees in the general
population are lazy.
D
0
Employees want to be part of the decision-making
process.
Employees need to be supervised closely or they are
not likely to do their work.
2
2
2
1
In complex situations, leaders should let subordinates
work problems out on their own.
SD
2
14
3
12
2
8
0
0
0
0
12
6
2
12
0
Graph 1: Teacher questionnaire (calculating the results will help to find out the most
preferred leadership styles).
Eighteen out of 20 teachers agreed that “most workers want frequent and supportive
communication from their leaders” (see graph 2. below). So, ten agreed whereas seven
teachers strongly agreed; only two teachers remained neutral. When asked if “employees
should be rewarded or punished in order to get motivated to achieve organizational
objectives” only two teachers disagreed and the rest of the teachers agreed. Six teachers
agreed, four strongly agreed, six disagreed and four of the teachers were neutral.
“Leadership requires staying out of the way of subordinates as they do their work” When
asked if “providing guidance without pressure is the key to being a good leader” majority
of the teachers agreed, two remained neutral and two other teachers disagreed.
Most workers want frequent and supportive
communication from their leaders.
SA
As a rule, employees must be given
rewards or punishments in order to…
A
Leadership requires staying out of the way
of subordinates as they do their work.
N
Providing guidance without pressure is the
key to being a good leader.
SD
D
0
2
4
6
8
10
12
14
16
18
Graph 2. Teacher questionnaire (calculating the results will help to find out the most
“Leaders should give subordinates complete freedom to solve problems of their own”
(see graph 3. below) was the next questionnaire item with which 14 teachers agreed, two
strongly agreed and only 4 disagreed. Twelve out of 20 of the participants agreed and
eight strongly agreed that “leaders need to help subordinates accept responsibility for
323
completing their work”. Two agreed, four were neutral, 12 disagreed and two strongly
disagreed that “most employees feel insecure about their work and need direction.” Thus,
based on the results we can generalize that teachers have self-confidence and don’t always
need their leaders to guide them. Fifteen agreed and five were neutral with the following
questionnaire item: “As a rule, leaders should allow subordinates to appraise their own
work.”
Leaders should give subordinates complete
freedom to solve problems of their own.
SA
Leaders need to help subordinates accept
responsibility for completing their work.
A
N
Most employees feel insecure about their work
and need direction.
D
SD
As a rule, leaders should allow subordinates to
appraise their own work.
0
2
4
6
8
10
12
14
16
It is interesting that ten teachers (see graph 4.below) neither agreed nor disagreed with the
questionnaire item “people are competent and if given a task they will do a good job” whereas,
six agreed and four disagreed. Fifteen teachers agreed and five strongly agreed that “effective
leaders give orders and clarifying procedure.” Sixteen teachers said that in most of the cases they
prefer “little input from their leader” and there were two who disagreed. They (16 teachers) said
that “it’s not the leader’s job to help subordinates find their passion.” Finally, ten teachers agreed
and seven of them disagreed that “the leader is the one who should judge of the achievements
of the group.”
People are basically competent and if given a
task they will do a good job.
Effective leaders give orders and clarifying
procedures.
SA
A
In most situations, workers prefer little input
from their leader.
N
D
It is the leader’s job to help subordinates find
their “passion.”
SD
The leader is the chief judge of the achievements
of the members of the group.
0
2
4
6
8
10
12
14
16
18
324
Having analyzed the results it was concluded that the participants in the study ranged the
democratic style before the two other leadership styles. After the democratic leadership
style they chose the laissez-faire style and at the end the authoritarian style. It is interesting
that within the same institution or more specifically inside the Language Center the teachers
showed different perceptions related to leadership styles. However, the difference of their
preferences related to democratic and authoritarian style was drastically different because
democratic style was in a very high range. Laissez-faire style was in a moderate range. From
the results of the study we can hypothesize that a modern and unique university in the
region as SEEU, has a staff which ranges democratic leadership style and laissez-faire as
the most effective.
The teacher participants defined successful educational leadership as follows:
1. One that supports autonomy in learning.
2. A person who seeks and takes responsibility, communicates well with people, is positive and supportive.
3.Educational leadership means educating the population to think and express their own will as well as
be part of decision-making process, provide guidance without pressure, involve in frequent and supportive
communication from their leaders.
4. Leadership with understanding and compromise.
5. Non-threatening, motivating, respecting principles/values in a professional/objective manner.
6. An educational leader should be able to bring sound decisions that will not harm anyone. Also, an
educational leader should possess credibility, but at the same time to be respected from the employees.
7. The leading needs to be of flexible nature since the leader needs to carry out the educational leading
according to the most current research and know what will work with which class and always adapt and
evolve in order to meet the students’ needs and to standardize the education conveyed by the colleagues
preferably in a similar fashion.
8. Good communicator, resourceful and open to new ideas.
9. A good leader should help the staff set high standards and accomplish them. They should share their
strengths and support their staff. They should be responsible and understand the needs of their staff. They
need to have good communication skills and be fair in their judgments.
10. Leaders should be able to use specific strategies, apply them equally among the employees. Foster the
involvement of employees at different levels. They should have clear visions and objectives.
11. Involving all employees in the decision making process.
12. Competent, hard-working, unbiased, objective, charismatic, supportive, communicative and grateful,
creative and self-confident.
325
Teachers’ responses to the following questionnaire item:
How can leadership behaviors such as punishment or reward affect the teacher’s performance?
Teacher 1: If fair and equal for all, it would definitely motivate me to give my best.
Teacher 2: Reward works far much better than punishment. Everyone wants to be acknowledged for the
work he or she does.
Teacher 3: As a rule, the staff should be rewarded and punished in order to be motivated to achieve their
organizational objectives. They should be used as an effective tool in an effective way.
Teacher 4: Both should be practiced, and I believe in such circumstances, rewards would predominate as
a result of people’s aspiration to have their well accomplished work acknowledged and rewarded. Under
such conditions, the benefits would be mutual. Finally, I am ‘pro’ implementing these methods, as I believe
that when there is a fair discipline at work the productivity is much higher.
Teacher 5: Although everyone wants reward more than punishment, I still think that they are both useful
mechanisms at workplace when used sparingly. I consider that employees need to know the limits and be
aware that either a punishment or reward will follow if the job is done or not appropriately. It is unfair if
the employees are only punished for the wrongdoing and not rewarded for their effort. Therefore, in order to
motivate employees to perform better they should be rewarded for their contribution at work, but also they
should be made aware that there are some forms of punishment that can follow if anything goes wrong,
but I think that punishment should be applied only for some more serious matters.
Teacher 6: Once the team leader, the head of department or the dean sets out boundaries, norms and
rules that apply to the whole staff, as well as, once they are clarified and standardized then punishment
and reward will have an effect on the performance. As soon as the colleagues know that there is a standard
educational and managerial procedure that they all need to follow and abide by then they can be rewarded
or not according to how well they incorporate the policy in their teaching. Praise and acknowledge are
great motivators for students therefore they would be excellent motivators for staff members as long as the
selection procedure is fair and transparent.
Teacher 7: It motivates my performance when I see people who don’t do their job get punished, but
punishment alone would be demotivating.
Teacher 8: It can motivate or demotivate. It should always be consistent and fair to everyone.
Teacher 9: Punishment can improve things especially when taken seriously and applied regularly
without bias.
Teacher 10: Behaviorism acknowledges both, reward and punishment. In most institutions in
Macedonia punishment is the only instrument and very often it produces bad performance among the
excellent employees.
326
6. Conclusions
6.1 Conclusions for the 1st research question:
Which are teachers’ preferences and perceptions of a successful educational leadership?
From the teachers’ interviews it was concluded that discrimination, intimidation,
manipulation, denial, offense and threatening were leadership behaviors with an extremely
negative influence on the teacher’s performance. The participants said that the above
mentioned behaviors should not be practiced by a successful and promising leader.
According to them a successful leader is the one with moral and credibility, who motivates
and supports his/her employees, is hardworking, charismatic and without prejudice.
During the teacher interviwes it was clear that positive leadership behaviour had an
extremly positive influence on teacher’s performance.
6.2 Conclusion for the 2nd research question:
How can leadership behavior such as ‘reward’ and ‘punishment’ affect teachers’ performance?
Majority of the participants agreed that reward as well as punishment should be applied
in order to achieve better results in improving employee’s performance. Even though
most of them preferred ‘reward’ they said they were rarely rewarded for a job done very
successfully. One of the teacher participants mentioned that punishment is one of the
most practiced phenomena in the educational institutions in Macedonia. On the other
hand, there were participants who said that even punishment if applied appropriately can
motivate others to work knowing that evaluation is fair and without any manipulation.
6.3 Conclusion for the 3rd research question:
Which leadership style is mostly preferred by English teachers at the Language Center and LCC?
Based on the results from the questionnaire and based on the teacher interviews it can be
concluded that the most preferred leadership style by the participants in the study was the
democratic style. This is evidenced by their desire to participate in the decision-making
process, the desire to be guided without pressure, the desire for frequent communication
and support from their leaders. Finally another characteristic that contributed to dominate
the democratic style was that most teachers agreed that leaders must help their subordinates
to accept responsibility to do their duty. At the end we can freely say that SEEU is a
modern institution with teachers who in a reasonable and clear way define a role model
leadership which is effective and ethical.
327
7. Limitations of the study
This study was conducted within a short period of time with a small number of participants
for various reasons. This study provides information necessary to ascertain how English
teachers at the LC/LCC perceive/visualize an effective leadership. Finally, from the
conclusions drawn from the data collected we cannot generalize beyond educational
leadership, but we will have an idea of how teachers at this university, more specifically
at the Language Center and at the Faculty of Languages, Cultures and Communications
perceived effective educational leadership.
References
•
Barret, D. J. (2006). Leadership Communication: A Communication Approach for SeniorLevel Managers. URL: http://scholarship.rice.edu/bitstream/handle/1911/27037/
Leadership%20Communication%20%20A%20Communication%20Approach%20for%20
Senior-Level%20Managers%20%20Barrett.pdf ?sequence=2
•
Bateh, J. & Heyliger, W. (2014). Academic Administrator Leadership Styles and the Impact
on Faculty Job Satisfaction. Journal of Leadership Education Summer.URL: http://www.
leadershipeducators.org/Resources/Documents/jole/2014_summer/13_3bateh201.pdf
•
Khan, SH. B., Tahirkheli, Sh. A. & Ali, A. (2013). Role of Educational Leadership in
Motivating Teachers for Effective Work. ROLE OF EDUCATIONAL LEADERSHIP.
URL: http://cgr.umt.edu.pk/icobm2013/papers/Papers/IC3-Jan-2013-076.pdf
•
Koxhaj, A. (2011). Natyra e udhëheqjes dhe menaxhimit në Shqipëri. URL:
•
http://fbm.uni-ruse.bg/jei/Issue-2011/01-2011-JEI-Andri-Koxhaj-Edited-Final-M.pdf
•
Leadership Styles Questionnaire. URL: https://edge.sagepub.com/sites/default/files/4.2_
Leadership_Styles_Questionnaire.pdf
•
Men, L. J. (2010). Measuring the Impact of Leadership Style and Employee Empowerment
on Perceived Organizational Reputation. URL: http://www.instituteforpr.org/wp-content/
uploads/KEPRRA-the-Impact-of-Leadership-Style-and-Employee-Empowerment-onPerceived-Organizational-Reputation.pdf
•
Pango, Y. (2013). Lidershipi. Profile psikologjike, liderët shqiptarë. URL: http://tinyurl.com/mu9en3y
•
Seitz, P. (1995). Effective Leadership in School Administration. URL: https://www.uleth.ca/
dspace/bitstream/handle/10133/875/Seitz_Paolina.pdf ?sequence=1
328
Appendix A
Leadership Styles Questionnaire1 (Teacher preferences of a good leadership)
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
Employees need to be
supervised closely or
they are not likely to do
their work.
1
2
3
4
5
2.
Employees want to be
part of the decisionmaking process.
1
2
3
4
5
3.
In complex situations,
leaders should let
subordinates work problems
out on their own.
1
2
3
4
5
4.
It is fair to say that most
employees in the general
population are lazy.
1
2
3
4
5
5.
Providing guidance without
pressure is the key to being a
good leader.
1
2
3
4
5
6.
Leadership requires
staying out of the way
of subordinates as they
do their work.
1
2
3
4
5
As a rule, employees
must be given rewards or
punishments in order to
motivate them to achieve
organizational objectives.
1
2
3
4
5
Most workers want
frequent and supportive
communication from
their leaders.
1
2
3
4
5
As a rule, leaders should
allow subordinates to
appraise their own work.
1
2
3
4
5
10. Most employees
feel insecure about
their work and need
direction
1
2
3
4
5
11. Leaders need to help
subordinates accept
responsibility for
completing their work.
1
2
3
4
5
Statements
1.
7.
8.
9.
1 Available online: https://edge.sagepub.com/sites/default/files/4.2_Leadership_Styles_Questionnaire.pdf
329
18.
12. Leaders should give
subordinates complete
freedom to solve
problems of their own.
1
2
3
4
5
13. The leader is the
chief judge of the
achievements of the
members of the group.
1
2
3
4
5
14. It is the leader’s job to
help subordinates find
their “passion.”
1
2
3
4
5
15. In most situations,
workers prefer little
input from their leader.
1
2
3
4
5
16. Effective leaders give
orders and clarifying
procedures.
1
2
3
4
5
17. People are basically
competent and if given
a task they will do a
good job.
1
2
3
4
5
How would you define an ideal educational leadership?
19.
How can leadership behaviors such as punishment or reward affect your
performance?
.
330
For a successful teaching and learning
Luljeta Prençi, Ph.D
Abstract
There are a lot of books and writings about the ways toward the improvement on
quality of the teaching and learning. It seemed as everything is said and we can’t add
or explain anything else about these themes. But we are sure that some things perhaps
became more clearly if we present to others in a different way. So, during this work we will
concentrate in these aspects:
The importance of the methods which are concentrated at the pupil, active, creative
and critical thought, underlining that: an effective teaching can be reached in all courses and
subjects; the duty of the teacher is to orientate his students to think critically; care must be
shown as not every new, modern practice, is good for everyone.
What are same mistakes we are making? A great priority is being given to the
education of a great number of people. But training and preparation of teachers for a
successful and effective teaching is much more important that expansion of education. It
must be understood once for good that pupils must learn at school, not only go to school
The most important elements are educational institution infrastructure, teachers, and pupil.
When we talk about the improvement of education quality, we must consider the four
main pillars of almost every book written about education which are: Which is education
goal? What does teaching mean? Which are the moral and intellectual responsibilities of
teachers? Why the attempt of group coordination in important.
Key terms: learning, teaching methods, conditions
331
Introduction
One of the most important elements of education reform is the improvement on
quality of the teaching and learning during the hours of lesson. The methods which
are concentrated at the pupil, active, creative and critical thought are evaluated as the
most successful. A good teacher, using these methods, achieves to equip his student with
knowledge, abilities and expressions that will not only last for the time he is at school but
during all his life, what implies that an orientation of “present-future” is needed.
An effective teaching can be reached in all courses, as in each of them pupils can be
encouraged to:
•
•
•
•
Ask questions about a certain topic.
To independently lead researches in order to answer to their questions or to the others.
To discuss about a topic by different points of view, but with the relevant arguments.
To apply in practice the theoretical knowledge they obtain in different courses etc.
The duty of the teacher is to orientate the student, so they think critically. But how
can this be achieved? Exactly by teaching these pupils:
•
•
•
•
•
•
•
Concentrate only at suitable information that helps in achieving the goal.
Present the information in schemes, template trait.
Make connection with previous knowledge, especially regarding the case.
To properly evaluate the evidences they have in order to use them as arguments.
To use the deduction logic in order to be sure about the obtained results.
To analyze the connection of the information they have with the theories and points
of view that circulate in relation to the topic.
To adjust the information they have with the necessities during the absorbance of new
knowledge.
To select the teaching method, in accordance with the course and topic nature,
with the concrete lesson conditions, with the knowledge and expression level that the
pupils own, the teacher is helped by the teaching and learning frame, PKE (Prediction,
Knowledge building, Enforcement). By at the other hand, it is necessary that teacher have
the conditions for a professional development, in order to adopt teaching practices and
methods, applicable in the conditions where they are and work with the pupils.
Care must be shown as not every new, modern practice, is good for everyone. But,
at the other hand, it can be made valuable for you, me and anyone if it is modified and
adjusted according to the needs that you, I and everyone have.
A great priority is being given to the education of a great number of people. But
training and preparation of teachers for a successful and effective teaching is much more
important that expansion of education. It must be understood once for good that pupils
332
must learn at school, not only go to school. While the teacher, in order to be o good one,
must be able to know for each of his pupils:
-
-
-
-
-
-
His motivation rate in learning
The level of understanding what he reads or hears
His learning type ( mechanical or logical, by heart or by reasoning )
If he is collaborative or distant when requires to achieve something
If he applies or not in the everyday life the knowledge obtained at school
If this student obtains or not the curricula targets etc.
When we talk about the improvement of teaching quality, as one of the most
important point of the general educational policies, we must not forget that the teacher
and the pupil are two of the three key elements that are subject to the improvement, which
are:
Educational institution infrastructure
Teacher
Pupil
The truth is that rarely the scholastic infrastructure responds to the requirements of
the application of new curricula and exactly for this reason, education forms often fails
.The best would have been in educational institutions offered such conditions that teachers
would from at pupils approaches based in concrete situation, applying in practice what
learned in theory. Such a method, was initially proposed at ‘30 of the previous century
by the well-known scientist and lector John Dewey, the full work of whom was published
in seven volumes with the title “Collected works of John Dewey“(Carbondale, Southern
Illinois University Press, 1967-1992). Such a model is found at the Faculty of Law, Harvard
University, USA, where students improvise trials with files by real cases while they are
being reviewed by the court.
Other methods, where concretization is little or not at all noticed during teaching
process, are intended to bring expressed or unexpressed disappointment in relation to the
expectations, which are found even at the weakest teacher. The famous American teachers
Benjamin S. Bloom said: “Every teacher starts the new semester (or a course) with the hope that about
one thirds of the pupil with absorbs what he or she has to express during the teaching process. The order
one thirds will not achieve this goal, but they will survive will minimal attempts. And finally, the other one
thirds will learn a good part of the course he or she has to teach during the education process, but not at
the extent to be called good pupils”.
When we talk about the improvement of education quality, we must consider the
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four main pillars of almost every book written about education which are:
1. Which is education goal?
School must prepare pupils to be successful in the future. This is achieved only if
teachers know how to clearly define what is really worth to be learned, so that pupils are
equipped with abilities and attitudes necessary for their lives.
1. What does teaching mean?
It is a process by which, during a certain educational period or phase, the teacher
wants him to be. The most common question the teacher must make to his pupil must
be: what did you learn? If the answer is rich in acceptable alternatives, the teacher is
successful, otherwise he attempted for nothing. Skinner, one of conductors of behaviorist
theory in USA and world brought ideas to realize an effective teaching and he proposed
that the education targets must be defined through observable and measurable behaviors.
Regarding to this he expresses that: “Human mind must be defined at the aspect of real
behaviors that deserve to be treated as concrete education targets.”1
2. Which are the moral and intellectual responsibilities of teachers?
Even in the most difficult teaching conditions, teachers must give the best of them.
Randy Pausch, a professor at Carnegie Mellon University in the USA, little before he died,
in “the last lesion: achievement of childhood dreams” said: “you cannot controls the cart
we have to play with, but you can only control how you move your hand”. While the writer
Robert Louis Stevenson expressed the same thing in this way: “It is not necessary to have
good carts in life, but to play well a bad round”.
3. Why the attempt of group coordination in important?
The responsibility to guarantee a qualitative teaching must be distributed at all the
actors: parents, directors, administrators, school board members, teachers, pupils, etc. This
is called collective responsibility and from this depends the fact if the school which reflect
a general positive culture or not. A productive scholastic culture existed if the school has
a clear, ideated and accepted vision; if pupils and teachers of that school believe to obtain
the results and not only this but they collaborate in order to make this vision a reality ; if
the school risks in the name of the positive change that might happen. But all this cannot
be achieved if we do not understand once for good that we must look beyond school’s
walls, as several researches proved this difficulties in learning are related to external factors
such as: parents’ interest about what the child is learning day after day, the possibility to
exploit library literature, unnoticed health problems of the children, social, economic and
familiar problems etc.
An external factor, in the learning quality would be the continuous request of teachers
and parents for good results, especially in exams. Due to this often pupils tend to have
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formal results, obtaining the results that others expect but loosing personal interest to act
independently, in other to afford challenges and obstacles during his education.
Such a disturbance was expressed by the great American philosopher John Dewey
by asking: “how many students are made insensitive towards ideas and how many others
lose the motive to learn, due to the way they are forced to learn? To how many of them
the ability to judge and capacity to act with intelligence in new situations is bounded, due
to automation exercise? How many of them conduct learning process with annoyance
and frustration? How many of them feel that what they learn does not help them in life
situations outside school and does not make them capable to control these situations.2
Another fact is that teachers are the main agents of educational policies all over the
world. For this reason, not only that they role as engines of change that must happen in
generations formation is not accepted, but it is also required to them to act in accordance to
the existing social norms. Their nomination at a job position often depends by applicability
of these “norms”.
By the other hand, nowadays a great importance is given to the use of technology in
teaching with the purpose to improve learning level. A lot of money is spent on technology
or literature slide shows, without having a detailed strategic plan to make technology really
exploitable. Several years ago, at a school I worked in, we received 15 computers (for
700 pupils), which for more than 2 years were not in function as the school did not have
electric power. Currently, at another school, an interactive board and 16 computers sleep
covered in a closed class room and no one dares to use, as it is pretended that they were
brought from abroad to train the teachers. But “when” and “who” will train the teachers
with those computers?
Let’s not talk about the number of pupils per computer in most of the schools and
the number of video-projectors as well. It is a good thing that project of distance learning
(i.e. the project learning”)are being undertaken, but are there real conditions in our schools
for an effective application of this project?
By the other hand, it would have been a lot better, if it would have been invested
before in professional development of teachers, for them to gain the necessary abilities
to have access in alternative resources of learning. Also, it would not have been bad if
reforms were oriented towards the improvement of quality and possibility that scholastic
environments offer for the application of the curricula.
Dimitris K. Mavroskoufis, one of the representatives of Education Department at
the Aristotelian University of Thessaloniki, being a teacher himself for a very long time,
expresses:”a critical component of learning experience is the quality of the environments
were pupils live, work and study.3
He explains that this has to do about the environment in a wide meaning of the world,
including physical environment, emotional environment (created by feelings and needs
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of pupils and teachers), social environment (created by inter-personal relations between
pupils and between pupils and teachers) and academic environment (mainly defined in the
terms of expectations of learning and pupil’s diversity regarding their knowledge in entry
level and their abilities).
In many of our schools insufficiency of material base and the large number of pupils
per class (over 40) create a lot of difficulties in the process of learning and teaching.
During almost all the class, in such conditions, it is impossible for the teacher and
the pupil to concentrate as they should, and even more impossible to achieve the targets
of the course. Anyway if the teacher has the good will to create a positive and supportive
environment, with such behaviors that motivate almost every student, even in the most
difficult circumstances, the course will be obviously effective and no pupil will feel lost.
A good teacher always finds the way to commit even the weakest student, who
is continuously searching ways and manners to help in eliminating barriers of learning
process, with the purpose to facilitate the absorbance of knowledge by the pupil. A very
good tactic would be the work in groups depending on concrete situations and not in static
groups. This means that when the group components are defined, it must be considered
the needs of the pupils, their interests, the possibilities they have to contribute in the work
in small groups etc. Another important step is the management of created groups in order
to urge the participation and activation of every group member.
By the other hand, the teacher must naturally let the pupils understand that he does
not know everything, but he can learn all the time.
Another important element of motivating pupils is the evaluation based on the real
level of knowledge. Today the correctness in evaluating pupils is a real challenge, because
it is still difficult for the teacher to avoid the increasing or decreasing of the pupil’s grade,
depending on his behavior, positive or negative one. For the pupils of average, good or
very good level this is not very obvious, but at weak pupils this bad reality “ manifests”,
because such pupil who have the exact same level of knowledge, pass or fail the class
according to their behavior.
But how can we pass the situation?
The ideal thing would be if the teacher could understand the real obstacles of the
pupil in the learning process. In this way we learn things about our pupils that make it
easier for us to slightly displace the program in such way that the pupil find himself within
the frames of that program.
Finally, the most important element in improving the teaching quality is the clear
definition of learning objectives (that have to do with the pupil) as they are often confused
with teaching objectives (which have to do with the teacher and the steps he has to follow
in order to achieve learning objectives). Today the points where the objectives must be
336
oriented are: knowledge, affective, psychometric, social-emotional. These fields are
integrated with one another depending on the topic, topic group, chapter or course.
The method to designate the objectives must be:
1. Based on the content analysis
2. Type S-K-A (Skills – Knowledge-Attitudes)
3. SMART ( Specific, Measurable, Action oriented, Reasonable, Time bound)
The teacher must be able to determine if they are the most important and possible
objectives to be achieved by the pupils, the teacher must be able that through the designation
of objectives, predicts the ways through which the pupil can obtain and understand the
information, can select only the necessary information, can gain the possibility to judge
the correctness of the information etc. Only in this way pupils can gain trust in themselves
and work properly, learn more and have higher results.
Conclusions:
1. If we want to improve the quality of teaching and learning, teachers must work hard
to orientate their pupils to win such knowledge, abilities and expressions that will need
in the future.
2. Teachers of all subjects must apply an effective teaching.
3. It is necessary for teachers to have the conditions for a professional development,
in order to adopt teaching practices and methods, applicable in the conditions where
they are and work with the pupils.
4. If we like to use a modern practice, it must be modified and adjusted according to the
needs that we have.
5. The training of teachers for a successful and effective teaching are very important.
6. Educational institution infrastructure. The teacher and the pupil are three key elements
that need to improve together and in the same time.
7. The technology is very important, but in the name of “it” we are making a lot of
mistakes. Before the “tools” must be the mind. Teachers and pupils must learn to use
the technology in the right way, to improve the quality of teaching and learning.
8. The teacher must be able to determine which are the most important and possible
objectives to be achieved by the pupils, despite the selected method of designate of
the objectives.
337
References
•
Skinner, B. F (1968), The technology of teaching, New York: Appleton Century Crofts
•
Dewey, J. (1938), Experience and education, New York: Maximillian.
•
Dimitris. K. Mavroskoufis (2013) Teaching and learning”, a reference guide for teachers
oriented towards result, chap.3, page 56, Belgrad
338
The establishement of pupils’ skills in creative teaching
Doc.dr. Lulzime Lutfiu Kadriu
University of Tetovo, Macedonia
lulzimekadriu@live.com
Abstract
The essence that characterizes life and happenings in the future, according to
futurology, are changes in the life and work of the individual towards what follows it.
These changes according to futurologists are firstly seen in changes that take place in
science, work techniques and technology. It is quite sure that this progress of science,
technique and technology lead towards a new world, where the fulfillmentof human needs
is at the center of what will occur.
In the context of these overall predictions, the issue of how we must educate our
pupils nowadays also arises, for they will live a life in this future. The imperative for
contemporary education is the requirement for putting the learner at the center of the
learning environment and the orientation of the schools should be the formation of their
personality and individuality.
However, we emphasize the need for the formation of pupils’ creative skills, as a
production and function of all the changes that are applied and should be further applied
in the field of education. Such a request is needed for creative pupils. In our study, we
aim at: studying the impact of the formation of creative skills promoted during creative
teaching. We have applied the descriptive-analytic method, the interview technique and as
an instrument, an observation sheet for pupils.
From now on, pupils’ of the future should be first and foremost creative. They need
to create, build and this should be a necessity of contemporary teaching. The pupil should
develop as a researcher and future discoverer, as a future individual.
Key terms: creative teaching, skills, pupil.
339
Introduction
New innovations in the process of teaching, have made the development of
creative skills of young people a main focus in the function and deepening of economic
development in general.
In this context, emphasis is placed on the need for abandoning traditional teaching,
which basically supported providing available knowledge to pupils and the reproduction of
this knowledge by themselves. We are also witnesses of the time when the primary need in
young people arises together with the necessary space for experimentation and discovery.
The position of the pupil in school work in general, and above all, in creative learning,
represents a vital segment and very important one. In traditional teaching, basic
requirements were ‘teaching through practice’ or ‘learning through games’. But today, the
basic requirements are ‘learning through creativity’.
In this way, the pupil becomes the subject which arrives by itself to the knowledge,
both independently and actively. The position of the pupil marks exactly the position
that is required to access many innovations. This is done in the context of contemporary
trends in the educational process.
1.
The pupil in creative teaching
Creativity in learning allows pupils to fully realize their formation and personality. In
relation to school education, the manner and approach that make learning and acquiring
knowledge possible is important. In terms of rapid development of science and modern
technology, the pupil should be prepared to gain new knowledge and insights with less
effort, but more complete and faster. Creative learning contributes to the full development
of the personality of pupils. (Stevanoviq, M., 2003, p. 47).
In order to be able to create, one must be clear from the purpose to the tools. The
creative person always makes the distinction between what is given and what is to be
achieved. (Stevanoviq, M. Papotnik, Gumzej A., G., 2001, p. 125). Constantly cultivating
the creative spirit and using different methodological tools, the teacher must keep awake
the creative spirit, both for himself and for his pupils. (Kerçovа, И., 1984, p. 139). Filipoviq
(1969) emphasizes creative learning as: ‘creative teaching is a universal cultivator of life
and work, its’ means and forms of organization in developing the creative potential of
students’ and teachers’. Creativity in the educational work cannot be seen separate from
one side the pupils and on the other side the teachers.” (Filipoviq, N.1969).
All creative learning characteristics form the pupils’ position in it. The key issue that
must be emphasized has to do with how creative learning may cause changes in the position
340
of the pupil in the learning process. Perceived benefits in creative learning distinguish
what puts the pupil in a different position from that of traditional learning. How can we
overcome situations where the pupil listens and acquires knowledge and should be ready
to reproduce without analyzing any deeper the essence of it? In such cases, the pupil is
in a passive position, the position of the object that was exposed to impacts. In creative
learning, the pupil explores’, experiments and comes to knowledge, and does not, in any
manner receive knowledge ready. He actively and independently arrives to knowledge and
as a result he is the subject of the learning process.
The position of the pupil as subject, at the same time marks both sides: the external
and internal, which means, it has a double role: on one hand it allows pupils’ to use previous
background knowledge that they own and, on the other hand, to create new knowledge, in
order to actively involve the perfectly transformed personality of the pupils’ in the changes
occurring in the world around them.
The imperative necessity of individualization of instruction in the context of creative
learning is also highlighted. Learning in this way stems from the creative consciousness,
and knowing in creative ways, comes from awareness. The Union of conscious with
subconscious awareness helps direct genuine creativity. (Stevanoviq, M., 2003, p. 184).
The pedagogical purpose of teaching is concerned not only with the development
of intellectual skills and creative divergent thinking, logical, creative knowledge and skills
in certain areas, but also with the development of the personality in general, including the
emotional sphere, motivation and sphere of social and moral values. (Scheffer, Ј., 2005,
p. 23)
The position of the pupil as subject in class is a position required in many
contemporary innovations.
On this basis we can conclude that creative learning along with other contemporary
innovations and changes of position humanizes pupils’ position in learning.
2. Skills promoted by creative learning, gender and pupils’ success
Tabel nr. 1. Skills promoted by creative learning, gender and pupils’ success
Gender
and
success
of
student
Skills promoted by creative teaching
Ranking
comparison
Observation
measurement
research
Total
F
f
f
f
F
f
%
%
%
%
341
%
%
5
4
3
2
Total
m
29
3,08
51
5,42
71
7,55
23
2,44
135
14,36
309
32,87
f
33
3,51
49
5,21
59
6,27
20
2,12
154
16,38
315
33,51
m
8
0,85
14
1,48
23
2,44
11
1,17
51
5,42
107
11,38
f
6
0,6
17
1,80
19
2,02
6
0,63
19
7,44
67
7,12
m
4
0,42
9
0,95
30
3,19
5
0,53
14
1,48
62
6,59
f
15
1,59
15
1,59
10
1,06
6
0,63
10
1,06
56
5,95
m
4
0,42
4
0,42
4
0,42
2
0,21
3
0,31
17
1,80
f
2
0,21
1
0,10
1
0,10
1
0,10
2
0,21
7
0,74
m
45
4,79
78
8,30
128
13,61
41
4,36
203 21,60
495
52,66
f
56
5,96
82
8,72
89
9,47
33
3,51
185
19,68
445
47,34
101
10,74
160 17,02
217
23,08
74
7,87
388 41,27
940
100
Skills fostered by teaching the pupils through creative learning surveyed categories:
sequencing, comparison, observation, measurement and research.
The category of ranking was accepted by 101 (10,74%) pupils, out of which 62 are
with excellent marks, 28 (3,08%) male gender pupils and 33 (3,51%) female gender pupils,
14 with very good grades, out of which 8 (0,85%) are male gender pupils and 6 (0,6%)
are female gender pupils.this category was accepted by 19 pupils with good marks, out of
which 4 (0,42%) are male gender pupils and 15 (1,59%) are female gender pupils and 6
pupils with sufficient marks, out of which 4 (0,42%) are male gender pupils and 2 (0,21%)
are female gender pupils.
For the comparison category, 100 pupils with excellent marks decided to accept,
out of which 51 (5,42%) are male gender pupils and 49 (5,21%) are female gender pupils,
then 31 pupils with very good marks, out of which 14 (1,48%) are male gender pupils and
17 (1,80%) are female gender pupils. With good marks, for this category the number of
participants was 24 pupils, out of which 9 (0,95%) are male gender pupils and 15 (1,59%)
female gender pupils, and lastly with sufficient grade marks 5 pupils participated, out of
which 4 (0,42%) male gender pupils and 1 (10,10%) female gender pupils.
Also, 217 (23,08%) female and male gender pupils accepted the observation category,
out of which with excellent grade marks are 130 pupils, out of which 71 (7,55%) male
gender pupils, and 59 (6,27%) female gender pupils. With very good grade marks, the
number of participants is 42, out of which 23 (2,44%) are male gender pupils and 19
(2,02%) female gender pupils; with very good marks, the number of participants was 40
pupils, out of which 30 (3,19%) male gender pupils and 10 (1,06%) female gender pupils
and lastly, with sufficient grade marks the number of participants is 5 pupils, out of which
4 (0,42%) are male gender pupils and 1 (0,10%) female gender pupils, meaning that the
total number of participants for this category was 217 (23,08%) pupils.
The measurement category was accepted by total of 74 (7,87%) pupils, out of which
with excellent grades are 43 pupils, 23 (2,44%) male gender pupils and 20 (2,12%) female
gender pupils.This category was accepted by 17 pupils with very good grade marks, out
342
of which 11 (1,17%) male gender pupils and 6 (0,63%) female gender pupils. With good
marks are 11 pupils, out of which 5 (0,53%) male gender pupils and 6 (0,63%) female
gender pupils and 3 participants were sufficient mark pupils, out of which 2 (0,21%) male
gender pupils and 1 (0,10%) female gender pupils.
The research category has the total of 388 (41,21%) participants, out of which,
with excellent grades are 289 pupils, 135 (14,36%) male gender pupils and 154 (16,38%)
female gender pupils. In percentage, 51 (5,42%) male gender pupils and 19 (7,44%) female
gender pupils; then with very good marks, the number of participants is 24, out of which,
14 (1,48%) male gender pupils and five pupils with sufficient marks participated, out of
which 3 (0,31%) male gender pupils and 2 (0,21%) female gender pupils.
Tabel nr.2 Abilities promoted in pupils from creative learning and pupils’ success
Pupils
success
Abilities promoted in pupils from creative learning
Ranking
comparison
observation
Меasurement
research
Total
F
%
f
%
f
%
f
%
f
%
f
%
5
4
3
62
14
19
6,59
1,48
2,02
100
31
24
10,63
3,29
2,55
130
42
40
13,82
4,46
4,25
43
17
11
4,57
1,80
1,17
289
70
24
30,74
7,44
2,55
624
174
118
66,38
18,51
12,55
2
6
0,63
5
0,53
5
0,53
3
0,31
5
0,53
24
2,55
total
101
10,74
160
17,02
217
23,08
74
7,87
388
41,27
940
100
X2=39,553
df=12
p < 0,01
C = 0,20
Graph nr. 1. Abilities promoted in pupils from creative learning and pupils’ success
The value obtained in the grey-square (39.53) with df = 12 indicates that there is a
statistically significant difference in pupils’ opinions on the question of the significance
level of 0.01, so surely we can say that the hypothesis is confirmed from the approach
outlined in formation towards the creative skills of pupils promoted through creative
learning. The correlation coefficient indicates a weak contingent among variables.
As the performance crown of creative learning are regarded pupils’ vocational skills.
Creativity skills of pupils were studied through five indicators in the assessment of the
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pupils’ depending on their ability, where each pupil emphasizes the dominant creativity
skill they possesses. The highest percentage of pupils (41.27%) possess a skill in research,
so we think that this drives us to the conclusion that creative learning in the education
system is recognized by pupils and gives space to more pragmatic implementation in
achieving learning.
Apart from this research, pupils indicate that (23.08%) have formed the observation
skill for all that represents a creative character and leads towards creativity.
As conclusion that emerges from the research is the finding that pupils’ possess
sufficient skills and abilities. This information leads us to conclude that creative learning
is implementing the relevant skills and learning abilities of pupils’ that make this the most
attractive form and perspective in the implementation of the modern educational process.
References
•
Stevanoviq, M. (1986), Kreativnost nastavnika i ucenika u nastavi, istarska naklada, Pula.
•
Stefanoviq Marko, Papotnik Amanda, Gumzej Gorazd (2002), Stvaralacka i projektna
nastava, Pula: Letis.
•
Stevanoviq Marko (2003), Kreatologija, znanosti o stvaralastvu vrtic- škola- fakultet, Rijeka:
Digital point.
•
Stevanoviq Marko (2003), Interaktivna stvaralacka edukacija, Zagreb, Rijeka: Andromeda.
•
Стефановиќ Марко (2003/04), Творечката личност и креативноста во наставата,
Воспитание , списание за теорија и практика, Педагошки Факултет „Гоце Делчев“Штип, бр.4-5.
•
Кречова Иванка (1984), Креативност во наставата по странски јазик, Годишник
на трудови, Универзитет во Битола, Факултет за туризам и угостителство -Охрид.
•
Шефер Јасмина (2005), Креативне активности у тематској настави, Београд.
•
Филиповиќ, Н. (1969), Стваралаштво у настави ,Сарајево
344
Just - in - time teaching and learning
Magbule Mejzini
PhD Candidate
Violeta Buza
PhD Candidate
Abstract
The 21st century is a time of great rapid change in every area of life, which means
that education is no exception either. Today in school life differences are obvious, in this
case the modern terminology is changed to certain methods and theories in the field of
education, by this we realize many changes occurring in education and this will encourage
more to discover new approaches to teaching and learning. The major elements of learning
skills in the 21st century are computer skills, media and technology - the Internet. The
Internet meets the resources and materials that are in the hands of teachers and students
reduce dependency on time and space is limiting factors in schools. It provides powerful
and diverse ways for students and teachers in the learning process allows finding various
data and creates opportunities for research. The Internet is a tool that can be used almost
every educational theory. It makes possible additional sources of information, increases
the dynamic communication and facilitates collaboration while reducing the need for
collaborators to be together in the same place.
Just-in-Time Teaching (JiTT for short) is a teaching and learning strategy based on the
interaction between web-based study assignments and active students in classroom. . Students
respond electronically to carefully constructed web-based assignments which are at least one
hour before class, and the teacher reads the student submissions “in-time” to organize the
classroom lesson to suit the students’ needs.
The goals of this method are to increase learning during classroom time, to enhance
student motivation, to encourage students to prepare for class, and to allow the teachers to
tune the classroom best activities in order to meet students’ needs. JiTT is designed to bring
successful pedagogical methods for teaching and learning in the classroom, interactive
engagement and active learning. JiTT was adopted by 200 teachers at 80 institutions
345
worldwide. Knowledge and scientific informatics is spread so rapidly that teachers find
it difficult to answer all questions from the students. Even for libraries is difficult to
keep abreast of new knowledge. Teachers should acquire more and more expertise for
discovering and finding new information, it means that they should be trained to become
researchers on the Internet. Research into action by teachers is a good way in which they
explore new teaching methodology for learning lessons based on personal experiences.
Search the web-site (Web-Quest) is oriented towards research activity data of which
the majority found on the Internet. It includes workshops, where students work together
on research projects. On the other hand we search website includes critical thinking
through the collection of data and their analysis in order to achieve the conclusion or to
respond to questions.
Key terms: teaching, learning, internet
History
Just-in-Time Teaching was developed for university level physics teachers in the late
1990s, but its use has since spread to many other academic disciplines. Early work was
done in the department of Indiana University - Purdue University (Indiana University
Purdue University Indianapolis Indianapolis) in collaboration with professors of physics
Davidson College and Air Force Academy United States (USAFA). Subsequently, this
method was spread through a combination of publications, presentations and workshops.
Professors teaching in various disciplines including biology, chemistry, physics, geology,
mathematics, computer science, mechanical engineering, economics, history, English,
French, philosophy, journalism, nursing, music, psychology and sociology who have
adopted learning Just-in-Time - Teaching
Just-in-Time is also associated with the manufacturing sector. In this sector,
contemporary production presents automatic mechanisms for providing information,
which can be performed at defined intervals. This makes it possible for employees to have
the last word information.
JiTT was used mainly at the university level, although many educational programs
have begun to use it even at high school, graduate programs and professional schools.
Metodology
JiTT may be described as a method by which some or all of the time students
spend in preparation for class is used to leverage the quality of the time spent in class. To
accomplish this, JiTT relies on pre-class assignments completed by students 1-24 hours
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before class meetings. These assignments are known variously as “Warm up exercises,”
“Preflight checks,” “Checkpoints,” and other names, depending on institutional settings.
These assignments are usually completed online, either through a course website, or
through a learning management system. The pre-class assignments cover the material that
will be introduced in the subsequent class, and should be answered based on students
reading or other preparation. As a result, these assignments provide a strong incentive
for students to complete the assigned reading or other preparatory work before class. For
this reason, JiTT has been compared to the use of “reading quizzes.” However, there are
important differences.
Most teachers do preparatory task at least an hour before the class. This allows
teachers to examine the responses of students before class. In most cases, teachers and
faculty use this review to make adjustments to planned activities in the classroom.
If the faculty member feels that the students have mastered a topic, she may reduce
or eliminate discussion of that topic during class. Similarly, if the pre-class assignment
shows that students have particular difficulties, those difficulties may be addressed more
thoroughly in class.
Faculty using Just-in-Time Teaching often use quotes from students’ responses to
the pre-class assignments as “talking points” during the class period. This emphasis on
student work as the starting point or as a touchstone during class helps to make the class
more student-centered, and promotes interactive learning. To maximize the potential for
this use, the questions posed in pre-class assignments should be open-ended and may be
somewhat ambiguous.
Taking the full set of methods described above into account, the cycle for a single
classroom meeting is as follows.
1. Students complete reading or other preparatory work
2. Students complete pre-class assignment
3. Faculty member reviews pre-class assignments, and considers changes to classroom
emphasis.
4. Faculty member selects quotes from pre-class assignments to refer to during class.
5. During class, faculty member uses quotes from student work to lead discussion of
the material.
6. Faculty member creates or adjusts next pre-class assignment to best meet students’
needs in light of progress made during class.
The pre-class assignments cover the material that will be introduced in the subsequent
class, and should be answered based on students reading or other preparation. As a result,
these assignments provide a strong incentive for students to complete the assigned reading
or other preparatory work before class. For this reason, JiTT has been compared to the use
of “reading quizzes.” However, there are important differences.
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Reading quizzes are generally given during class time. Since the pre-class JiTT
assignment is completed online, no class time is used. Also, because students have more
time to answer the pre-class questions than they do a typical reading quiz, the questions may
be more open-ended and thought provoking. This leads to another significant difference.
JiTT Competencies and skills
This method treats and develops teaching these skills to students;
•
Oral expression, language literacy and numeracy
•
Critical thinking and problem solving skills, ways of thinking, knowledge and
research, the resolution of unpredictable situations, analysis, synthesis and
evaluation of information
•
Other skills are planning and leadership
•
skills of lifelong learning (learning how to learn, adapt knowledge to new
situations, inclusion of self-directed learning)
•
Intercultural communication skills (ability to communicate in different cultural
context, dialogue, conflict resolution) - Intercultural communication skills (ability
to communicate in different cultural context, dialogue, conflict resolution)
•
computer, media and technology skills.
Theoritical basis
Just-in-Time Teaching had its origins in the classrooms where teachers were looking
for more effective ways to engage a particular audience – non-traditional students.
Eventually it found its way into virtually all higher education environments. Initially
the pedagogy evolved mostly by trial and error, although, from the start, many JiTT
practitioners were paying attention to the education research literature. Over the years
JiTT attention shifted to the broader questions; which aspects of the technique work well,
which not so well, and why? To answer those questions one has to examine the rich trove
of knowledge about teaching and learning that has accumulated over the past half century.
JiTT assignments and classroom activities are designed to motivate the students to
examine their present knowledge and get ready to modify such knowledge, add to it and
then apply the newly constructed knowledge. These tasks are accomplished as students
and instructors work as a team in a debate-like environment. In this way JiTT is supportive
of the three main factors contributing to success in college, student-student interaction,
student-faculty interaction and time on task.
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JiTT learning units start with an examination, by the student, of his/her current
knowledge status regarding the topic to be studied, approach is currently favored in any
setting, but it is particularly appropriate when the audience is non-traditional students.
JiTT activities are designed to foster conceptual change, described in research
literature as modification of existing knowledge. In the sciences in particular, learning is
seen both as accretion of knew knowledge and change of existing knowledge.
JiTT activities also take into account motivational factors governing student behavior.
Motivational belief theorists take the constructivist position that “the process of conceptual
change is influenced by personal, motivational, social, and historical processes, thereby
advocating a hot model of individual conceptual change.”
According to constructivist research has shown that traditional teaching is not
adapted to the best way the brain learns. This is about to the necessity of implementing
teaching methods that help students learn better and be more healthy, be happy student
and learn as lifelong learningIt is known that the human brain processes simultaneously
part and whole, that we are motivated to make sense to things we learn That research
about the meaning is presented with setting the structure deeply under the influence of
emotions that there are different ways of memorizing, the human brain is unique, etc.
When the brain is fully engaged, the students learn more and more effectively than when
learning is simplified just in mechanical reproduction of facts.
Research has shown that college students who report that their course material is
more interesting, important, and useful to them are more likely to use deeper processing
strategies like elaboration and metacognitive control strategies. At the classroom and task
level, there are a number of features that could increase students’ situational interest-such
as, challenge, choice, novelty, fantasy, and surprise.
Outcomes
Assessment in Just-in-Time Teaching connotes many ideas. JiTT assignments are
themselves a type of formative assessment. They provide students frequent opportunities
to consider their understanding of the material, and they provide faculty a regular sightline
into their students’ progress towards deeper learning. Successful implementation of JiTT
leads to cognitive gains, ranging from moderate to quite significant. Success depends
critically on the teacher and students. . If students see the on-line assignments merely as
an add-on to the course, to be completed perfunctorily in the shortest time possible and
then discussed briefly at the beginning of class, before the “real” lecture, they will resent
the extra work and will not get any additional benefit from JiTT. Teachers using JiTT
report a spectrum of results, ranging from significant affective and cognitive gains to
very negative student reactions, disillusionment, and sometimes a regression in learning
gains. An example of successful JiTT comes from a five-semester study at North Georgia
College & State University. This study analyzed responses from four Force Concept
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Inventory (FCI). Alternative questions and correct answers to students who have evidence
of students reaching the transition threshold from “common sense thinking to Newtonian
thinking,” a well-defined notion in physics education. Sixty-one percent of the students in
the JiTT class reached the threshold, compared to only seven percent in the traditionally
taught class. Marrs reported similar gains on pre-post assessment in biology, using the
Hake rubric, defined as (posttest% - pretest%)/(100 – pretest. With traditional lecturebased pedagogy the gain was 16.7% in a class using JiTT or collaborative learning the
gain jumped to 52.3% with JiTT and to 63.6% with collaborative learning. Since the
introduction of JiTT at the US Air Force Academy the final exam questions in the
introductory physics sequence have shifted significantly towards conceptual probing for
deeper understanding. Analyzing carefully kept records from the pre-JiTT early 1990s until
the present, one finds that despite the increasingly more challenging questions, the scores
have held steady and even improved in some semesters. When JiTT was introduced in
introductory physics at IUPUI in 1996 course attendance increased from under 50% to
over 80%. Instructors in other disciplines have reported similar results. Better attendance
inevitably leads to fewer students dropping the class and an overall rise in grades.
When trying to assess the efficacy of any pedagogical strategy, it is important to
appreciate that the choice and implementation of a particular teaching method will affect
student and faculty attitudes and motivation as well as learning outcomes. In her use of
JiTT at Penn State Brandywine, Laura Guertin has noticed strongly positive reactions from
her students:
“I see my students working weekly through open-ended questions that
require higher-order cognitive skills. I see students working together
in class, gaining additional practice with quantitative, communication,
and management skills. I see my students using the vocabulary of the
discipline as they work through JiTT exercises and discuss JiTT
responses in class. I see students connecting ideas across the course
and across their lives” (Guertin, 2010). Commitment and involvement cycle of pupils learning Just in Time is a continuous
process that takes place in five steps below.
1. Listen - ideas, knowledge, experience and opinions exchanged with adult
learners.
2. Confirm - Students are accepted as a participant and active partners with
adults in school.
3. Approve – Students contribute to school improvement through the issuance
of shares ideas in planning and participating in the opinion of the strategies.
4. Mobilize - Students in partnership with adults jointly take action on improving
the school through various forms.
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5. Think / Reflect - Adults and students study together what they have learned
through the creation, implementation and support student participation in
school life by carefully analyzing what are the benefits and challenges.
Learning technologies should be designed to increase, and not to reduce, the amount
of personal contact between students and faculty on intellectual issues.
(Study Group on the Conditions of Excellence in American Higher Education, 1984)
Research
The research is done a study based on the hypothesis: “Application of the JITT
method affects learning to students and pupils “.
The purpose of the study is learning through this method for improving the quality
of teaching, motivating and encouraging students / pupils to prepare for classes and
conducting activities by teachers to meet the needs of students.
The study was conducted for a period of two months in two classes of the 11th
grade of high school in English language subject with 70 students and in one class of the
4th grade of primary school in three subjects: Albanian language, Mathematics & Civic
Education with 30 students with excellent, average and poor knowledge.
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Tasks are conducted online through a system of learning management.
Fig.1 Research in the XIth grade with traditional method
Fig.2 Research in the XIth grade with JiTT method
Fig. 3 Research in the IVth grade with traditional and JiTT method
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Fig. 4 Research in the IVth grade
Fig. 5
Research in the IVth grade
Conclusion
- Planning lessons through JiTT method leads us to a more effective search for
greater engagement of students.
- There is noticed a more effective implementation of lesssons in the classes where
JiTT is applied.
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- Students achieve a great success during the learning process and in particular
students with average and poor knowledge.
Referenca:
•
Brada R. (2010). Didaktika kibernetike teoria dhe praktika e mësimit bashkëkohor
•
http://online.sfsu.edu/-foreman/itec800/finalprojects/eitankaplan/pages/home.htm
•
http://teaching.berkeley.edu/bgd/collaborative.html
•
http://webphysics.iupui.edu/jitt/jitt.html Just/-in-Time Teaching Web site •
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/
•
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/student-Centered.html
Active, cooperative, and inductive teaching/learning •
Ismajli H. (2012). Teknologjia mësimore dhe të menduarit kritik
•
Marrs K.A. (2003). Just in Time Teaching enhaces cognitive gains in biology
•
Musai, B.; (2003). Metodologjia e mёsimdhёnies, Tiranё.
•
Novak , G, Patterson, E.T.., Gavrin, A.D., and Christian, W. (1999). Just in Time Teaching:
Blending Active Learning with Web Technology, Upper Saddle River, NJ: Prentica Hall.
•
Peshkepia V. (2012). Mësimdhënia, mësimnxënia, raportet e tyre me integrimin evropian
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The necessity of further development of engineering
professional post-secondary education in albania
Dr. Ing. Mehdi SHEHU
University “Alexander Moisiu” Durres.
shehumehdi@yahoo.com
The Government of Albania has programmed the development and modernization of the system of
Vocational Education and Training (VET), as priority in our National Strategy.
I.1- The introspection of Vocational Secondary Schools (VSS) and Vocational
Training Centers (VTC) in Albania
During the academic year 2013-14, in Albania there were fourty two Vocational Secondary Schools
(VSS) and ten Vocational Training Centres (VTC). A total 29 150 learners were enrolled in all public
VET providers, 21350 (73,2 %) were enrolled in Vocational Secondary Schools (VSS) and 8200 (26,8
%) were enrolled in Vocational Training Centres (VTC). The learners of Vocational Secondary Schools
(VSS) take part in the full-time and part-time system. 15990 learners (75%) of VSSs participate in
the full-time and dhe 5360 learners (25%) participate in the part-time. In the last three years, the
number of full-time learners in VSS-s has been increased by 25%, whereas the number of part-time
learners in VSS-s has been increased extremly by 469% (nearly 5-fold). In Albania, the VSS provides
four year didactic system, more than 22 professional skills through 2+1+1, 2+2 and 4 full years of
didactic systems. In the Vocational Training Centres (VTC) participants take part in short-term
courses. According to W. Heitmann1) the majority of all public VET providers are located in the ‘low
performance’ category. The picture is as follows : a) 11.5% of all public VET providers at ‘the medium
of performance matrix (the improvements can be made in a number of aspects)’ b) 2% of all public
VET providers at ‘high level of performance’.
The Vocational Education and Training (VET) in Albania, actually is deficient in many aspects such
as a) the learners of VVS from the Vocational Primary Schools have shown low essential knowledge
b) the capacity of teaching staff is considered as insufficient, non contemporary and insufficient
practical skills training c) generally due to poor conditions of facilities and professional equipment,
for practical skills training d) the low quality of VET programmes and short-term courses, in most
of cases is due to dereliction of practical skills and as a rule, practice classes are limited and work
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with few and outdated equipment (the situation is almost alarming in VSSs, in which only 8.2% of
small tools and equipments are available) e) with regard to the work readiness and employability of
graduates, results clearly demonstrate that the current VET system does not equip VET graduates with
the necessary skills to enter in the labour market f) there are limited or no linkages between private
sector companies and VET providers and it does not help the VVVs to enhance the quality of VET
programmes, so that the graduates does not become relevant to the labour market g) the organization
and managment of all VET providers, especially of VVS, suffer in their day-to-day managment of
activities from lack of autonomy or self-administration, and with the present level of funding and
capital investments in education and training and the number of public VET providers, Albania is
not able to make the necessary investments in buildings and didactic equipments of practical skills
training (VSS accounted 5.9% of budget for education) h) the public VET providers are unevenly and
distributed in the 12 current regions of the country not based on the right criterion. 2)
Overviewing the data of the providers VSSs (1st Table) we notice that VSS provide more then 22
professional skills (basic programmes), whereof in 8 professional engineering skills (engineering
professional programmes as mechanics-electrics-electronics-builder-geodesy, etc) . They make 30
% of all enrolled of VSSs which participate in the full-time and dhe in the part-time. Meanwhile,
in professional professional programme of computer science (information’s technolgy) are enrolled
12.1% of all students of VSSs which participate in the full-time and dhe in the part-time. Also, we
observe that the structures of professional programes of the 42 current VSS are not coordinated
through them, unevenly and not based on regional demands of the labour market.
The Government of Albanian, considered to improve the administration of VET, transfered
the responsibilities and the administration of VET under Ministry of Social Welfare and Youth
(MoSWY). Based on Final Report ‘Baseline Survey of Public VET Providers in Albania’, (17th January,
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2014), 1) MoSWY provides in the near future, attributive changes and improvements of organization1)
of VSS and VTC, such as a) transfer of VET programmes from poor VSS to neighbouring VSS b)
development of selected VET Providers into Funcional VET Centres c) Extension and Creation of
(sub-) Regional VET Networks d) universities e) companies and other providers.1)
I.2- The introspection of Vocational Education and Training (VET) PostSecondary in Albania
Since 2008, is working out the Faculty of Professional Studies in the Public University “Aleksandër
Moisiu” Durrës, licensed by DCM (Decision of the Council of Ministers) No. 801, date 20.12.2005.
The Faculty of Professional Studies is the only faculty in Albania that graduates students in some
professional programmes of VET Post-graduate Education, through professional diploma (2 years).
The beginning constitution of the Faculty of Professional Studies was organized under the actual
Law of High Education 3), with three departments, unchanged up to now. During the academic year
2013-14 at this Faculty have studied 2809 students in 4 profiles bachelor’s diploma, 10 profiles
professional’s diploma dhe 1 profil master’s professional diploma. In engineering’s profiles (vehicles
and trucks, shipping, building) and practical computing have attended 1192 students, 4.1% in 1
profile bachelor’s diploma, 95.9% in 7 profiles professional’s diploma The enrolled students, with
professional diploma (2 years) at this Faculty, represents 1.4 % of all enrolled students at public
universities of Albania, referring academic year 2011-12. 4) 5) 11) (Table 2).
Up to now, our experience about VET Engineering Post-secondary Education, has shown that the
professional level of graduated students is unpleasant, because it is allowed to be enrolled students
with unpleasant level of knowledge and there is incomplete integrated system of teaching, not integrated
through professional practice and experience. There are the same reasons as above mentioned refering
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VVSs. But, there are two basic negative issues that, up to now, the professional level of graduated
students from the Faculty of Professional Studies, is unpleasant.
1-
the students of Faculty of Professional Studies that had come from High Schools (HS) and VSS
have low essential knowledge. Our enrolled students are evaluated as learners with minimal quantity
of points 3344 (low level) from the test after gratuated from High School, organized by Ministry of
Education and Sports (MAS) at year 2013. Almost all students enrolled at our faculty are evaluated
as learners with minimal quantity of points. Also, our students there are not good learning one.
Analizing the evaluations of 159 students in 48 summary examinations during 2012 year, the average
evaluation was 4.8 (max. 10) for all students, negotiability was 46% and the average evaluation was
4.8 for students passing examinations.
2-
Nothing is done related to public investments for buildings and didactic equipments, such as
classrooms of practice, professional laboratories and workshops, etc.The only system of professional
programmes of practice in use, is to send the students in professional enterprises around, as visitors
or watchers. Of course, this form of professional practice implemented for our students has had low
performance for developing the necessary professional skills of students which will enter in the labour
market.
II- The necessity of further development of Engineering Professional VET Postsecondary Education in Albania
My question would be: How will be developed in Albania the VET Post-secondary Education ?
This year, enrolled learners in all public VET providers is grown up 40%. But, 45 000 learners,
graduated from High Schools, developed the national examinations and 19 000 learners (42.2%) were
winners to be enrolled in public universities. 26 000 learners (57.8%), graduated from High Schools,
are not qualified to be enrolled in public universities. Personally, what possibilities we offer to them to
be qualified more in education ? Personally, I think that the Post-secondary Professional Education is
the best solution (option) for these learners to be qualified after graduated from High School.
Based on the Reports (First and Final)4)5) for the Reformation of the Highest Education and Scientific
Research, prepared by KALKSH, it is clear that in the coming years what kinds (types) of the
institutions (public/ private) for high education and professional post-graduate education, will be
allowed in Albania, as I- Universities II- University Colleges III- Academies IV- Professional Colleges
(5.4.26, page 29).4)
Based on actual economical development of Albania, VET must be expand with the professional
post-graduate education through VET Colleges of Post-graduate Education, as the final level of
professional education, as needfull contemporary professional education. The focus of VET Colleges
Post-graduate Education is to develop high education of professional job skills, not academical highest
education.2) It is wrong to consider VET Post-graduate Professional Education as high education
of “second rate (category)”, but must consider as obligatory high professional education strongly
related with economical and qualified development of small and middle sized business, that’s mean
strongly related with the future of Albania.2) The negativism and indelicacy to the VET Post-graduate
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Professional Education would be wrong and with consequences for Albania. Refering the statistics of
INSTAT 6), actually, in Albania there are registered at National Statistical Register of Enterprises
111 083 active enterprises, 4.41% more than 2012 year. 84.8% of active enterprises are commune
service and actually at this group of enterprises there are 3 817 enterprises more than 2012th year.
About 52% of all active enterprises are concentrated in regions of Tirana and Durres. The prevalence
of small commune is occurrence services on over Albania and in region of ( Vlora ) is up to 80%
and in region of Tirana is up to 87.5%. During 2013 year there are classified as big taxing payable
797 enterprises, 54.1% are foreign enterprises. Also, about 90% of enterprises have 1-4 employee.
Large enterprises with more than 50 employees, there are 1.3% of all enterprises.6) So, the trend
of economical development of Albania is evolution of micro, small and middle enterprises, needs
necessarily to fund and develop the VET Colleges of Post-graduate Education as soon as possible,
based on non universitary professional programmes.7) That’s mean that VET Postgraduate Education
will be successful if it will graduate qualified professionals to be employed at active micro, small and
middle enterprises.2) According to Mr. W. Heitmann, VET Post-graduate Education is contemporary
tendency and is diffused in 19 countries of Europe, even if it compounds only 1.6 % of enrolled
students in VET Post-graduate Education. 2) It is important to point out the emergency of VET Postgraduate Education of engineering professionals, through professional non university (highest) shortterm programmes.2)7) VET Post-graduate Engineering Education will graduate “graduated masters”
or “professional masters”, toward practical skills training.2) So, in Albania, the labour market need
specialists, “graduated masters”, in basic sectors of economy, such as micro, small and middle enterprises
for manufacture, transport, service for vehicles, building, irrigation engineering, navigation, fishing,
agriculture, veterinary, mining, energy, alternate energies, services, communication, health-service,
professional education (VSS & VTC), public and private administration, etc.
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Finally, in Albania, for the above mentioned reasons and in the frame of the reformation of Education
System, especially of Highest Education, it is the proper time for foundation and developing VET
Post-secondary Education, through VET Professional Colleges with basic the professional theoretical
and practical identity criteria. As to me, there are three possibilities to achive above mentioned
objectives
a-
To extend, to develop more and to complete the VET Post-secondary Education through
new engineering programmes in Faculty of Professional Studies of University “Alexander Moisiu”
Durres, in which must open and 7 profiles professional’s diploma (specialists of industrial electronics,
mechanics of agriculture, specialists of power installations, building’s electronic securities,
topographs, mecatronics for vessels and Fishing Boats, etc.). The Publik Engineering Post-secondary
Professional Education College, can be the Faculty of Professional Studies of University “Alexander
Moisiu” Durres, as an exclusive unit all over Albania.
b-
To establish the center-campus of Professional Colleges of VET Post-secondary Education
(public / private). (I recommend, for example the same one as the Campus of the University “Alexander
Moisiu” Durres, where there is an area about 55 hectares). I propose to include in the project of The
Center-campus of Professional Colleges of VET Post-secondary Education, at least six basical types of
VET professional colleges a) the above mentioned of engineering professionals (Faculty of Professional
Studies of University “Alxander Moisiu” Durres) b) Economic and Business Professional College c)
Agriculture and Agri-business College d) Construction (building) Professional College e) Tourism
and Culinary Professional College e) Health Professional College, etj. This system of professional
colleges of VET Post-secondary Education must be under the administration of Ministry of Social
Welfare and Youth (MoSWY).
c-
To establish the Center-campus of above mentioned Professional Colleges of VET Postsecondary Education (public / private) (paragraph b) nearby professional Highest Education
Universities (HEU) and under their exclusive administration, financing one and under their
administration and control of professional short-term programmes and practical programmes for
professional skills of students to enter in the labour market. (paragrapg 5.4.26, page 29).4) This system
of professional colleges of VET Post-secondary Education must be under the administration of
Ministry of Education and Sports (MoES).
Based on proposes of types (three versions) of VET Post-secondary Education by Mr. Werner
Heitmann 2), I suggest this system of VET Post-secondary Education in Albania, as follow :
1-
VET Post-secondary Beginner Education.2) In this first type of professional short-term
programmes of VET Post-secondary Beginner Education, will be enrolled learners from High
School (HS) and Vocational Secondary School (VSS), whose will be graduated after two years with
professional diploma. This is the basic type of professional colleges of VET Post- secondary Education
(such the Faculty of Professional Studies of University “Alexander Moisiu” Durres is working actually)
and will have the largest number of enrolled students.
2-
VET Post-secondary in continuity Education. In this second type of professional short-term
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programmes (several months up to one year) of VET Post-secondary Education will be enrolled all
professionals employed whose want to update, adjournment and ameliorate their professional skills
required in their jobs or for their professional future.
This VET Post-secondary Education will be organized for two categories of students, as follow.
2.A- VET Post-secondary Updating (Adjournment) Education.2) In this type of professional shortterm programmes (several months up to one year) of VET Post-secondary Education will be enrolled
students that are employed directly after their graduation from High School (HS) and Vocational
Secondary School (VSS). This category of students need to be qualified or updated (adjournmented)
for their professional skills through 1 year or some months short-term professional courses (full-time
or part-time studentes), graduated with professional certificate “B”. In VET Post-secondary Updating
(Adjournment) Education will be enrolled and the ex-students that are graduated with professional
diploma (2 years) that are employed for some years or not and whose need to be qualified with dual
or trial professional diploma or updated (adjournmented) their professional skills through 1 year or
some months short-term professional courses (full-time or part-time studentes).
2.B- VET Post-secondary Ameliorative Education.2). In this type of professional short-term
programmes (several months up to one year) of VET Post-secondary Education will be enrolled
students that are administrators, qualified professionals, owners of micro, small or middle enterprises,
which have some years professional experience and ex-students graduated with professional diploma
(2 years) and professional certificate “B”. They will be qualified or ameliorate their professional skills
through 1 year or some months short-term qualified professional courses (full-time or part-time
studentes) and will be graduated with professional certificate “A”.
3-
VET Post-secondary Administrative Education. In this type of professional short-term one
year programmes of VET Post-secondary Education will be enrolled students that are administrators,
qualified professionals, owners of micro, small or middle enterprises and ex-students graduated with
professional diploma (2 years) and professional certificate “A”, whose have some years professional
experience. They will be qualified with contemporary professional and administrative skills
(professional, administrative, economical, computer and lawful skills) through 1 year short-term
professional courses (full-time or part-time studentes). This category of students will be graduated
and equiped with administration certificate.
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It is necessary to be taken into consideration by KALKSH 4) (faqe 49) the above mentioned system of
VET Post-secondary Education in the near future of Reformation of Highest Education in Albania,
especially for professional post-secondary part. It is important to emphasize that VET Post-secondary
Education Colleges will be unique college, refering their professional speciality and they will be
structured inside it to develop all the types of VET Post-secondary Education, as above mentioned.
So, every professional college of VET Post-secondary Education will include , especially for the VET
Engineering Post-secondary Education College, the following professional qualifications a) two years
short-term professional programmes (full-time system) with graduation professional diploma (120
credits) b) one year short-term courses (full-time and part-time system) with special professional
programmes with graduation “A” professional certificate c) one year or some months short-term
courses (full-time and part-time system) with special professional programmes with graduation “B”
professional certificate.
It is very important and necessary, legaly to coordinate the professional qualifying system of VET Postsecondary Education with the proper graduated students through VET Post-secondary Education . It
is also is required that students graduated through VET Post-secondary Education, would be better
to be licensed about their professional rights and their legal rights. The Ministry of Social Welfare
and Youth (MoSWY) will have the authority to issue licence for the professionals and to to pursue
the control about the practice of licensed professional activities will have the authority to issue licence
for the professionals and to pursue the control about the practice of licensed professional activities.
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III- Conclusions
So, finally, in order to improve the quality and a better developing in the near future of the Engineering
Post-secondary Professional Education, I would like to suggest as follows :
a- At The Publik University “Aleksandër Moisiu” Durrës need to be established The Publik
Engineering Post-secondary Professional Education College, in which must open and new 7
profiles with short-term professional programmes, such as specialists of industrial electronics,
mechanics of agriculture, specialists of power installations, building’s electronic securities,
topographs, mekatronics for vessels and Fishing Boats, etc. The Public Engineering Postsecondary Professional Education College will be an exclusive unit all over Albania.
b- The Publik Engineering Post-secondary Professional Education College must develop and
systems of dual professional’s diploma (2+1) (2 years professional’s diploma + 1 year professional’s
course for additional professional qualification) and trial professional’s diploma (2+1+1) (3
years of dual professional’s diploma + 1 year professional’s course for additional professional
qualification). Graduated students with dual professional’s diploma (2+1) and trial professional’s
diploma (2+1+1), lawfully will gain the license of professional activity by the Ministry of Social
Welfare and Youth (MoSWY).
c- The short-term professional programmes for the Publik Engineering Post-secondary Professional
Education College (the structures (curriculum) of teaching and practical programmes of each
professional profile and their contents (syllabus) for each professional programme), will be
composed together with Politechnical University of Tirana and under its control. It is necessary
also, to fulfill the rights of the best students of the Public Engineering Post-secondary Professional
Education College to continue their studies in bachelor professional programs at Polytechnic
University of Tirana and their credits earned to be transferable.
d- Didactic staff of the Public Engineering Post-secondary Professional Education College must be
composed by lecturers and instructors of the practice, whose are absent actually. Didactic staff
will be selected according to professional and experience skills, not according to rigid academic
actual selection.
e- It is important and imperative to improve the methods of teaching, introducing contemporary
virtual technical and professional programmes with computer. This method of teaching is more
effective, with better performance and more in touch with technical contemporary progress.
So, it will be very important to create in the Public Engineering Post-secondary Professional
Education College , professional-didactic CD archives, in disposition to lecturers, instructers of
practice and students.
f- The Public VET Engineering Post-secondary Education College will activate in audience the best
specialists of public institutions and private enterprises, to develop special professional lessons
that are difficult for the technical level by the interior lectures.
g- Along with the Public VET Engineering Post-secondary Education College, it is absolutely
necessary to set up The National Trainning Professional Center (QKTP), concepted as practical
center for students & specialized services for civil comunity, specially due to technical aspects
of diagnostic and laboratory controls. It is very important to develop the specialized services
of QKTP, because they will be the basic activity to generate the financial incomes, due to self-
363
administration system of Public VET Engineering Post-secondary Education. Better should be
to invest to build up specialized professional workshop at QKTP, with the purpose to practice
the professional skills of students and to have more financial incomes. The invoices at QKTP
will be lawful with lower TVSH. QKTP must be built by state’s financing, better in cooperation
with Albanian and foreign investors and with Albanian and foreign donators. Also, it is very
important to realize active colaboration of QKTP with analogues foreign colleges or effective
donators, as Swisscontact. If we will realize these active colaborations, then QKTP will be more
contemporary professional didactic center.
h- The Public VET Engineering Post-secondary Education College will improve fundamentally
the methods of professional practice for the students and grown up the responsibility of the
instructors of practice. Also, it is necessary to strengthen the cooperation between Public VET
Engineering Post-secondary Education College and public institutions and private enterprises,
micro, small, middle and big ones. Apropos, it is necessary to design monetary fund to pay the
institutions or enterprises that accept the students to develop practices under their professional
care or to upgrade their taxing system by the suggestion of Ministry of Social Welfare and Youth
(MoSWY).
References
•
Final Report (2014). “Baseline Survey of Public VET Providers in Albania”, prepared by Deutsche
Gesellschaft für Internacionale Zusammenarbeit (GIZ) GmbH dhe Europian Training Foundation
(ETF), 17th June.
•
“Procuration and recommendations from Survey of Fisibility for Extention of VET Post-secondary
Education in Albania (2013), by Werner Heitmann, 17th June, 2014
•
Law of High Education No. 9741, date 21.05.2007 “For High Education in Republic of Albania”, changed
with the law No. 9832, date 12.11.2007.
•
“First Report for Reformation of High Education and Scientific Research”, by the Comission for High
Education and Scientific Research (KALKSH), Jannuary – April, 2014
•
“Final Report for Reformation of High Education and Scientific Research”, by the Comission for High
Education and Scientific Research (KALKSH), July, 2014
•
INSTAT (Institute of Statistics) “Statistical Registration of Enterprices, 2013”
•
DCM (Decision of the Council of Ministers) for approval of quotes for academic year 2013-2014,
proposed by Ministry of Education and Sports, 2014.
•
Study “The development of Vocational Education and Training in the Faculty of Professional Studies at
University “Alexander Moisiu” Durres”, by Dr. Ing. M. SHEHU, PhD Cand Drakul LUMI
•
“Business Book, Durres 2013 – 2014”, published by Durres Chamber of Commerce and Industry
•
Ministry of Education and Sports (MoES) (2014). – The lowest scores of the winners, to be enrolled to
each study programme of the public universities – newspaper DITA, September, 17th.
•
Ministry of Education and Sports (MoES) (2014). “Preliminary report about monitoration of University
“Alexander Moisiu” Durres, July.
•
Bledar Kuka (2014). “The Education, the alone hope”, newspaper Dita, September, 19th.
364
Investigating the factors that cause anxiety in learning English speaking skills among high school students of Gjilan-Kosovo
Mejreme Ymeri,
SEEU
Abstract
This study was carried out to investigate the factors that cause anxiety in learning
English speaking skills and the level of student anxiety while communicating in English
language. Also, to identify the types of speaking activities which cause student anxiety among
the study participants. “Among the factors studied in the research were the communication
apprehension, fear of negative evaluation and general feelings of anxiety”(Abdullah and
Rahman and Lina , 2010, Abstrc.). This study included a questionnaire with high school
students, semi-structured interviews with teachers of English language and focus-group
discussion techniques with the students to investigate the issue. The instrument used for
the study was adapted from Horwitz’s (1983) Foreign Language Classroom Anxiety Scale
(FLCAS).
The questionnaire consists of 24 items, each one on a 5-point Likert scale ranging
from “strongly agree” to “strongly disagree”. A total of one hundred and forty participants,
teachers and high student students participated in the study. The results of the study
clearly show that a moderate level of anxiety exist among the participant of the study.
“Feelings of anxiety, apprehension and nervousness are commonly expressed by students
when learning to speak a foreign language” (Tanveer, 2007, p.III ). “These feelings are
considered to wield a potentially negative and detrimental effect on communication
in the target language. The wide-spread use of the English language has increased the
demand to learn good communication skills but the existence of such feelings in the
learners may prevent them from achieving the desired goal” (Tanveer, 2007,p.III). This
study has attempted to investigate the main factors that cause language anxiety for English
foreign language students in learning speaking skills and presents some recommendations
to overcome such anxieties.
Key terms: speaking skills, factors, English foreign language, anxiety, high schools.
365
1. INTRODUCTION
Foreign language learning can be a demanding task for many language learners.
Inevitably, most language teachers and instructors agree that many students in our country
face problems when communicating in English. “Even at the university level, students feel
anxious, awkward, shy, and insecure when asked to speak English in the classroom, let
alone in public” Mustapha, Wet al.Alias, (2010 p.23). In contrast with this day after day we
are experiencing the fact that communication is gaining momentum and is becoming a very
important tool if one wants to be successful in various settings. “Communication is critical
to success in academic, occupational and social settings. Communication apprehension
adversely affects this success” Daly (1986, cited in Civikly, 1986 p.21). The English
language is the most important foreign language in Kosovo and it is extensively used in
the education system from primary level up to tertiary level. It is also extensively used in
various professions such as medical, engineering, legal and business sectors. Therefore, it
is very important for high school students to become proficient in English so that they
can use the language efficiently for academic purposes and later in a professional setting.
Students who are proficient in English will have better opportunities to be employed by
international business companies after they have graduated. Increasingly these companies
do not only select applicants who can deliver technical skills but also those that possess
soft skills. “These soft skills include the ability to communicate in English effectively”
(Abdullah, Rahman and Lina, 2010, Introduction).
I believe that this topic is relevant because, I have met talented students who speak
English to a high level but very often hesitate to express themselves. As a result of this, I
have decided to find out the factors that make students feel anxious. In order to discover
this, I have investigated through the use of students’ questionnaires, semi-structured
interviews with teachers and a focus-group discussion with high school students.
2.LITERATURE REVIEW
Language anxiety is a phenomena studied by many researchers in different learning
and teaching contexts worldwide. Anxiety is one of the main factors that cause difficulties
while learning English as a foreign language. Hilgard, Atkinson, & Atkinson, (1971 cited
in Scovel, 1991 ) define the concept of language anxiety to be
a psychological construct, commonly described by psychologists as a state of
apprehension, a vague fear that is only indirectly associated with an object. Anxiety has
been found to interfere with many types of learning but when it is associated with leaning
a second or foreign language, it is termed as second/foreign language anxiety (p.18).
Regarding anxiety, Horwitz and Young (1991, p. xiv) pointed out that “we have been
truly surprised at the number of students who experience anxiety and distress in their
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language classes”. Similarly, Campbell and Ortiz (1991 p. 159 cited in Subaşı 2010 p. 30)
found ‘’language anxiety among university students to be ‘alarming’ and estimated that up
to one half of all language students experience devastating levels of language anxiety.”
Numerous studies (Horwitz et al., 1986; Young, 1990 Daly, 1991 cited in Al-Saraj ND.)
“agree that anxiety in foreign language learning manifests itself primarily in listening to, and
speaking, the foreign language”. However, MacIntyre and Gardner (1991 cited in Arnold
2000, p.3), state that “many researchers have pointed out that the skill producing most
anxiety is speaking”. Arnold further states that it would seem that in a foreign language
context speaking is certainly not easy. According to him, speaking is distinguished by the
public nature of the skill and the embarrassment suffered from exposing our language
imperfections in front of others. “The possibility of negative affective feedback from
the teacher can increase anxiety levels significantly” (p.3).Some researchers believe that
the potential causes of language anxiety at the output stage of language learning within
the classroom setting are related to the difficulties in learning a foreign language (FL).
However, according to some other studies,” language anxiety may also be an outcome of
social and communicative aspects of language learning” (Macintyre 1995, cited in Zheng
2008, p.4).
2.1 The stages of language learning
“Foreign language anxiety is a complex phenomenon that occurs at each stage of
the language learning process (i.e., input, processing, and output)” (Ohata 2005, p.139).
Anxiety at the input stage it refers to the apprehension that students experience when
they are being introduced with a new word or phrase in the target language” (Phillip
Bailey, Anthony J. Onwuegbuzie and Christine E. Daley, 2000). Krashen (1985, cited in
Tanweer 2007), considers input as a basic stage of language learning, asserted in his ‘Input
Hypothesis’ that “speech cannot be taught directly but emerges on its own as a result of
building competence via comprehensible input”. He further states “that learners’ affective
filters cause incomprehensibility i.e. anxiety or lack of confidence – and this prevents
utilizing fully the comprehensible input” (p.20). Lightbown & Spada (2006 cited in Tanweer
2007, p.20) affirms that “in order for the language acquisition to be successful a learner’s
affective filter needs to be lower, otherwise a tense, nervous or bored learner may ‘filter
out’ input, making it. In regards to the anxiety also Tobias (1977 cited in Tanweer 2007,
p.20) states that “anxiety experienced at this stage may reduce the effectiveness of input by
limiting the ability of the student to pay attention to material presented by the instructor”.
Anxiety at the processing stage, called processing anxiety, refers to the “apprehension
students experience when performing cognitive operations on new information”
(Onwuegbuzie et al., 2000 cited in Tanweer 2007, p.20). According to Lightbown and
Spada (2006, cited in Tanweer 2007, p.20) speaking requires more than one mental activity
at one time like “choosing words, pronouncing them, and stringing them together with the
appropriate grammatical markers”.
367
2.2 Social-cultural factors
There are various opinions that social factors cause more language anxiety than
the linguistic ones, as the most important social factors are considered to be the social
environment and the cultural differences. According to Lightbown and Spada, (2006 cited
in Tanweer 2007, p. 52) limited exposure of students to English in their home countries
is a serious obstacle in the development of their communicative competency and this is
a great obstacle when they are required to speak. Regarding this Krashen (1985, p.46)
states that for such learners, “the only input is teachers’ or classmates’ talk – and both do
not speak FL well”. In addition to social environment, the cultural differences between
learners’ language and target language are an important factor that produces anxiety. The
anxiety is provoked more when there exists a large unfamiliarity with the target language
culture. As an example of this in Tanweer (2007, p.57 ) one of the respondents says ,
“You don’t know how others are going to interpret what you say; you say with reference
to your own culture and background which could be altogether different”. In relation to
this another respondent stated, “It is a cultural aspect that you ‘lose face’ if you say the
wrong things”. According to Tanweer (2000, p.57) this use of the term ‘losing face’, by the
participants supports Jones’ (2004 cited in Tanweer 2007, p.57) view that language anxiety
is a concern of face in different cultures.
2.3 Learner’s Beliefs about language learning
Taking into account the fact that language learning causes a threat to learners’
self-confidence, learners may develop some particular beliefs about language learning
and its use. Research on ‘language anxiety’ suggests that certain beliefs about language
learning also contribute to the student’s tension and frustration in the class (Horwitz et al.,
1986 p. 127). These beliefs have been found to considerably influence achievement and
performance in the target language. There are various opinions regarding the beliefs of
the learners and many of them are considered as ‘erroneous’ or ‘irrational’. Gynan, 1998
(as cited in Tanweer 2007, p. 16) indicates that “certain widely held beliefs about language
learning can be a source of anxiety”.
All these beliefs about language learning can lead to frustration in students’
performance in a foreign language. In relation to this also Young (1991 as cited in Tanweer,
p.17) notes that “erroneous beliefs about language learning can contribute greatly to
creating language anxiety in students”. In addition, Ohata (2005 as cited in Tanweer,
p.17) explained that “these unrealistic beliefs can lead to greater anxiety and frustration in
particular when the beliefs and reality clash”.
2.4 Components of Foreign Language Anxiety
Taking into account “language anxiety related to performance evaluation within
academic and social contexts Horwitz et al. (1986 p.127 cited in Tanweer 2007, p.11)
“drew parallels between language anxiety and three related performance anxieties:(1)
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communication apprehension (CA); (2) test anxiety; (3) fear of negative evaluation”.
By describing these components the foundations for the concept of foreign language
anxiety will be laid, providing an approach to understand the sources or causes from which
it can originate. Taking into account the fact that the focus of this thesis is on speaking
skills, more focus will be placed on to the first component-communication apprehension.
2.4.1.Communication Apprehension (CA)
As studies of communication apprehension show, we can acknowledge its effects are
diverse. McCroskey and McCroskey (2002 cited in Powell and Powell 2004, p.45) identified
the following examples: “internal discomfort, communication avoidance, communication
withdrawal and over communication”. As a universal finding is the one that “individuals
with high communication apprehension experience internal discomfort and these feelings
are frequently connected with fear and may range from a warm flush to terror” .McCroskey
and
McCroskey (2002 cited in Powell and Powell 2004, p.45). As a result of these negative
states they try to avoid communication events as for example the oral reporting. If it is not
possible to avoid giving oral statements, “students may try to physically or psychologically
withdraw, by saying “I didn’t do it” or “I don’t know” and both these strategies allow the
student to step back from communication involvement. Moreover, another effect may be over
participating in communication. When this happens, the individual is more concerned with the
quantity than quality of interactions.
The most frequently advanced explanation of communication apprehension according
to Daly and Friedrich is explained through the theory of reinforcement. According to this
theory an individual who continuously receives positive reinforcement for communication
will not develop communication apprehension; conversely if a child is not encouraged
to communicate a negative attitude may be developed about communication (Daly and
Friedrich 1981, cited in Powell & Powell 2004, p.47).
2.4.2. Test anxiety
In relation to the foreign language anxiety, the test anxiety component is also relevant.
A great deal of students experience test anxiety. Test anxiety, as explained by Horwitz et
al. (1986 in Tanweer, 2007 p. 13), “refers to a type of performance anxiety stemming from
a fear of failure”. “Anxiety is produced when students remember, after the test, that they
made a mistake and put down a wrong answer because of their nervousness during the
test” (Conway 2007, p. 5). Test anxiety can also be brought on by the types of question
types that are in the test. If the student has never seen that specific question format he or
she might experience test anxiety during that test and future tests. Young (1991, in Chan &
Wu 2000 p.293) claims “test anxiety would affect foreign language learners with low levels
of oral proficiency more than those with high levels of proficiency”. Researchers find
369
that “test anxiety could be significantly higher under an official and unfamiliar condition
.Moreover, an oral test is more complicated because it provokes both test anxiety and oral
communication apprehension” (Daly, 1991; Young, 1991 cited in Chan and Wu, 2000
p.293).
2.4.3. Fear of negative evaluation
As concerns the third component of foreign language anxiety, Horwitz et al., (1986
p.127 in Tanweer, 2007 p.14) affirms that the “fear of negative evaluation is an extension
of the second component (test anxiety) of second/foreign language anxiety”. This is
“because it is not limited to test-taking situations; but it may occur in any social, evaluative
situation, such as job interview or speaking in a second/foreign language class” (Horwitz
et al., 1986 p.128). On the other hand, MacIntyre and Gardner (1991d cited in Chan &Wu,
2000 p.294) suggest that “fear of negative evaluation is strongly related to communication
apprehension”. They illustrate this by the saying that “when students are unsure of what
they are saying it will provoke the fear of negative evaluation, causing doubt about their
ability to make an appropriate impression”(p.294). In a foreign language context, negative
evaluation derives from both teachers and their peers because foreign languages require
constant assessment by the teacher and anxious students may also be strongly subject to
the evaluations of their peers.
3.
RESEARCH METHODOLOGY
3.1 Purpose of Study
This chapter gives a detailed description of the research design and methodology.
This chapter also explains the study in detail including the study participants, instruments,
and procedures. In the end of this chapter the study will show in detail the methods of
data collection and data analysis.
The first instrument used in this study is a student questionnaire. The aim of this
questionnaire is to find the main factors that cause language anxiety and how that anxiety
is manifested in the students. The instructions will be given to the participants in order to
understand the purpose of the questionnaire (Appendix 1).
The second instrument is a semi-structured teacher’s interview (Appendix 2) and the
third instrument is a focus group discussion with students about finding the best ways to
overcome or reduce anxiety.
3.2 Research Questions
1. What are the main factors that cause language anxiety for high school students in
Kosovo in speaking the English Language?
2. How is language anxiety manifested in the students?
370
3. What kind of strategies can be used to successfully handle language anxiety?
3.3 Research Design and Methodology
The purpose of the study was to identify the level of the students’ speaking
apprehension in English and to identify the factors which are more probable to cause
anxiety, and in this way provide information to the teacher to help their students reduce
their speaking apprehension and feel more confident in expressing themselves.
This present study was carried out at high secondary schools during the Spring
Semester 2011/12. 130 students and 10 teachers of English language were involved in
the present study. Both male and female students were included. Moreover, the research
project used three instruments: a student’s questionnaire, a semi-structured interview with
the teachers and a focus group discussion with the high school students.
3.3.1 Participants
The participants of this study were high school students and also their English
teachers. The number of students who participated in the questionnaire is 120 students
(62 males and 58 females). The age of the students is between 16-18 years. These are
high school students of different profiles (natural sciences, economy and architecture). In
addition to these students who participated in the questionnaire, ten English teachers were
interviewed and also ten high school students participated in the focus group discussion
technique.
3.3.2 Materials
The questionnaire Language Classroom Anxiety Scale (FLCAS) by Horwitz (1983)
was translated and distributed to the high school students. The questionnaire consisted of
24 items, each on a 5-point scale. In addition to this, the English teachers were interviewed
individually. Some of the interviewing questions were taken from Ohata 1992 and Ohata
2005 (p. 143) and some of them were adapted. Finally there was a free focus group
discussion with the high school students.
3.3.3
Procedures
The procedure started with the student’s questionnaire filled out by the participants.
The questionnaires were distributed to the participants and instructions were explained in
detail. This part of the research was done in the classroom, where 120 students (62 females
and 58 males) of different high school year participated and it lasted 10-15 minutes.
Then , ten English language teachers were interviewed regarding the students anxiety
in foreign language.
Finally, ten high school students participated in the focus group discussion technique
371
which lasted around 45 minutes.
Figure 4.1 Research Design
4. ANALYSIS OF RESULTS
This chapter will give an in depth analysis of the three research instruments. It will
present a detailed explanation and analysis of the results of the three instruments used
in this study. The first instrument, the questionnaire, asks the students about the scale of
the foreign language anxiety. The second instrument is the interview with the teachers
of English language regarding anxiety in English language classes. And finally, the last
instrument is the focus group discussion with the high school students.
4.1 Questionnaire
As it concerns the first instrument, respectively the instrument of questionnaire the
most striking findings related to this instrument are the following ones:
 40% of students are not quite sure of themselves when speaking English (Q1)
 50% of the students gets panic of speaking in the classroom without
preparation (Q6).
 64% get upset when they do not understand what the teacher is correcting
(Q11).
 51% of students feel anxious about their language skills, despite the fact they
are well prepared (Q12).
 47% of students fear that the English teacher is ready to correct every mistake
they make (Q15).
372
 58% of the students feel their hearts pounding when they are going to be called
on in language class (Q16).
 50% of the students get nervous when they do not understand every word the
language teacher says (Q21).
4.2 Teacher’s interview
The majority of the teachers respectively seven out of ten interviewed teachers think
that there is almost always an anxiety in foreign language classes but not to a large extent
and also not all the students have the same anxiety symptoms. All the teachers agree that
naturally students do not experience an equal amount of anxiety in all four skills area.
They think that listening is an area where they experience less anxiety while most anxiety
is caused in the area of speaking.
4.3 Focus group discussion
During this focus group discussion there were mentioned the following factors that
cause anxiety:
A lack of confidence and knowledge
A lack of practice ,
Thinking that the other students are better at the language than they are,
Not understanding what the teacher is correcting,
Afraid of being laughed by their classmates,
Asked to speak when they are not prepared about a certain issue.
5. Conclusions and recommendations
The study showed that the level of anxiety among high school students is relatively
high. The average percentage of the respondents who get nervous, tense, afraid and
stressed during English language classes was from 40-50 %. Evaluation by the teachers
and their classmates makes the class a difficult place for learning and therefore teachers
should take measures to improve it. It was also found that the feelings of anxiety become
more threatening when the language teachers correct the errors in a rigid and humiliating
manner. This makes the students consider the language class a performance rather than a
learning place. It should also be noted that the percentage of the students who feel their
heart pounding when knowing that they are going to be called is quite high. In relation
to this teachers should find ways to make them feel less stressed and more at ease when
speaking the English language. Taking into account the fact that language anxiety has a
strong influence in foreign language learning and communication in the target language, it
is important for the language teachers to take some measures in order to try to alleviate it.
Based on the findings of this study and in particular the recommendations of the students
373
regarding the reduction of anxiety, the following recommendations can be made.
• As students lack practice in speaking, they experience significant communication
apprehension, therefore a good communicative approach should be adopted to
provide students with more opportunities to practice their speaking skills.
• As students appear to be extremely sensitive to the fear of making mistakes, teachers
should encourage students to have the confidence to learn from their make mistakes
in order to improve their communication skills. As the participants in this study
mentioned above , they should not interrupt students while they are discussing a
certain topic, rather at end of the class and also not in front of other students; in
other words they should be sensitive to students’ fears and insecurities and help them
to confront those fears;
• In order for the student to participate actively in the classroom discussion, teachers
should provide a low stress, friendly, informal and learning-supportive environment.
Teachers should be friendly, helpful and cooperative in order for the students to feel
comfortable in the class.
• The teachers should initiate discussion in the class after making sure that the students
are ready for the given activity and have sufficient ideas and lexis to complete the task
successfully. In addition they should take measures to reduce the sense of competition
among students.
• Above all they should continuously offer words of encouragement; this may be the
best way to make students express themselves.
• In addition they should try to find relevant and interesting topics for class discussions
and exercises and progress gradually in order to reinforce the material.
• They should speak more slowly and repeatedly clarify key points and give specific
directions.
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APPENDIX 1
Foreign Language Classroom Anxiety Scale (Adapted form Horwitz, E. K.,
Horwitz, M. B., & Cope, J. 1986)
1.I never feel quite sure of myself when I am speaking in my English language class.
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
2. I don’t worry about making mistakes in language class.
Strongly agree
Agree
Disagree
Strongly disagree
3. I tremble when I know that I’m going to be called on in language class.
Strongly agree
Agree
Disagree
Strongly disagree
4. It wouldn’t bother me at all to take more English language classes.
Strongly agree
Agree
Disagree
Strongly disagree
5. I keep thinking that the other students are better at languages than I am.
Strongly agree
Agree
Disagree
Strongly disagree
6. I start to panic when I have to speak without preparation in language class.
Strongly agree
Agree
Disagree
Strongly disagree
7. I worry about the consequences of failing my foreign language class.
377
Strongly agree
Agree
Disagree
Strongly disagree
8. I don’t understand why some people get so upset over foreign language classes.
Strongly agree
Agree
Disagree
Strongly disagree
9. In language class, I can get so nervous I forget things I know.
Strongly agree
Agree
Disagree
Strongly disagree
10. I would not be nervous speaking the foreign language with native speakers.
Strongly agree
Agree
Disagree
Strongly disagree
11. I get upset when I don’t understand what the teacher is correcting.
Strongly agree
Agree
Disagree
Strongly disagree
12. Even if I am well prepared for language class, I feel anxious about it.
Strongly agree
Agree
Disagree
Strongly disagree
Disagree
Strongly disagree
13. I often feel like not going to my language class.
Strongly agree
Agree
14. I feel confident when I speak in foreign language class.
Strongly agree
Agree
Disagree
Strongly disagree
15. I am afraid that my language teacher is ready to correct every mistake I make.
Strongly agree
Agree
Disagree
Strongly disagree
16. I can feel my heart pounding when I’m going to be called on in language class.
Strongly agree
Agree
Disagree
Strongly disagree
17. I always feel that the other students speak the foreign language better than I do.
Strongly agree
Agree
Disagree
Strongly disagree
18. I feel very self‐conscious about speaking the foreign language in front of other
students.
Strongly agree
Agree
Disagree
Strongly disagree
19. I feel more tense and nervous in my language class than in my other classes.
Strongly agree
Agree
Disagree
Strongly disagree
20. I get nervous and confused when I am speaking in my language class.
Strongly agree
Agree
378
Disagree
Strongly disagree
21. I get nervous when I don’t understand every word the language teacher says.
Strongly agree
Agree
Disagree
Strongly disagree
22. I am afraid that the other students will laugh at me when I speak the foreign language.
Strongly agree
Agree
Disagree
Strongly disagree
23. I would probably feel comfortable around native speakers of the foreign language.
Strongly agree
Agree
Disagree
Strongly disagree
24. I get nervous when the language teacher asks questions which I haven’t prepared
in advance.
Strongly agree Agree
Disagree
Strongly disagree
APPENDIX 2.
Questions with the tea
1. Do you think there is anxiety in the foreign language classes? If yes, how would you
define it?
2. What is your view on student anxiety in English language learning?
3. How do you see anxiety manifested in your students?
4. Do your students experience an equal amount of anxiety in all four skill areas?
5. Do you think your students feel quite sure of themselves when they speak in your
classes?
6. What are the main factors that make students feel anxious when speaking in English
language?
7. Do you think this is related to the nature of the students or maybe other factors?
Please, specify them.
8. What kind of measures or techniques do you use to reduce students’ anxiety in the
classroom?
9. Do you think that there could be done more to reduce this anxiety of the students?
379
Controversial issues about linguistic training of
students through a written evaluation in primary
schools (survey results)
Meleqe Kursoni
Department: Albanian languagea
Abstract
General education cannot be understood without linguistic culture. Mother tongue
involves the formation of all mental functions, sensation, perception and especially the thinking.
Schools and teachers are constantly searching for methods and techniques that help students to
accept the process of learning with pleasure.
Nowadays, the selection of teaching contents except didactic principles requirs to comply
with the psychological, scientific and social criteria. Teaching should not be a burden to the
student. It must awaken interest among students for the world of imagination and creativity.
Being put in different situations, the students will use the language and language skills to express
their feelings and their world.
The aim of the research is the linguistic formation of the students through written
evaluation in primary education. The findings of our research are the primary school SintGabriëlcollegeBoechoute in Belgium, and the primary school YllMorinaGjakova, Kosovo. The
organizing of teaching, the improvement of educational curricula for a successful learning
process is the task of not only the state educational institutions but also of teachers who are
directly involved in the learning process and its evaluation.
The approach and methods for language learning and assessment in primary schools, the
findings of our research differs significantly. The research intends to help the improvement
of teaching methods, the classification based on levels of writing – reading learning process
in grades I-V of primary education. The language formation does not belong only to the
individual nowadays. The communication in the mother tongue is the first responsibility that
in 2006, the European Council involved as the key one needed for European citizens for the
learning during their lifetime.
Key terms: language training, primary education, the level of writing-reading,
language assessment.
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Introduction
In this new millennium education is the main concern of every state (particularly
developing ones). Competition and economic cooperation between different countries
open up the possibility of empowerment, efficiency and productivity in their educational
systems. Improving teaching strategies in school is the duty of every school. In the past,
students were assessed through the level of factual knowledge which are still important,
but less important than before. Today, schools in “improvement” focus on developing
students’ skills and values, as they (students) can use their knowledge to solve actual
problems they will face not only in school but after school. It is.important that they solve
problems and situations themselves relying on the knowledge gained in school.
What would serve the assessment of factual knowledge if they do not serve to increase
the confidence of the students, their ability to discuss and debate on various issues, respect,
tolerance, development of critical thinking and problem solving situations and unfamiliar
before?
The assessment of knowledge is more sensitive educational process, significantly affects
to the improvement of learning and is closely linked with the teaching process.Accurate
evaluation and correct motivates students to work and increase their confidence.
Target, aim and research tasks
Objective, aim and research tasks linguistic formation claims deep understanding
linguistic interaction in different context, helps and improves the quality of growth and
development of human communication. “Language communicates all our experience,for
the reality, being a regulator for all speakers of a community.”1 Mother tongue learning is
of particular importance and therefore the organization of teaching, improving curriculum
for successful learning is the task not only of state educational institutions but also the
teachers which are a direct involved in the process of learning and its assessment.
Research methods and instruments
For a more comprehensive study of this topic have used several research methods:
Theoretical analysis method, the method of observation, analysis method pedagogical documentation,
method of conversation.
The organization and the importance of
research
The research we have organized in a primary school (private college) in Boechout
(Belgium) and at an primary school in Gjakova during the school year 2013/2014.
In primary school Boechout- Sint- Gabriëlcollege in Belgium have been in four
primary education classes starting from the first grade. This school we visited on March
1 ShezaiRokaj , Introduction to general linguistics , Shblu , Tirana , 2005, p . 61 .
381
31, 2014 and April 2, 2014. While primary school in Gjakova “YllMorina” have visited on
19 and 20 May 2014 and have been in five primary education classes starting from the first
grade. We talked with the teachers whose classes organized research, but also with other
teachers and directors of both schools.
The importance of this research lies in the real reflection of controlling and evaluating
the knowledge of students in learning the mother tongue.
Results of this research we hope help solve the problemsthat presents the evaluation
process, trying to choose a more positive approach evaluating learning in the benefit of
students and society.
1.Improve and organization of teaching and assessment in the teaching of
mother tongue in primary school in Sint-GabriëlcollegeBoechout Belgium
In Belgium classes education system differs from ours. There the children start going
to school since the age of two years and a half and up to age 6 they attend school, (in our
preschool tuition starts at age 5 or 6 years) which is required. While the age of 6 up to
12 students continue first grade tosix’th grade. There students had not the same teacher
for all grades of lower primary education as us in Kosovo, there after the end of first
grade students next school year studing with another teacher. The lesson in all schools in
Belgium starts at 9 pm and ends at 15:40 am. The exception is the day Wednesday in which
learning ends at 11:45 pm noon.
1.1. Forms of work organization learning
A lesson in first grade pre- We stayed in the first hour of instruction in a firstclass organization preschool and observed an hour reading.
Classes had more than enough space where each activity was assigned corner. Reading
together, for practical work with plasteline and drawing works free, corner of music and
dance.
At first they were greeted with each other, with smile and love the teacher invited the
students to the corner of reading .She read a story about their age through pictures and
music. Reading interrupted from time to time requesting explanation from students.
Although small they were socialized environment, as teacher and students. This class
had 20 students
A lesson in first grade Primary Education - In the second hour we visited the
first grade of primary education 1A. Students were aged 6 years, this class had 22 students,
we were present at the reading of the mother tongue (Nederlands).Teaching reading writing wasn’t with the primer but through levels ranging from first level where studens
learned to reat and write spelling one-syllable word , expanding sentence to three word
and a verb,ase.g:
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In the first 7 months of first grade students must master the first level of reading.
Prepare reports for each student to track their achievements in reading
In primary education in Kosovo students seldom or never repeat the grade.
In Sint-Gabriëlcollege students who have difficulty in reading, do not show sufficient skill,
repeat the grade.
To assist students in school standoff was the lecturer who had complete freedom to
assist in the classes. If at the end of the school year students did not show improvement
hesitating then these children accommodated in another class with other teachers and
special care.
Teaching Hours start at 9 until 15-15: 40. Mother tongue, pronunciation, reading
and writing devoted special importance. Language learning was in the same time withe
the pronunciation, reading and writing. The material in this school education provided by
the state, but also by parents. Collaboration with parents was high level. Each task of the
children was evaluated by the teacher .
A lesson in the third grade elementary - In 3A third grade students
were aged 8 years, they started to master reading and writing. Before reading in the book
students practiced reading in printed sheets ago by the teacher . Letters taught by following
the teacher in the table and also exercising hand movements. Special attention was devoted
to the manner of holding the pen and body position.The teacher,convey eachstudent
individually . In this class students should grasp the alphabet, until the end of the year
they should be enabled for writing and reading level 7-9 . Level 9-of reading with speed
reading some pupils achieve well in thesecond class . Reading by levels starts from 1 to
9.Some students can not reach level 9 to 5-th grade. The important thing is that no student
can not pass the grade four and fifth without gaining the skills and habits of reading
- writing to level 8-9. This class had 22 students, they were from different countries.
Forms of teaching work in all classes developed depending on the nature of the class.
Build on the groups, double, individually but also with the entire class.
383
Timetables for the subject of mother tongue (Nederlands) during the
week for the class 3A
MONDAY
TUESDAY
WEDNESDAY
10:00-10:25
10:40-11:05
08:45-09:45
10:40-11:05
Language
Writing
Reading
Pronunciation
10:40-11:25
Language
11:05-110:45
10:05-110:05
Reading material(but
can also be some Language
other projekt)
11:25-11:45
Pronunciation
THURSDAY
FRIDAY
11:05-11:45
Repetitionwriting-reading;
use imagination,
memorize, discuss
together, correct
the other one.
14:30-15:20
Library
1.2. Student - teacher – parents relation (from two perspectives)
Teachers had built a relationship of trust with students and parents. This positively
affects students’ learning success.Staff (teachers) trying to create a
positive environment education: Students progress and make less mistakes. Students
are rewarded for their work throughout the school year, with the words, buttons,
feathers (way of compensation for talented students), posters (stickers) ...
Reward for work performed regulates personal level child development creates good
feeling, they (students) are stimulated and attend trying how to come first. Educational
staff along with parents of students must abide to certain principles:
Respect every individual is very important.
Students (students) also have respect for evaluation.
Order and the rule is expected from each student.
Respect for school funds.
Exercises when expected of them (at home).
Assignments must be submitted on time, during a semester, students must work a
prescribed reading or project
Homework: Students have homework Monday, Tuesday and Thursday. Holidays
preferably not charged children with homework.
Too often students to expand their homework with information from the curriculum,
usually gifted (strong in school) are more curious.
Students are informed several days earlier before the tests are held. Additional
lessons students can take every day to school. The school system in Sint-Gabrëlcollege is
builthelping studentsto develop their future personalities sound their best, society and the
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progress of the state.
Parents are always aware of every step to make the students and the problems they face.
Less talented students: These students are assisted by the teacher at the beginning
of class.
If you do not succeed notified coordinator and discussed how to proceed further.
For this purpose the students are continually evaluated to achieve knowledge in learning
and guide each student individually has his- assessment report.
If needed foreign aid, then get help from teachers care weekly help from therapists,
experts speech problems. Teachers are also supported by an advice center.
1.3. Evaluation of the formation language
Students are encouraged even when wrong, learn from mistakes and do not repeat
any more. Observations increasingly important focus not only on productivity but more
versatile process. Correct observation structured notes helps to accurately ascertain where
and what went wrong. Parents are informed about everything and help to eliminate delays.
Children and parents always supported by the educational institution, along parentteaching staff try to provide as bright prospect for children.If a student creates a problem,
the school immediately take measures to avoid negative surprises that can come later.
Report and Evaluation - Students of all schools in Belgium take student success
report four times a year. The percentage of these reports shows the success of students
for a school year. Grade crossing threshold is up to 50%. This assessment is made after
the end of a chapter of certain previously planned. The first estimate can be made orally
or in writing.
Reading - Every three or four months, students have to pass a reading test, they
are evaluated on the number of errors and speed in reading. To achieve a certain level of
reading, students should be able to read without errors, within a certain time in a text.
Evaluation of writing in the first report for first grade primary .
385
Third Report of the mother tongue of a first grade student 1A
Assessment of language in Sint-Gabrëlcollege done correctly assessing students
in any activity intended for language courses. Teachers were shown very careful, as the
conversation that we held with them told us: “Never should not happen to a student
who does not own reading and writing to pass on higher class, much less in
secondary education”. Posed this question because, in our city, in high school where we
work we are witnessing this phenomenon
which requires a separate study.
2. The development and organization of teaching and assessment in the case
of the Albanian language in primary school in Gjakova ‘YllMorina’ - Kosovo.
Primary School “YllMorina” visited in late May 2014.
To complete the research material were present in 5 grades of primary low first grade
to fifth .
Learning starts from 13:00 and end at 16:10 or 17:00 pm. School had enough space
and good working conditions. Classes, in particular first class create a suitable learning
environment where students feel good. In all classes the teachers stayed had good relations
with students, they (students) were associated not only with the teachers but also with
friends and classmates. All teachers at the school were trained for Learner Centred
Teaching.
2.1 Forms of organization of teaching work in the case of the Albanian language
A lesson in first grade I / 5- Classroom was filled with students’ works, alphabet letters,
photographs and figures necessary to create fun working atmosphere. In class had 29 students.
The class was conducted by ERR structure. Techniques were used: brainstorming,
mutual teaching and cubing. At the beginning of the class all students repeated letters
of the alphabet, teacherforwarded by music. First grade students had completed the
teaching of letters and were in preparation for the feast of ABC. In Sint-Gabriëlcollege
primary school students in the first grade reading taught with step by step levels and
386
extend sentences. Reading texts adapted to the age of students.The lesson of literacy in
Sint-Gabrilcollegein our opinion seems more successful. Efforts to eliminate the ABC
weencounte thefrenchmethodist Jean Joseph Zhakoto, initiator of inmplementation
analytical method known as the method by text or the Zhakotos.2
After repetition and practice in reading, the teacher wrote on the board learning new title:
Colored thoughts. Studentsopened primers and read the text in silence. They had a
duty to comment on the group what riminde this title, though Martha addressed Tiku
since scrawled on his duties with these words: “And with your black thoughts I wrote my
thoughts with color.” 3The aim of learning: Children understand the importance of letters.
Students have a duty to find: Tik’sactions and Martha, to highlight them with different
colored pens (blue tic, Martha red). Carefully teacher conveyed every student individually.
All children were active in the discussion and everyone was reluctant to take the word.
The teacher informed us that some children have the knowledgeof reading and writing
since day one. The objective for the class I / 5: To recognize letters, read without errors,
punctuation decide, write 2-3 sentences without errors. A case that students repeat grade?
It was our question. Must be a strong argument.Only if the parent disagrees.Replied the
teacher. This teacher had prepared a primer electronics. Students are able to concentrate all
in one point, attention to follow the instruction is higher - the teacher informed us.
Following are some models of letters and reading instruction to entertain that this
teacher had prepared for her students.
2 More: RizaBrada, Albanian ghuhës Methodology for primary school, Peja, 2000, p.166.
3 Primer for first grade, Prof. Dr. MimozaGjokuta; Islam Krasniqi; ShezaiRrokaj; SarandaKumnova (Pozhegu), MSH, Pegi, 2011
P.101.
387
A lesson in second grade II / 5-Lesson began with brainstorming. The teacher
asked the students: What do you think who is the body? Responses were varied, the
students were tasked to write parts of human bodies, working in groups. The class had
37 students, group work was somewhat difficult, the large number of students did not
provide groups.All groups completed the task successfully, except one group, they had
written the oxygen as the body. In the class was created atmosphere of humor, students
agreed that oxygen is in the air we breathe and without it there is no life .
All groups had written the hair as part of the human body. Teaching Unit
titled Hair Appeal (B. Officer) .Students opened Albanian language books
page.196.The teacher began reading the intersection, closed the books and
everyone had a duty to comment on the story to where the teacher had read.
After commenting they began to imagine how it must be the end of the event.
Hair protect the head from high and low temperatures.From this
lesson the teacher highlighted three main functions of teaching duties:
Rule and habit
obedience
cleanliness
instruktiv function working function educational fuction
A class in the third grade III / 2- This class had only 19 students. Students
sat in grupe.Why do we have fewer students than other classes? Asked the teacher. “I
started working for three years and more experienced teachers usually have the privilege
of choosing students”. There displeased us this way selection of students. Teaching Unit
was developed by ERR structure. They used these techniques of teaching:
E-preliminary Terms; R- DRTA; E- Questions for discussion. Teacher wrote on
the board the words: Comitt, sister, gift to the sultan, very nice, saved by the Committee
(fighters). Students created sentences with the help of the previous words. In the
second stage class pupils opened Albanian language books III p.210 Sister committee,
388
read intermittent commenting. All the students in this class possess reading and
writing. The exceptions are two students, they need additional help to acquire readingwriting. Our school system differs from that of countries with advanced education.
In Kosovo, there is no school care teachers or experts therapist- delays in speech.
Instructional time in grade four IV / 1- The class had 40 students,
teaching unit was developed in the field of language. All students possess
reading and writing. Were selected students, their parents were paying attention
to children’s education, these students also pursue additional learning courses.
The theme that ran: Groups of mobile and non-mobile groups. Albanian Language text- IV, fq.189.
Objectives: At the end of the lesson students will be able to construct
sentences, move words within the sentence without destroying its
meaning, which part of the sentence must move and which are not.
Key Concepts: The limbs of the sentence, additional groups, punctuation.
Lesson structure
Learning techniques
Forecast brainstorm
Raising or Forecast
Realization or
Building knowledge
Reflection or
Reinforcement
Discussion
knowledge
on
Student activites
Promote discussion
S t u d e n t s
organization
Teamwork
prior
Double jobs
Know -I want to know -I Completion
of
learned
knowlelinguistic rules
Describe
Cubing
Compare
Indvidual work
Analyze
Students have an obligation to work in groups and find out which words move
in sentences without disturbing they meaning. I am active in hours- student writes but if
we remove modifying the time-in hours, what happens? I do not know where we are
active! Responded students a voice. Look carefully read and check punctuation, discuss
what happens within the sentence when moving inside her words. All the students began
working in pairs. They wrote sentences.
Children play ball every Saturday.
Children, every Saturday play ball.
Every Saturday, children play ball.
Teacher explained them why the displacement of words and the importance of
punctuation.
389
Students used the technique know-I know to supplement their knowledge. Teacher
held clock cooperating with students: 30% and 70% student teacher. Class V / 5 had 21
students, was worked in groups. Learning Unit: Old dream to fly. Albanian -Romany text V,
p, 179. The time starts with repetition and questions like - What is mythology? Students
surprised us with positive responses and interest. Teaching Unit was read interruption.
Students ask each other what happened to where they had read. After completing the
reading student writes using their imagination. What happened to Dedalin? The classes
were conducted mostly by students, they praised each other for better writing. From what
we observed, these students were ready for self-assessment. The teacher had managed to
create working atmosphere and a healthy environment. Was this the most socialized class
throughout our research. We hope that these students continue further with a sense of
solidarity, tolerance, peace and love.
The work of a
student of
class V / 5
2.2. The report student - teacher - parents
Meeting with parents for grades 1-5 of primary education was provided each week.
Parents of first grade in cooperation with the teachers had set the day and time to inquire
about the achievements or setbacks in their children’s learning.
Even the teachers of other classes had built a relationship of trust with their parents.
Parents have very carefully the progress of homework and school work the reading
material which is required for each month - the teachers informed us. But to us, yet parents
are sensitive when it comes to assessing knowledge. In our primary schools to elementary
grade students do not repeat. Such a thing can happen only with the consent of the parent.
Has it ever happened that a parent has agreed that his child to repeat the class? According
to you in your class and students who are not yet ready for the next grade. We asked the
teachers. No this is the second generation that I convey, parents are sensitive when it
comes to loss of the year. All they want their children to be promoted even if they are not
ready for the highest level (grade). Was the response of one teacher with whom agreed,
and other teachers.
390
2.3 Assessment of linguistic training
Language training and quality assessment of this training was devoted special
importance. All the teachers except daily checking and evaluating oral and written,
preparing tests to evaluate the formation and linguistic achievements.
Fair and accurate assessment of language training in first grade is very important
for the progress and development of the child’s language during his journey of life.
The teachers of first classes had prepared evaluation forms for reading - related writing
evaluation reports Sint-Gabriëlcollege primary school in Belgium.
Final assessment educational institutions in Kosovo based on the success of two
annual semesters. The average of these estimates indicates the success of a school year.
Teachers in primary education from
first to fifth grade, assess
students’ language training each week, month and every three months.
The result of these estimates reflects the success of a semester.
100.00%
90.00 %
80.00 %
70.00 %
60.00 %
50.00 %
40.00 %
30.00 %
20.00 %
10.00 %
0.00%
Klasa I
klasa II
Klasa III
Klasa IV
Klasa V
The success of students from first grade to fifth in the Elementary School
“YllMorina” on the subject of the Albanian language at the end of the second
semester of the academic year 2013-2014
I / 5 of 29 students: Excellent 27 (93.10%); good 1 (3:44%) with reading difficulties
only 1 (3:44%)
II / 5 total 37 students: Excellent 32 (86.48%); very good 4 (10.81%) good 1
(2.70%)
III / 2 of 19 students: Excellent 13 (68.42); very good 4 (21.5%) good 1 (5.26%)
sufficient 1 (26.5%) and two students with reading difficulties (10:52%)
IV / 1 total of 40 students: excellent 30 (75%) very good, 8 (20%) good2 (5%)
V / 2 of 21 students: excellent 13 (61.90%) very good 5 (23.80%) good 2 (22.9%)
and sufficient only one (4.76%).
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The fund of classes on the subject of the Albanian language by grade.
First grade
7 hours per week
Second grade
Third grade
Fourth grade
Fifth grade
7 hours per week
7 hours per week
7 hours per week
7 hours per week
Areas language, literature, other events held by units language teaching in Albanian
language text, but also according to the calendar.
Conclusion
Differences in approach between the two schools evaluation of our research cattle
are visible, but not so. Recognizing that primary schools Sint- Gabriëlcollege belongs to a
western country, economically developed, staff, programs and experience in education, it
must be admitted that the effort Educational Institutions of Kosovo to train all teachers
with the program “learner-centered “based on our research in the primary school”
YllMorina “Gjakova’s very successful results.
What institutions should strive to achieve our collective of awareness that is “as
much deserve should also take”. Assessment is extremely sensitive process, evaluation of
the fair, correct and without dominant position of the “halo effect” are beneficial to all.
Should be important to any student who does not pass the literacy test not pass
the class. It is time that our educational institutions to introduce preschool and primary
lecturer, therapist and careful teacher. They will have a duty to help children with dyslexia
and problems especially with autism. To arrange them in a different environment education
in order not to adversely affect the progress of the learning process. The focus should be
maintained including primary education grades 6-9.
Must pass non contextual study, which is generally, contextual study, during which
students brought to concrete situations to make the implementation of rules and linguistic
norms, knowing the typical mistakes that currently observed in speech and in writing.
References
.
•
Beci, B., (2008) Albanian language 2, Dukagjini, Peja.
•
Beci, B. (2007) Albanian language 5, Dukagjini, Peja.
•
Bejtja, P., (2013) The teacher, nr. 2, (2581)
•
Brada, R., (2000) Methodology of the Albanian language to primary school, Peja.
•
Brada, R., (2008) Teaching Cyber AAB University, Pristina.
•
Buleshkaj, O., Robert C. Mizzi (2003) Messages from the class, KEDP.
•
Chateo, Jean-group of authors (2000) Great professors, Books for an open society, Toena,
Tirana.
•
Gjokutaj, M. Albanian language didactics, SHBLU, Tirana.
392
•
Gjokutaj, M., Krasniqi, I., Rrokaj, Sh: Kumnova (Pozhegu), S: (2011) Primer for first grade,
MASH, Pegi.
•
Gjokutaj, M., (2009) Journey linguistic scholars in the International Seminar on language,
•
literature and culture, 28/1 Pristina.
•
Mailaret, Gaston: General Education, Found for an Open Society, Time, Pristina, 1997.
•
CDE, (2008) Interactive Teaching and Learning: Models for developing students’ critical thinking,
Albanian Language - Literature grades 6-12, CDE, Tirana.
•
Musai, B., (2003) Methodology of teaching, Tirana.
•
Rrokaj, Sh., (2005) Introduction to general linguistics, Shblu, Tirana.
•
Zylfiu, N., (2007) Andragogist Teaching, University College, Pristina.
393
Current principals attitude on leadership and modern management in elementary schools
Merita Banjica,
FLCC-SEEU, TETOVO
e-mail: meritabanjica@yahoo.com
Abstract
Principals are the individuals responsible for carrying out the mission school and
they are the key factor for reculturation of the educators. They should provide pleasing
environment and environmental harmonizing work, to motivate other individuals, so
they can voluntary and with pleasure approach to work. Willingness of the principle
to consistently learn new things motivates others, to voluntarily approach the process
of reculturation by prompting curiosity on educators to continuously learn new things.
Climate harmonizing enables achievement of organizational work effectively and
efficiently. This change can be achieved in schools with principals, who offer the use of
modern leadership and management leadership role. Modern leadership and management
in schools belongs to the conscious awareness of the current principles, to implement
during the performance of their Mission. Positive Attitude of the director for modern
leadership or autocratic leadership reflects direction of the manager culture. This research
intends to illuminate leadership modernized the present principles of primary schools in
the Republic of Macedonia in2009/20010
Key terms: principal, modern leadership, principals motive, motivation for educators,
management and leadership role.
Introduction
In the first part of this work will be made principal reviews the modern theoretical
concept, which reflects the implementation effectively and efficiently during the mission
schools. Also clarification of concepts attitude, motivation, motivated, motive, impact,
394
role management, leadership and leadership techniques. In the second half is reflected the
empirical methodology, methods, hypotheses, sample, data analysis to clarify the findings
to the formulation of conclusions and recommendations.
THE AIM
The purpose of this research was to reach the illumination of current situation
of the modernization of principals in elementary schools, be reached by the gathering
data expressed by principals and teachers, to analyze data and to lighten their attitude for
leadership and management of the principles in schools. The evidences emerging from the
study are expected to serve:
•
to postgraduate students “ Leadership and management in education” to
resist challenges that will occur during the performance of their working schools with
traditional culture
•
current principals for transforming autocratic leadership into modern
leadership
I. THEORETICAL REVIEWS
1. THE MODERN PRINCIPAL IN THE ELEMENTARY SCHOOL
The director naming its leading position represents the main individual, who cares
about all the issues in school whether they are human, material or ideological. Zajazi,
T(2009: 609) calls the school principal “patron”, which enables the regulated pleasant
environment , and Fullan, M(2001: 209) the principal determines as “key factor” to
connect the relationship educator and global continuous innovation. He is a central factor,
that needs to change the traditional and accept the modern. .
1.2
In the period of decentralization, when schools are under the jurisdiction
of local communities with a limited budget, school directors should be exemplary people,
to motivate others to approach the work responsibly and willingly Accountability to
the responsibility of principals reflected the regulated pleasant environment, with good
working conditions and pleasant environment with the interactions of individuals in school
1.3 The importance of principal attitude for completion of obligations in school
What should the school principal do?
Recent years when are imposed major reforms in education principal duties only grow,
so is more difficult the leadership and management of the individual who is consistently
educated in any place and at any time. Continuous innovations cause confusion to
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educators by the uncertainty of concepts, so that they sometimes feel like they are ignorant
of the profession that they exercise for many years(Duke, 1988) see: Fullan, M2001:214).
Therefore the current directors must continuously be reculturated, make personal and
school-widemodernization and each time be willing help others.
The school principal must understand the school culture the school Fullan, M(2001:
189) and create organizational culture based on these norms::
• Establish working communities of everyone acting like a one united system
• Establish a satisfactory working pleasent environment by providing conditions for
each activity
• Establish responsiveness to the responsibility of each institution it its own sole model
model
• affect the welfare and mutual respect of everyone in the organization
• to establish pleasant environment for effective communication with everyone within
the school
• to practice communication without side agents for change in global terms
• influence creating a positive attitude towards educator for acceptance of innovations
• provide clarifications of what and what will evaluate in the work of educators
• affect the applicability of innovations stamina and any next goal
• to practice evidence-based on decision making
• implement educational laws
• efficiently to spend the budget
1.3. Education contributes a positive reflection for “life long learning
throughout life”
Education, as determinant of inciting of thinking, contributes a positive reflection
attitudes of individuals towards global educational vision “all to learn for yourself and for
the good of all.”Key determinants for the development of the individual as beings in right
time and place are: the culture, present concrete social environment, and the work was
emphasized by Zajazi,T (1997:148).
Modernization of the individual is achieved only with permanent work engagement
in the process of cognitive field, affective and psychomotor causing its occurrence or
change in the individual or the environment in which it operates.
Individuals attitude: changes during the process of its development (education),
on the basis of society where its developed state changes, and develops the culture and
effectiveness in work activity displays (Zajazi,T, 1997: 23).The individual(director) its position on
every changing innovation forms based on:
396
• based on his education and knowledge that he has established
• based on the environment and the district where he is developed, civilized and
socialized
• on the basis of what he has created in his life
• on the basis of ambition, which he has to form new knowledge
• based on love, humanity, kindness, patience that he has for the people
• based on his willingness to adapt to different situations.
• Each director to carry out their obligations to the institution operates according to:
• Cognitive aspect–based on his educational skills
• Psychological aspect –how he realizes and what is his attitude on modern leadership
• Sociological aspect –how he interacts with others
Cognitive field or Blooms Taxonomy (1985) brain development during the process
of thinking actualized that who hemispheres of the brain in three levels (look: Zajazi, T
2009:221).
Figure 1. Cognitive field and Affective field
Affective field The second is the development area, but it is very important for
human development and the formation of his personality, which includes the value of
internal human psychological, emotional sphere development with the expression of
feelings, attitudes, values ( Lorin and Anderson,1982; Orlich,1995 look: Zajazi ,T 2009:240248).The individual to take a positive attitude towards something must be under go several
phases affective development, which are closely related with the cognitive ,by possessing
his individual knowledge: Making or receiving, response, evaluation, organization, exteriorization of
the value(position and exteriorization).
The psychomotor field is the mutual process and field closely related internal
affective emotional basis to mobilize cognitive field in human action or psychomotor area,
demonstrated by the behavior of the individual shown in the activity(look: Zajazi ,T 2009: 250-252).
1.4. The conception of motivation, motive, motivationally and impact
Motivation is the stimulation created by external factors to activate the internal energy
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of the individual inactivity, such as motive, which means moving stimulus. Motivation
is the process where behaviors driven, and the channel activated by the realization of
objectives. Other words are used : desire, purpose, needs, stirring, movement, Shuklev,
B-M (2005:110).
Motive is the start the promotion of the internal energy of the individual driven by
external situation that prompted in movement and directs the individual to start an activity.
Motivation is the process driven by motivation and activation of motive as the
driving energy, and our efforts to achieving its objective defined by the individual. Motives
are classified according to the needs of individuals, primary or physiological(are biological
in nature and stable) and secondary or psychological(that comes through experience, vary
between the culture and to some extent by its individual. Motives are related secondary site
the work of the individual and classified security, status, power, ability, success.
1.5. Conceptualization impact
The impacts mastery of skills, attributes and skills of a person, which become
accessible to others. The person can not achieve quickly and easily and specifying features
of his personality, how ever those attains them during its development, which later bring
great benefit. The impacts achieved when he gains the trust, respect and worship of the
accomplices (Petkovski, K, 1998:176).The impact is achieved in the process of life and
not obtained on the position of principal. For the principal to influence needs to be:
convincing, patient, careful towards people, willing to learn from educators, to accept
everyone, have well being and benevolence, informed for everyone disciplined, respectful and a man of
integrity.
The roles of an modern principal
The principal in school should be the leader and the manager at the same time,
therefore he must practice two roles. If he is focused on the relationship with institutions
input he is in the role of the leader or the effective, whereas if he is focused on the results
in work he is in the role of the manager or efficient is emphasized Petkovski, K (1998:
170).Individuals who possess both the characteristics of the leader and manager are few in
number and are rare If there are such people should be preserved and stimulated, because
they are very valuable human resources. The principal to realize its obligation must use
both roles.
1.1.
The leadership role of the school principal
The leader is inspiring, visionary, creator of different versions for different solutions
to problems, it generates new ideas and stimulates new aspirations. Leader visions as
another picture from the present. It is based to be admired by other sin the institution as
states Petkovski, K (1998: 177): “He asks his subordinate she art and not the mind”. The
398
principal personal example convince other individuals to do the work with the desire to
love what they do.
Figure 2. Principals leadership role
Integrator role obliges visionary director to be oriented individual for ‘’global’’
changes, which encourages others under the idea that “all learn for the benefit of all.”He
creates the vision and formulates to be effective and challenging, but not inaccessible,
approximately20-25clear words that, when communicated to others is understandable
and memorable, but never open to conflicting opinions. The vision should be inclusive,
guided by the values of the organization, to enable, empower, to mobilize all the work for
students’ needs and serve as gauge, where everyone can compare their actions with him.
Role of responsibility obliges the director to work with responsibility, with
commitment to support the principles reflecting the possession of personal cognitive skills,
virtues and work skills. Implements vision created based on self-evaluation and SWOT
analysis, which revealed the weaknesses, strengths, opportunities and threats of the organization where
he operates (Kume,V and Panariti,N, 2003:133).
The role requires the harmonization of principal to be effective, to create a
pleasant environment ,reliability and motivation for mutual interaction at school, where
everyone feel specious and useful as an active participant in carrying out the mission.
The feeling of contentment of each individual school affiliation that belongs promotes
harmonization. Creating good conditions for development incoherence: 1) Unity (we
think), 2) Attraction(longing to belong to the group), 3) Aim(members be the decision
makers).
Exemplary personal role model obliges the principal constantly to learn, to reflect
the ethical behavior of an individual properties with influence and authority. The impact
reflects the individual’s own personality, capable of virtue and job skills, so that becomes
a model for others in the institution for evaluation and measuring the achievement of
personal work and others in Petkoski institution, K(1998: 169). He must be patient towards
criticism, the harmonizer of all the rival groups, pass many hours at work, make different
paper works, learn to work without the support of the community, because they can not
399
bother every time they need Evans notes (1995) in his study (look: Fullan, M 2001:215).
The effective communication role obliges the principal, to know well all the
individuals in the organization and to practice the skill of cultured public speaking, so that
when you declare the information to achieve three objectives: 1) to declare the information
2) to know who to transfers the information and know how will be accessible to the
recipient 3) will motivate the recipient to accept, understand and apply new information.
Effective communication is reflected by increased communications among individuals
top-down and bottom-up, where there is organization, planning and reliability among
individuals with the feeling that their opinion is valued.
The role of integrity and honesty obliges the principal to act according to the
value of integrity and honesty and fulfilled promises. It promotes mutual respect for all
individuals in the school with equality and in righteousness to all. It promotes the care and
well being of everyone by creating importance the assessment for each valuability of their
work.
Empathic role obliges principal to put himself in the place of the other to better
understand staff members, empathy. He interacts with everyone, is honest and trustworthy
to them.
Motivational role of principal requires to be exemplary, to possess the personal
values that motivate and mobilize others, who gladly approach the activity. Assessment of
individual values and helps others to perform tasks by the hand of other sand constantly
keeps them motivated by giving them energy. The principal with the operation of the
target system based on the merit bonuses for teachers and student teachers motivates
them to be recultured, and de-motivating when giving rewards by age, only with a graduate
degree or achieved by political party sympathies. The principal is also motivating students
to freely express their ideas for improving the work at school(Day,2000:139 shih: Fullan,
M 2001:219-220).
1.2.
Principals management role
The management role obliges the principle, to implement everything that is thought
from the leadership role. Management role obliges the principal to achieve his goals through
engaging other individuals in work through motivation, correction, stirring, intervention
debate ( Petkovski, K 1998: 45 -46). Principals management roles are :
Figure 3. Principals management role
400
2.2.1. The interactive role
Interactive role obliges the principal to implement all the goals of the vision by
using the capabilities, personal attributes and skills.
The leading -visioner role obliges the principal to implement the goals of the
mission. Self-evaluation and SWOT analysis are very useful to detect vulnerabilities and
needs of the organization at school and then a vision in created. The principal collaborates
with all members of the input while performing the activity, the activity encourages them
and meets their needs and requirements.
Integrative role obliges the principal-partner cooperate with agents external to
understand the value of innovation, to implement in the institution. His decision in the
selection of innovations is very useful, not only to accept imposed by external factors.
Nominal leading role obliges the principal to represent the school in any public
place. He is the representative of the school, and should be polite in public places and
cultured public speaker and to have ethical behavior in every place where he goes and acts
for the interest of the school.
2.2.2. Cooperative role
Interactive role reflects the principal organizer, monitoring, coordination,
information that is present in any place and at any time to interact with everyone around
the school community preservation.
The organization role obliges the principle to make different organization within a
school system, to create regulated environment. Organization of connectivity of individuals
in a group-wide harmonized as a whole system or a purpose of performing a specific
task, so that the whole may live. The organization is responsible for the construction of
a regulated environment. The organization qualifies as a result of adjustment of parts
unique whole, so that all elements behave within asset of unique and unique outlined goal.
Role-monitoring research the principal obligates him to make observations,
evaluations to verify student achievement and school climate. He uses research instruments
(questionnaire, evidentiary list, forms, essays, conversations in groups of individuals
pursuing class meetings, the Council of Educators, Parents Council etc). He follows the
work of educators, notes their weaknesses and their strengths, makes decisions about
training, defines strategies needed, follows the work of the pedagogue, psychologist, other
employees and prepares to give teaching tips, gratuities, but sometimes and penalties too..
The role of trainers reflects the willingness of the principal to keep training, to
embolden the educators to experiment in the classroom and to facilitate the work for
the applicability of innovation and prepare themselves for admission to failure and takes
401
guidance for improvement.
Coordinating role requires the principal to cooperate with all individuals on the
applicability of comprehensive school activities: innovation, projects, donations etc.
He collaborates with foreign agents, who voluntarily help at school: educators, parents,
citizens, students, etc. However, to increase reliability to the post of principal is good, that
donors be given by an acknowledgment on behalf of the school, because that assistance
can be misused by leaders.
2.2.3. The decision makers role
The role requires the decision making of principal to implement the decisions on
various issues on the basis of acts by implementing educational laws and consistently
be in communication with other agents from the local environment and central. He for
every change education laws should provide information educators, students, parents,
members of the administrative staff and technical maintenance personnel hygiene. He
writes reports, complaints, requests etc. Decision-making roles:
The negotiation role obliges the principal to negotiate with different partners on
fulfilling the different needs in school.
The financial role obliges the principal to schedule medium terms, one-year plans,
the school’s own plans, budgets for approval by the local and central level. Budgets pending
plans, because it is practiced in rations issued quarterly. Personal records of everything is
needed although it is the job of administrators.
Allocative role of resources obliges the principal to manage human resources,
financial recourses, with tools and working materials. He divides the classes, schedule
regulates, governs the allocation of students to classes, sets of rewards and penalties to
educators and students on the basis of achieved results. He makes the conditions for the
delivery of training educators, provides technological tools, provides material for various
assessment instruments etc.
2. Principals techniques
For techniques of leadership there were highlighted from Goleman(2000: 82, look:
Fullan,M 2001:226):
•
•
•
•
•
•
Binding(requires implementation of the order or “do as I say”)
Authoritative (mobilizes people toward a vision “or come with me”)
Collaborative (creates harmony and builds emotional connection, “humans”)
Democratic (harden through participation agreement, or “what is your opinion?”)
Determinants of the pace (sets high standards of labor, (“do like I do)
Trainers (training people for the future or “try this”)
402
Research questions
This research will follow the flow of the following questions:
• Q.1.Principals attitude on modern leadership?
• Q.2.Teachers attitude on principals modern leadership?
The main hypothesis
Q.1 In the modern concept of management of the school the principal he has the
crucial role in regulating the climate in school..The attitude of the current principals
for changes in school orients toward a belief that their role and responsibility tend to
submission to external factors.
Assistive hypothesis
1. The internal environment of the modern school director accepts, because it offers
good conditions and interacts with your agents of change for the benefit of the input
2. External environment through involvement educational institutions of politics
negatively affects school.
Research methods
This research was conducted in support of the descriptive analytical method
scientific theory for causal dependency ratios with an analytical approach in the empirical
method, with the descriptive method, comparative data by the primary nature. The survey
was conducted with questionnaires for principals and educators in institutions of primary
schools. Questionnaires were structured with questions pending answers to closed and
opened. Data analysis took place according to the method of quantitative and qualitative.
Sample
The population, which was included in this research were, principals and educators
in primary schools. The survey was conducted during the period of the month of 7-10.12.
2009 in the city of Gostivar, Tetovo and Debar in Macedonia with: 8 school principals 46
educators from 6 educators from the same schools.
Data analysis
I want to thank the principals and the teachers for sharing their time and spent filling
the questionnaires and for helping me personally and for the contribution they gave to
themselves, to the science to the teachers and of course to the students.
403
Tabel No1. The data table for the elementary school principals surveyed in 7-10.12. 2009
Cities
Tetovo
Debar
Age-group
Experience
Education
Female
Male
under 35 year-0
till 1 year- 2
Higher education
-0
1
5
35-50 year - 4
till 4 year - 3
Faculty - 5
over50 vjeç-2
over-5 year -1
Postgraduate-1
under 35 year0
till 1 year - 1
Higher education
-0
35-50 year 1
till 4 year - 0
Sipëror-1
over 50 year -0
over-5 year- 0
Postgraduate -0
under 35 year -0
till 1 year - 0
Higher education
-0
35-50 year - 1
till 4 year - 1
Faculty -1
under 35 year-0
over-5 year- 0
Postgraduate -0
Total
2
2
8
Principals and teachers questionnaire outcome
This questionnaire was structured in14 questions on pending open answers, but the
selection was made to support the hypotheses.
Are you satisfied in the school where you work? under a) I am very satisfied have
stated 5 or11% teachers, while under b)I am satisfied have 16 or 34% , under c) I am not
satisfied 0 or 0%, d) I am believe that the situation needs to be better 25 or 50% out of
which 15 are from Gostivar, while 4 are from Tetovo and 4 from Debar. From here we
can notice that more influence has had the external factor, because the power of the local
authorities hasn’t been in a good relationship with the central power and haven’t had no
cooperation. The emergence of a disruptive non-harmonizing environment.
If you set out to answers ore d, what is the reason in your opinion? Educators
have expressed under a) Exhausting loads of work with children 5 or 10.8 % ,b)Political
dominance in the collective 18 or 39% c) Collective interrelation bad raports4 or 8.69%
d) Lack of work from some teachers 2 or 4.34%.Have not been declared 17 persons or
36.95 % teachers.
404
Principals objective towards all the individuals: a) yes 18 or 39.13%, b) no 28 or 60.8% .
Rewards are given according to: a) merit 34.7%, b)political attitudes 45.6 %, c) age 23,9%
On the question about the usage of principals techniques teachers have declared for
a)obligatory37,50%, b)authoritative50%,c)co-operative 75%, ç)democratic, 37,50%, dh)
training 12,50%.
In this question educators have had the opportunity of opting for more answers that is why the
percentage doesn’t match 100 %. It is noticed that it is less attended the democratic and training technique,
while the obligatory technique and determinant are more desired by the majority of the principals. In this
question the directors are set out in more answers.
Should the principal give a report to show the transparency of his annual work: a)
in front of the school council11 or 23.9% b) in front of the teachers council 35 or76.%
Results from a Teacher-Education
Questionnaires
1. Educators state that the situation should be better in schools where they work
2. Educators say that there is collective disruption as a result of party-political
involvement.
3. Educators are grouped into four groups according to: interest for reculturation,
405
political ascendancy, personal interest (the courses), depending on the
commitment in work
4. Educators have declared that they keep their job.
5. Educators say they do not like inconsistency and deteriorated relations in the
collective
6. Educators say that principals can attract donations.
7. Educators say that on average directors interact with , it is proven by the
malfunctioning of learning communities do not function.
8. Educators say that in schools there are divisions in the collective and dominates
party politics and support members of the party, which has been renamed..
9. Educators like rewarding even with a one single bragging word.
10. Educators say that rewards are given according to the parties sympathy and
age, and the young people demotivate even though they continuously educate
themselves. education.
11. Educators believe that the most effective and efficient school in leadership are
men.
12. Educators have expressed that principals use interactive techniques, binding and
crucial, and technique were very little training, which proves that actual principles
are not trained to hold training sessions
13. Educators express its position on non-transparence the work principle, and
requires that the report to be given to the Council of Teachers and not in front
of the School Board, which is elected in two minutes by the members of the
same party.
14. Educators state that principles should collaborate much more with them and
with the students
Results from principals questionnaires
1. The present principal expressed should become more effective at work, and therefore
should be recultured.
2. Principals express that they are effective at work.
3. Principals stated that administrative duties are increased and they want to leave the
406
job..
4. Principals are willing to accept changes.
5. Principals say they need more time to gain new skills.
6. Principals know that need to influence educators for reculturation
7. Principals know that proximity, commitment and positive environment regulates
harmonization.
8. Directors know that the interactive technique positively affects in school.
Generalizations
Firstly, the present principles do not reflect climate harmonization modern leadership
in school, because that is reflected in the collective disruption.
Secondly, principals autocratic leadership technique is the determining factor binding
and, coming from the external environment imposed clan nuanced political ascendancy.
Thirdly, principles use the name of the ruling parties for personal gain and use
techniques to suppress the teachers binding to intimidate, not to react for non-transparency
in their working, due to malfunction of the monitoring of the School Board members.
Fourth, the traditional culture of the external environment, in addition to political
ascendancy sympathy is not interested in the election of principals based on the professional
values, to be an individual with authority to create, but usually they make principle, and
then they influence the creation of their authority, later to be ‘’programs’’ and never to
become their own self working programmers.
Fifthly, autocratic leadership of the present principals imposed by the external
environment is consequence for demoralization director of becoming principle modern
and motivate others for reculturation.
Sixthly, the expression of teacher learning communities that are not functioning,
the director proves non-collaborating discrepancy between with dominant and disunity in
the staff
407
Recommendations
• Present Principals should be recultured to use democratic leadership, not autocratic
leadership
• Principles need autonomy at work.
• Principals should motivate them for the reculturation with objective evaluation,
rewards by merit, and not to discourage with arbitrary assessment
• Principals should interact with everyone in the school, especially with the students
Principals should should be selected according to criteria based on the of non-partisan
political activity
• The denominator of the principals have to monitor and control the work of principals,
because they are for their actions in the name of political parties and degrade them.
Currently the situation in 2014 began to alter in schools, school conditions
are made better, which is due greater monitoring from the local leadership and
educated parents, but still lacks effective communication and functioning of the
learning communities.
References
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•
Fullan, M., (2001) The new meaning of educational change, Edualba-Tiranë
•
Fullan, M., (2010) The forces of changes, QAD, Tiranë
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Jashari, H., (2005) Sociology of education, Interlingua–Shkup
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A comparison between the present situation of spoken language of Mati and the language of old writers
Merita Has’hysaj
rita.hysa@yahoo.com
Abstract
The purpose of this project is to present a picture of spoken language of
Mati,reviewed comparatively in earliest documented situation,which comes crystallized in
Albanian text documents: respectively with “Formula e Pagezimit” (1462) and voluminous
texts left as an iheritance of poetic language from Gjon Buzuku and Pjeter Budi. Factors
that conditioned the design and then the writing two of the erliest Albanian documents
are known mostly through history as a proof compelling circumstances of the time. As
a result, time produced their writing, hereafter appreciating their value that they have in
terms, not only in history, but also in religion, language, culture, etc. and it would not be
right,starting from their homeland, unless completed with an attempt formally confront
nowdays spoken language of Mati and texts in question.
Key terms: language, comparison, documents
Introduction
Albanian language, till the synthetic “Formula” of Pal Engjelli (1462), was a spoken
language (documents that prove its existence as a spoken language go deep in time) which
conducts mouthfully to each generation the spirit and culture of these people. The first
testimony of its writing is a culminating moment and is separated in language history,
not only as a border between phases, but its language importance, texts. To be continued,
centuries breakthrough with its writings and following each step with an evidence author,
the journey time takes away from Budi’s work, which will be a constant point of reference
in this work. In a period of time of nearly three centuries overcome, 1462-1555-1621, we
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see Albanian language pilgrimage through divid documents.
To come up today, there are laid between 2 phases (now and then) almost four
centuries. The evolution in this segment of the intermediate term is more than acceptable,
as it is difficult to follow the written texts and spoken language, in this period. Our work
tends towards confrontation of the two edges of the linguistic situation and Albanian
written texts until 1621, and what it reveals to us today in this environment of speaking.
Buzukus’s work in this approach is for some reasons:- It marks the culminating moment of
writing Albanian, from which starts each comparison diachronically and synchronically.Act is an intermediate stage between Formula and Budi’s work as date and writing.
-Budi that comes with a greater linguistic volume thereafter, must have known
beforehand the tradition of previous text,which served as a foothold its project
implementation.-Acts of Buzuku being the first document of Albanian language has been
studied to exhaustion, so abundant literature gives up to make consistant comparisons,
without effacing the slippery terrain leading towards, such the lack of an otherwise.Because the linguistic framework of the work is completed to realize the confrontation
between the two of systems: past and present. For all these other that come automatically
along, it remains parallel base reference buzukian/budian.
On this point too, nowdays comperative material will be three generous, connecting
elements of empirical solinguistic description of spoken language (Beci, 1962, 1963). The
assertion of the innovative character of this kind of speaking, casually mentioned so far,
has its turn to take an answer.
-What are the biggest changes in the linguistic system flat, between these two stages.
(the past with an work of old authors and the present with colourful speaking). The
recognition of innovative character and directions of this development under the pressure
of various factors. -Importance of comparison of the two conditions for our topic.
First, we will give some estimates that were done in time to old text books and
language of scholars of our linguistics. Mati’s spoken language is enough removed from
the Albanian situation of Budi and Buzuku time, which indirectly is not claiming to
estimate dialect, but however, knowing the severity of the first (old language authors) sheds
lights on the issues associated with this. They have talked long and estimated convincing
arguments, the importance that has the knowledge of the first written Albanian texts, in
their studies, the most prominent linguists of our society.
So, for the value that they occupy in our culture, especially “Meshari”, the researcher
S.Riza considers : “…finally Buzukian text constitutes majestic monument of olf literature and the
most priceless treasure of Albanian linguistic…against the glory of Gjergj Kastrioti in the history of
Albanian people lies the greatness of Gjon Buzuku in history of Albanian culture.” (Riza, 2002)
Our great linguist.E.Cabej writes:-“…the text of this work relies on language preached at
Mass but also reaches to be the value of a historic document and it’s author not only in terms of time,
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generally takes place of the uppermost level in the old Albania literature, and in the poetic prose, and in
the later is difficult tu put any other on the side. (Cabej, 2013 (ribot.))
While prof. Sh. Demiraj confirms:-“…Buzuku is a representative of a relatively old
stage of Albanian revolution, when differences between dialects of this language were lower than in the
current situation…Buzuku books present a great interest for early documenting a series of important
innovations of our language (such as the use of subjunctive mode in construction, where the
infinive language used regularly equipped with this form or use habitores form, a so-called
subjunctive admirative). Naturally, his work represents an even greater documenting some archaic
traits as well as the old word and expressions in our language.” (Demiraj, 2006)
Prof.K.Topalli says:- “ This ancient monument remains the only source from which can be learn
features of Albanian in half of sixteen century. But it is known that the language of a people exist
through dialects and specific idioms…studies should be subject to a multilater comparison with other early
editions of Albanian nowdays data dialects.” (Topalli, 2006)
S. Mansaku scholar says:- “All linguistic structures of a particular period or a particular
text,are result of previous periods.” (Mansaku, 2006)
Prof. E. Lafe states: “... Another great value of old authors,except intent(hardly difficult) “en së
dashunit së botësë sanë” and “me zdritunë pak mendëtë” e popullit të vet “ndë Arbant” is that they show
us their works of our language a stage when its dialects were closer to each other and Geg themselves was
more unitary.And meanwhile, the researcher” (Lafe, 2006)
B. Gjoka notes: -“...Budi work, although with a religious content, as adaption and translation of
the scriptures to assist clergy, believers and people that word of the Creature to take in Albanian language,
is a testimony to the great effort he had at the time,not to be only a spiritual institution but stimultaneously
and strong sign institution as a place of cultivation of education for culture and art.” (Gjoka, 2012)
All, these articles, notes that, Albanian language, must have had a traditional previous
writing. (Svane, 1982)
In our comparison we are based on Cabej’s research”Meshari I Gjon Buzukut” in the
work of S.Riza “Albanian articles in the five oldest authors”, E.Lafe “Analysis of the oldest
Albanian text”, S.Musaku “Syntactic functions of the infinitive of old authors”, G.Svane
“The formation of albanian literary language as it is presented in the statement of Budi
confession”. B.Gjoka “Poetics of Budi”.
Esorted compared phenomena will be refered to phonetic, grammatical and lexical
phenomena. So we will see:
-Preservation of long vowels: hajr paç / n’darzëm të gjelve t’tū …//… erdhe mek, ke mū /
me t’heme mrena kē bes / me ta xhet xhā ke pun me mū…ajö ka bā vakai…// ene kan shkū tu xhūj
për fllaxa / ene si u vrān / i pām than na ahere / e vrān n’zyr mrēn //… po na i thami krū /…ene
u smū e bani barrën dekun //…ene vūn pushkën n’çēt //…cucën e kam t’rē..ke me e pagjū…e kishte
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hūll m’kit ān t’lumit…//”.
-Go into long open vowel syllables: vi:, gju:, dhe:, dru:, hu: or in words that followed
the end of the grasp of a consonant / r /: buna:r, mulla:r, magja:r, gju:r, he:ll, pö:ll, fö:ll, de:t.
-Go into long vowels in other positions, which has fallen / w / the first unstressed:
i ra:n , i me:r, be:s, pu:n, pe:s, dhe:t, fu:sh, mi:z, bu:rr etj; in plural of some nouns sho:k, dyshe:k,
dalla:p, rra:th, va:th; or groups of vowels: ftu:, prru:, thu:, mu:, dy:r, tly:n, di:ll, me:ll etj.
In Budi and Buzuku language we see that long vowels are common phenomenon,
which appears in writing relevant vowel duplication, and in some cases it appears and
afterstress position: nukë kish gjaa / saa i naltë e i mujtunë / të ketë mëshirier embii juu / ju tueh
baam / ka me shtuom endër juu / e nbëh të dyy anët mëh duhë meh shërbyem / enbah sodi maa shpesh
të vini em klishë / peendohem, gëzonii e ngushëllonii…(in“Meshar”, preserved version of the
original text) …. Me ndoonjë shërbëtyrë; qi më dhee kaqë hijr; mkatit me u peenduom; ndjerë vetë nata
mbyylltë; me një zaa t’amblëtuom; zotnjësë beekuome, me deenarëtë gaatij, peenduosi (Budi in his poetry
of “Doktrina e krishterë” 1618).
This phenomenon of maintaining long vowels, as we have mentioned before here,
is a phenomenon that occurs in Gheg, in dialect cham and south dialect corners and to
Arbëresh of Italy (Lafe, Analize e teksteve te vjetra, 2004). Whereas in the old language
non-rating authors of nasal, as an essential distinctive feature of the two dialects, not
hinder their determination as such.
In Mat nasal dialect is a present phenomenon, and usually affected by this vowels to
consonants lead /m, n, â/ : drûni, hûni, gjûni, hûna, mullêni, hî, mûrra, pê, me bâ, etj., while at old
authors it should be necessarily felt, but did not use a graphic sign to distinguish it (anshtë,
e n së dashunit; me baam, me një zaa të amblëtuom, si paçë zanë fijll).
Prof. Topalli K. says: “... old authors north have certainly had this feature (nasal), but generally
not presented in their writings. Only in some cases Buzuku and Bogdani mark it by letter / n / for ex:
manz për maz, pensë për pesë, anshtë për ashtë (mëzi, pesë, është). (Topalli, Fonetika historike e
shqipes, 2002)
Çabej thinks this phenomenon: “... hardly a nasal phenomenon a conservation and preservation
of the overall process of language, but probably because it is one of broadening, a relatively new innovation,
in Gheg, conducted perhaps there from the early Middle Ages ... “. (Cabej, Dy ceshtje gjuhesore,
1977) While this phenomenon in Albanian, J. Gjinari, thinks: “... this phenomenon should be
relatively early in Albanian, because hundorësinë words found in indigenous fund, in Greek and Latin
borrowings, while not find in Slavic borrowings subsequent ones, which shows that this process was closed
when the latter entered our language…” (Gjinari, 1981)
More than timing of this phenomenon, which in sometimes must have acted in all
Albanian, and then died when she began to act rhotacism (Topalli, Fonetika historike e
shqipes, 2002) important is that we face today, in this idiom (because there are areas in
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Gheg where nasal has smaller intensity, and there are regions where it has lost action
Ulcinj, Debar), and is a meeting point in two comparable stages of language. While the rest
of the system sound more innovation has taken most place.
Such events as the fall of / s / of stressed and unstressed (comes / s / in unstressed
position except when located behind accent, before l, r, n, s, close group: Dibër, femën, gjuhën,
tamël, urdhën, xharpën, nanës, punës, arën , babës, i amël, i vokël, erdhëm, murën, rrafën. But in these
cases when passed in accusative or V. III mere executors or dinstiction the names they
shed / s /: femna, Dibra, dhelpna, tamli, urdhni, xharpni, morn In a nutshell appears in unstressed
position before accent, but rarely (shpënekë, shtërpöi, Shënre). In the dialect of Mati as through
Gheg, through ending, before or after accent in similar conditions to Buzuku language
indicates wastage as the emphasis has been far or near, of being strong, dynamic, he has
stunted the Sound far / near him, will see the old authors: mondonjënë, petëka, kopështë,
vëneshtë, përindi, nowdays petka (petkna), kopsht, vnesht, prind (the latter occurs in the generation
of new medium because the older generation comes prent action ei> e, and the nt> nd).
Prof. Beci B. says: “... In Mat no /e / stress ... the numerator one, demonstrative pronouns nja, ata,
kta, ka, in the singular, go â nënë<nân, kam qënë<kam qân. (Beci, 1962, 1963)
Prof. Selman Riza says that and old authors has 2 for these pronouns, ie oscillations
in their writing, because once feel the / s / and once with / a /: they write atan for atë,
këtan for këtë, kan for kë.
This is a typical phenomenon that distinguishes the two dialects of Albanian today,
with the presence of / ë / out on Tosk, which must have come from / a / nasal and Gheg,
but after a phonetic developments that followed, one was preserved nasal, in another it
was passed to rhotacizm and oral vowels.
“To summarize, in the Albanian language as a language with strong emphasis on dynamic, the rate
of disappearance and vowel reduction is associated more with their position, the end and the beginning of
the word have been most affected by the phenomenon, but internal positions of the word, the unstressed are
affected “, -claims K. Topalli. (Topalli, Fonetika historike e shqipes, 2002)
Groups of vowels and Diphthongs, are another linguistic phenomenon in which the
observed evolution of the language of the old authors at present. As the appearance of
groups of vowels and Diphthongs in this idiom today. Typical vowels Group Gheg / uo
/ - / u / and he / ie / have gone to / u / and / i /, / e /. Thus we find the old authors:
kujtuom, ndigluom, duo, gruo, shkruom, ligjëruom, peenduom, lulzuom, shkuom
This heap voice has undergone evolution in the two dialects: uo <them, ëa and later
was simple. In Buzuku of Budi we maintain the full height of the old uo, while in subsequent
authors (Bardhi Bogdani) see that he has been in ëa (seen in a few cases to Buzuku and
platoon / u / in the form: tue baam, tue mbajtunë, tue klenë; tue shkruom, tue kënduom at Budi).
In Tosk passage of uo in them seem more distant than it uo in ëa. However, it changed
before and remained there, while Gegërisht the continued evolution of ëa in was simple.
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At various stages Tosk see more innovative and sustainable then and thereafter, Gheg as
conservative to a point, which keeps longer uo phenomenon, but spending evolved in a
vowel.
Today in the dialect of Mati, uo old footprint has nothing, even the older generation.
But, equally and platoon ëa protruding from it is going towards assimilation in the simplest
being, almost all area, even in the mouths of older generation. As much as EU variant that
has Beci, no longer reflected. Today ëa simple faces in places where once there was a ëa / ëa.
Beci claims that in the 60s the encounter this heap ue, in due, (me) knue, punue, shkue but
besides its variants encountered and ue (in a small number), duël, shkuën, ruët, tu vluë, internuë
and u, kru, mu, me çu, dur, me punu, shkruj, me shkatrru, dërzu, gërku,
According to him, the road crossing ëa <u <u is it that has gone through this heap
of sound, and not the ue listen to a few words, not many in this area to be a remnant of
cluster uo (Cabej, Gjon Buzuku, 1955). So the intermediate stage, the ue - ue> u> was the
development of the heap in simple vowel.
While the group / ie / has undergone over the heap in diphthong, simple vowel
ie>ié>i/e (mjel, vjel, sjell; dill, çill, e dil; dhet, me përcell, mell). So passageway from the diphthong
sound heap and then sound simple, and the reverse of the heap diphthong sound and
then Sound, are interchangeably known in Albanian. In full Buzuku saved: ié - dhḭetë there
is vowels group ie – diell, miell; ta diegë e ta përvëlonjë, e n qiellshit shkepëtimë, ndë mkat pshtiellë e
ngatërruom, kaha të vien n dorë tyy, përse s’shtie të kuituom, dies, come to Budi.
Today in this idiom, displaying all three forms, as well as voice heap, as well diphthong
sound simple / ie /. While the group / ye / that comes complete the Buzuku: lyeu, shërbyem,
pëlqyem; në krye me një kunorë, leve gjithë mëndryem, tue qaam mallënjyem, to Budi, in this idiom,
has evolved into a variety of options: ö or ω, as extended, and ie, ei, e, i, y arising in different
areas of Dialect(föll, kröt, dör, pösim, fωll, tu kcω, ka thω, dyr, tlyn, xhy, li, xhi, tli, krèt, m’pèt, fell,
thkeim, thei etj.) So the picture of the mouths offers us today in terms of cluster / ye / is very
diverse, but has the tendency in most of the province is the passage of O, ω. We should
not forget that the younger generation and middle-educated group stored as complete in
all phonetic fences as standard impact generally and other extralinguistic factors. And this
applies not only to this case, but overall changes to the Dialect. Diphtoning problem is
one of the distinguishing features of the group of central Gheg idioms. Even Mat dialect,
this phenomenon operates by providing a variety of options (such as / y /), which are
evolutions of this vowel under certain conditions phonetic siege. This voice seems to have
a history of early decomposition in diphthong, which is driven “Formula of Baptism” of
1462 because there appears variation of breakdown of / i / alone for the / e /:“…et spertit
senit…”.
So, before this time must have acted as a phenomenon, but during the then walked
breakdown evolved in different Diphthongs. Prof. Beci B. brings the example that comes
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in in 1416 “Meredeti” as toponym for Mirdita (Beci, 1962, 1963) and in form “Mereditë”
in 1500, representing the state of their phonetic. Prof. J. Gjinari, argues: “Relatively new,
the last 2-3 centuries, are the distinctive features that share today dialectal groups of dialects, Gheg
group northwestern, northern Gheg group, the group of central Gheg the southern dialect. (Gjinari,
Dialektet e gjuhes shqipe, 2012) But today / i / and emphasized diphtonged not in any
case: “qeverija, çiftelija, zerdelija, fmija, parija, italija, vi, li, bri, me brit, njifi, mshili, kisha, çile, fitim,
banim, pushkatim, bini, lith, fiç, miç, shtixhe”.
The female nouns are stressed, or, plural nouns or verbs that change shape, and
names formed with the suffix –im. Beci issue and a list of words where this phenomenon
has not done and there is no reason Phonetic- morphological explain this: bim, bisht, cahariç,
dit, drit, lis, mish, mixh, nime, rriçën, iriç, grij, dlir, tlita.
We believe that the conscience of the speakers did not see the need for these swaps
her and can not say that each case must be comprehensive. There are exceptions to the
rule or phenomenon, especially at the mouth of the new generation: mir, fis, shpi, shpirt, mik,
nisem, rrip, karrige, time, ime etc.
It stressed vowels in position tends to give these passages Diphthongs and phonetic
: i > èi/ai/ëi/è/a. But the main trend is crossing the diphthong first and then the sound
simple: /i/-/ei/: kusein, çatein, shpein, hardhei, avllei ; /i/-/ai/: dhai, fuçai, shpai, hullai, praiti, rraiti;
/i/-/ëi/: shpëia, fëisi, shpëirti; /i/-/é/: nép, mék, kushrén, shpéna, xixlléma, mér, mrréni, héni, shpért,
rrép; /i/-/a/: mar
Transfer to / ei / as for / a / is a restricted passage in a few words, and just at the
mouth of the older generation. Appeared to the Budi Buzuku ditunë, zdritunë, vini, kini, dit,
ditëshëm, klishë; gjithë, të mirë, hijr, përcijll, munështjir, ndë shpijrt me lulëzuom shows once again
for being one Buzuku peripheral variant, and Budi the other side, seems to have followed
the tradition of his predecessor writing, not diphtonged highlighted vowels (/ i / in this
case), added that, raising the same literary Gheg seems acceptable in the circumstances of
a writing tradition already blown.
Other evolution in sound system, which distinguish the old language authors from
the mouths of today and to show to the innovative character of the central Gheg group
in relation to other dialects, and these phenomena are: The old language authors (Buzuku,
Budi) vowel groups ae, oe: ngaeshime, pae, voesa, aroe, droe, are generally evolved in these forms
> oe>ö>u / ae> ae>è and we have: voe, voes, vö, vöjs, vöja, ue, ues; m’lae, m’pae, m’rae, m’thae; m’lè,
m’pè, m’rè, m’thè.
The forms of transition to a single vowel explained by the movement of emphasis,
while the shape / u / encountered in the area distal from Beci, explained the impact that
the mouths of Martanesh and phonetic fact that the / v / sound followed by passing the
/ u /. The impact of the vowel / a / the presence of nasal consonants surrounding makes
to pass on sound with more features closed, but not lip. This is another development in
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the Dialect audible system that overlooked the old authors found. Consonantal system
evolution follows almost the density dynamics and respond to changes undergone by the
mouths and phonic sounds. Thus, in today’s dialect / g / attempts and going to / gj /:
(gjur, burgj, largj, zagjar, t’egjra, gjöja); /q/ tends to/ç-j/, (çen, hiç, çafë, çaröi, kanaçe, e keçe, miç); /
gj/ tends to /xh/, (xhasht’, xhak’, xharpën, xhell, xheth, xhiz);
While groups / kl, gl / old have completed the / q, k-xh /: (qe, qofsha, xhishti, qumsht,
gjuhën, gjuni, zgjidh); /mb, nd, ng, ngj/ have evoluated to /m, n-d, ŋ-g, xh-nj/, (kama, maj, mret,
mules, mush, nalu, nreç, ner, nöth, dhadërr, adërr, apreŋ, haŋër, aheŋ, laŋ, deŋ, ŋas, gref, gusht, gatrresë,
shtërgun, kixha, xhall, xhy, xhit, njaqeta); groups /tj, dj/ have given /q-ç, gj/, (qetri, tunjaqeta,
qeglla, aqe, gjal, gjath, gjegj, gjep, gjerr, gjall).
While these phenomena are stored as completed : /h/ is located at any position in
this idiom, but often turns into / f /; (hala, haik, hec, hiçu, hen, haj, hepe,shaif, grefu, mçefu, grof ’t,
ftof ’t); the consonat is stored /nj/, but it turnes into /j/; (nji, njifte, nja, thöj, ftöj, kröj, mulli,
xharpi, huti, baj, lyj, thej, punöj, caktöj,); is well stored /rr/ of albanian; (furr, gjurr, rrush, brryl,
rrufe); groups /mj/,/fsh/, /pl, bl, fl/ are stored in this spoken one; (mjesdit, mjel, mjaft, njefsh,
martofsh, shtofsh, plep, plehe, bluj, blet, flet, flök, flutur).
We made a summary of the most common phenomena in this system, to show the
difference that this talk as compared with other dialects where these phenomena appear
differently or approximately, as well as the language of old authors. In those instances when
we say that these activities have evolved, shows that different from a situation comparable
to the language of the old authors, and when we say saved, shows that are continuation of
a tradition of speaking and writing the launch of At least by the authors.
However, for some of them based and explanations of prof. Çabej and approaches
that makes prof. B. Beci in his study with other data comparable with studies of foreign
authors will see chronology and their continuity. Thus, the passage of consont ruff vocal
/ g / in / k /, appears to be influenced in those circumstances when followed by phonetic
vowel closed / i /; the chronology of this development C. Tagliavini (Tagliavini, 1942)
thinks that is independent of the influx of Turkish artikulation.
Also other crossings / q / tends toward /ç-j/, (mijt, plejt, fijt, zojt, shö-shöjn); /gj/ tend
towards /xh/, while groups /kl, gl/ old groups have tended to /q, gj-xh/; /mb, nd, ng,
ngj/ have evolved in / m, n, n-g, xh-nj /; groups / tj, dj / provided / q-c, gj /, sources have
to nasal vowels and consonant / j / with which they were associated, which have affected
their returns in palatine.
Group / mb /, / nd /, / ng / (Cabej, Per historine e konsonantizmit ne gjuhen
shqipe, 1958), which saved and come to the old authors are new innovation in Gheg (in
Mat result), but there the area, as there are regions like: Dibra Albanians Dalmatian who
keep these unassimilated groups have still single consonant, as it has other idiom have
assimilated half as northwestern Geg or assimilated not only in the Gheg, but also in rural
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Labëria. The main phenomenon that has operated since the first writings in this idiom,
even in the Gheg, like it is the palatalizimit the consonants and the emergence of a myriad
of options in the landscape of the Albanian dialect phonetic system already.
While in the grammatical system, we see that the picture comes closest to the
structure of all albanian. To be singled out in comparison with the old language authors
are: match in some cases, at the mouth of the older generation, the treatise was the personal
pronoun to yourself first, the form of which is located in old writings (U Don GJoni biri
i Bdek Buzukut. ....). This early form, which stems from a form The annual “sve” e ie (Likaj, 2003),
simultaneously with this composition marks the pronoun I, but the name was-here (hunger). This form
without form -in we find here, has also some other dialect as Arbëresh, idioms far north, on the outskirts
of Tirana and in the borders of (Gjinari & Shkurtaj, Dialektologjia shqiptare, 1997).
The presence of neutral gender, which in Albanian language has gone towards
reducing, in this idiom occurs on some names of subjects, at the mouth of the older
generation: misht’, grunt’, vöjt’, gjatht’, ujt’. While the younger generation, this genre almost
disappeared altogether.
The so-called prepositional accusative or locative (Likaj, 2003), which prof. Beci
articulates in his study as: “...refraining these terms (to deserve this form found in Mat), since
according Pedersenit, Albanian speakers in order to showcase the idea of setting even after Preposition,
and consequently certain names come semantically formally such, has created forms as vorrt, (which are
genetically certain accusative updates, versus accusative vorrnë). So vorre form, is under Pedersenit,
outstanding accusative preposition used ... “. This is another linguistic phenomenon typical of
dialect, which face old authors (Buzuku, Budi, Bardhi, Matrënga) in this form: përpiqetëh
ëmbëh guurt, hipi ëmbëh malt me uruom, e vu ëndëh vorrt tëh tii, ëndëh pust tëh shëtundënë, meh dreqt,
meh shërbëtuort tant, ëmbëh shekullt, ëndëh atët, gjumët, ëndë dheet, përëmbi prakt tëh derësë, mbë të
anastisurit të kurmit, më fet të dërejtë, ndë zakont plak, etc.
Today in this idiom is as: m’malt, m’kalt’, n’lumt, m’katunt, or in form of m’kalit, n’kulmit,
m’vaktit, për emnit zotit, m’t’errt etc.
But, besides the old language authors, this form occurs in use in some northern
dialect Tosk and Gheg southern dialects, and not out in the other dialects of northern
or southern recesses. Circumstances that this form of old faces authors (northern and
southern) 4-5 centuries proves that she previously had wider reach. Given the fact that this
form is only formally distinct, and used only in certain conditions syntax, prof. E. Likaj
states: “... This kind of understanding is not marked by outstanding accusative and even replaced by it,
(në shtëpi të mikut – në shtëpinë e mikut, even in old texts are in use both versions of the same author:
mbë kishët të vet dhe mbë shpirtinë shint – Budi), the form of demonstrative recognizes the determinants
of accusative : për këtë artikullit të dhjetë – Budi, forms of undefinits is the same as accusative, relevant
forms used only after prepositions that are formed with accusative : në, mbi, me, pa- we say that these forms
can not be distinguished as separate forms of racist content, but as a secondary variant of the outstanding
accusative (Likaj, 2003).
418
However, this use today in this idiom is not dense and mostly occurs in older
generation mouth. Old authors, have trace of the older type of curvature in gender /
dative, for ex. vëllaa-t (vëlla-it).
In plural misses the /v/ in nouns with the topic in consonant: pleqe-t, krushqe-t, regje-t
(mbret), that we are facing and in this idiom: bërtaitu çen-e-t, pesë muj-e-t, i çun fjalë vllazn-e-t, but
theres are cases when /v/ is shown as: punt e burrave, fjalt e grave, gramulli i urdhnave.
Consequential in plural in this spoken language does not come as-et but only with-e:
për dore, për çafe, për kreje. While remarkable Buzuku accusative, which is a form of old
accusative formed is direct with the addition of a formant-në: burg-në, qengj-në, zot-në, gjaknë, paq-në, glisht-në, përind-në, is not shown here.
There preeminence of accomplished remarkable using nominative topic and add -n
(s), or vowel length: drun, gjun, zan, dhen, vllan; gjalin, dashin, stān, vatān; plakun, mekun, shokun.
Also, the association with the preposition to the accusative as raw logs, here is not shown
in this case: ndaj ata, ndaj vetëhenë, and we have the preposition me: me ata, me vete etj.
The backlog of demonstrative comes with a host of options, from old forms nje,
which goes to the old authors, until the new forms rammed down the throat, -sha, -shem,
-shnje. This broad panorama of the oldest forms up to today’s diversity should be explained
to the impacts of border areas and other idioms surrounding the Mat, which give effect to
this idiom through language exchanges. To mention is the fact that the younger generation,
the tendency for unification with the form of the standard, and it should be noted as
language that leads to flattening verb can expect this to folmje at this time.
While in the area of vocabulary, what is striking is the trend of stratification of
vocabulary (active and passive) in three age groups, with a busy place words, which are
common fund for all, another layer of busy group words that belong to the respective
activity and activity that matches the specifications of the generation of a new medium,
while another layer will look to the words that belong to the impact of the standard,
general and cultural development of society over the years.
So, on a scale limit would say that words simpledialect stores and found most
frequently in the elderly generation (‘30 -’60 years of the last century, where the signs
encountered words found in older texts); the vocabulary that includes the effects of the
older generation, but and new to suck on both sides as linguistic filter generation of ‘60
-’80 / 90, which maintains the once and has inherited; and a third group has under its
linguistic backgrounds and influences that include social development of our society to
the brink 90s of the last century until today.
Of course, what they stand like the hammer on the head, especially the last two
layers, is standard and all accompanying arsenal with which it operates to be extended to
smaller cells language linguistic and social communities.
419
Be mentioned on the first type a layer of words related to certain practices or different
areas of activity: (livestock, agriculture, domestic work, canon practices, traditional
clothing), which are not or have changed semantic fleeing original meaning: çëdig (tirq),
gërzhllaj (saraje), çekma (dritare e vogël), hashëll (ushqimi bagëtive), havli (peshqir), hyxhere (sirtar),
karjoll (krevat), katek (gjellë), kollçekë (çorapë leshi), jel (reumatizëm), llakërdu (bisedoj), manore
(këmishë me mëngë të gjera), mixull (prush), mazatur (viç motak), mnat (ndihmë), njekës (dashi i
këmborës), prushi (thekët e sixhades), rrupi (kontrollim), shamshaj (çadër), tavaza (parmakë), uprajë
(sëbashku, grup ndihme për punët e bujqësisë nga fshatarët në ditë të caktuara), valik (kohë e duhur për
të mbjellat), veksh (vorbë) .The words, faced only the older generation and many generations
medium rare.Certainly Buzuku (Lafe, Analize e teksteve te vjetra, 2004) vocabulary words
and old authors have lost in time and are no longer used: agër-agre (gomare-icë), bërua (bari),
mangu i sutës (mashkulli i drenushës), kafshë (gjësend).
In this cases: seksion, abetare, lexim, sekretar partie, byro, organizatë, plenium, komitet, asfalt,
traktor, llogaritar, kombinat, plugim, autokombajnë, arsim, aktor, reformë, raport, film, kuadër, shef,
kinema, zyrtar, televizor, pedagog, energji elektrike, fustan, kollare, parfum. Constituted a first
group of words, which entered the idiom through standard (or earlier with the vehicle,
occurrence or action in question), and found the space to thin as throughout the dialects
Albanian, precisely because they were unfamiliar with and was attributed to the notion,
phenomenon, object, action that mark, it must be underlined that they created a new
lexical layer, which mostly attributed to lifestyle and economic system, social, cultural and
come with political former regime. These words, as we mentioned earlier, the other of
course, sleep in the mouth of middle generation better than the other two, the fact that
there are fund which fell first barge, actively mastered and have dowry of his vocabulary.
As for what happens with the vocabulary and lexical layer representative of the
younger generation, (certainly here things and words are not shared nor knife, nor
kilograms), would be enough to sail one or several hours in the network, to pass some
time at the mall of the city, local or sit in places frequented by them, to test their speech
in school or street etc. to understand that there is a pronounced tendency to internalize
indiscriminate shortened forms, foreign words, phrases jargon, linguistic behavior patterns
taken from their images, movies or games, and not to speak to codify the language (as
written and spoken), which tends to graphic symbolism and compression structures of
expression in the sentence-type wire.
Thus, language is a living organism (Rrokaj, 2012) that evolved under it’s law own
and other external factors. This formulation of biological school in linguistics, will take as
a central shaft illustrative summary of all the aforementioned for this part of our paper.
As mentioned above, to illustrate the current situation and developments in stages
Eagles already surpassed Budi (representing the old language authors and of this spoken
language) and that of the Dialect of Mat, will detach a Budi excerpt from work, which will
bring in its present Mati dialect:
420
Saa moti e ndë qish koho duhetë foshnja me u pagëzuom. (R.R fq.19) (Riza, 2002)
Duhetë prifti bukur t’i msonjë popullinë e famulliinë e vet qi foshnja posaa leen maa të parënë
kafshë, aqë saa maa çpejt të mundnjënë, ta shpienë n kishët shinte ta pagëzonjënë, sikundrëse
do ligjJa e Krishtit, e jo me vuum ree aqë ndiierë nd’anët do zakone qi kanë mbë disa vise,
tue e përciellë ditë mbë ditë ndierë gjeen kuorrë, e kohonë, e kumëtritë e ndrikullatë, e ndierë ban
gatii gostinë, e disa ashtu të tjera madhështii e kafshë të mbrazëta; aq sa disa herë godit gjukata
e keqe e tyne, e ashtu venë paa pagëzuom, mkat aqi i madh e j randë saa gjuhe ecë nieriut
askuurraj s’mundetë me u kallëzuom, ashtu as munë njëmendetë me ndoonjë tjetër mbë këtë jetë.
Praashtu nçil syytë gjithëkush, e, saa maa çpejt qi të mundnjësh, t’i pagëzojsh paa vuum m
perikullë të shelbuomitë e tyne ende të vetëvetëhesë. E mb’ atëherë, kuur godit kafsha
për neçesita e pagëzonjën ndoonjë ndë shtëpii për të çpejto, veçëse me formët e me të qitunit
të ujit, posikundrëse kemi thanë përsipëri, t’atiinë ndë qoftë gjallë nde e vonë ta shpienë n
kishë ke prifti, e t’i banjë gjithë çerimoniatë e tjera, jashtë formet e n cë qituni cë ujit qi
i qenë baam maa mpari; oo ndë qoftë ashtu ndonjë dubitacione e të menduom për të paadiijtunit
e të paavesht t’atyne qi e pagëzuonë, përserii tue i qitunë ujëtë, formnë të ja thoetë me atë
kondicione qi thamë përsipëri: Si non es baptizatus, ego te baptizoin nomine Patris etc.
How would Budi speak today:
Sa mujsh e n’çar kohe duhet me e pagzu fozhnjen.
Praifti duhet që t’i msöj popllin e besimtart e vet që posa le fozhnja, xhan ma t’par e sa ma shpajt
që t’qet e munme, ta çöin n’kaish, me e pagzu, si e dö lixhi i Kraishtit, e jö me vu roe dö zakone që jan
mdë an’ t’qera, tu e shte dita-ditës dei kur t’i xhujn’ rastin, kohen, kumarët e nraikullat, e dei kur t’bajn
gjatai gostin, e dö xhana t’qera t’mdhöja për rastin, po böshe; aç sa va pret menja e xhukimi i tyne, e ven
gjat ashtu pa u pagzu; mkat ma j math e ma j ran sa gjuha e njeriut s’munet me e than a me e kallxu,
e as mun barazohet me xha qetër n’kët jet. Pra, le t’çel set’ xhithkush, e, sa ma shpait që t’munesh, t’i
pagzësh, pa vu m’rrezik pshtimin e shpertit t’tyne e t’vetes. E kur ba vakai, që për nevöj a shtërgesa e
rastit e dö që me e pagzu najnja n’shpai për shpait, veç me formul e me t’çitme t’ujtit, si e tham ma nalt,
t’atill njeri, n’qöft gjallë dei von, ta çöjn n’kaish ke praifti, e t’i baj xhith adetet e qera, përveç formulës
e t’çitmes ujit që i kan qan ba ene ni her ma para; o n’past kush naj marak, a nai menim për pazötsi a
pashkath’tsi n’veprim t’atyne që e pagzun, prap t’i çesin ujt, formulën e t’ja thot me çat kusht si tham ma
nalt: U t’pagzëj për emnit t’Atit, t’birit e shpertit shejt.
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Improving the teaching of fractions through collaborative research
MA. Sc. Merita Hoxha,
“Abdyl Frashëri” Primary school, Prizren, Kosova
Dr. Sc. Eda Vula
University of Prishtina, Kosova
Abstract
The purpose of this study is to examine the impact of research in action - cooperative
in improving teaching fractions and abilities for understanding of fractions. Cooperation
between teacher of fifth grade (Merita) which was developed by university research
and a teacher (Eda) focused on examining the impact of the use of manipulative tools’
Constructs’ and contextual problems to develop understanding of fractions as learning
activities that are based on realistic mathematical approach education (RME).
The research was conducted in Primary School “Abdyl Frashëri” - Prizren in class
V-4. For data collection are used interviews with students, observation, journal entries
and tests. Research results show that into Action and Activities Performed during cycles
have improved the understanding of fractions and raising student performance on tests
performed after each action plan.
Key terms: action research, Fractions, constructs, manipulative, contextual
problems
1. Introduction
Fractions concepts considered as one of the most difficult and challenging not only
for primary school pupils but also those secondary low (Behr et al., 1993; Charalambous
& Pita-Panza, 2007, Van de Walle, 2004). The fact that a fraction presents a more
dimensional sense that offers a host of other notions, as whole, part of the whole,
proportion, quotient and the unit of measurement (measure) makes it more complex and
difficult to understand. Kieren (1976) showed that the concept of fraction includes some
422
sub concepts and a general understanding of the fraction depends on the meaning of
each sub concepts (Charalambous, 2005). Precisely this fact prompted students and adults
encounter misunderstandings or difficulty in understanding them.
One of the difficulties of students in understanding of fractions is that they do not
see the fractions as numbers. Also, students focus on the numerator and denominator
meaning as separate numbers, before you think fraction as a single number.
So, students memorize somehow terms: numerator, denominator, fractional line,
however, are not able to understand the whole concept of a fraction.
Often, in order students to see a fraction as the quotient between the two numbers
they consider the numerator and denominator as two integers separated from each other.
This is why they constantly make mistakes on reflection
3
8
as greater number as 3 .
7
Other students confuse the characteristics of full numbers of those fractions. For
example, many students believe that no integer between the numbers 5 and 6, there is not
7
any type between the numbers 5 and 8 .
8
These and other concerns were encouraging the required form of the other methods
of work with students, so understanding of fractions to be easier and more lasting for
students.
Cooperation between the authors of the study led to the planning stages of research
and implementation of classroom activities that were largely based on realistic mathematical
education methods (Freudenthal, 1991; Zulkardi, 2010; Tatto, 2013);
Specifically in research it is examined the impact of the use of manipulative
tools, constructs and contextual issues such as improving the quality of results in
teaching and learning in the understanding of fractions. The main question of the research
is: What impact has realistic approach to the understanding of fractions of fifth grade students?
2. Review of the literature
2.1. Research in cooperative action
Research in Action is a systematic process self-reflective in which teachers try to
study their problems in a scientific way to run, correct and evaluate their decisions and
actions in the classroom (Kemmis & McTaggar 1998; Stringer, 2004).The idea of linking
the terms ‘research’ and ‘action’ highlight the essential function of access: attempt to
move from ideas into practice (Vula, 2010). In addition, individual research of teachers
in the last two decades in many countries, there is a growing popularity of collaborative
research, and especially those that are supported by universities. In these researches is
423
collaboration between university professors and teachers of schools where the research
proceed (Zeichner, 2001), noted that more research in which collaborated university
professors and teachers, affected the change of approach from the actual curriculum
based on standards, in curriculum based on pedagogical concepts directed by the teacher.
According to this view, Zeichner claimed that the action of ‘Theorizing’ curricula should
not be implementing the theory taught in universities, but it must be generated by attempts
to change practice curriculum in schools.
In other words, researchers should consider teachers’ perspectives and ideas seriously,
and not treat them as subjects or objects of their research.
Precisely, cooperation of universities with teachers contributes to increasing the
efficiency of teaching and deeper understanding of teaching and educational issues.
2.2. Models of learning of fractions
Mathematics Teachers rank understanding of fractions and operations with them
in a very low level considering them as one of the major weaknesses of students. To
date numerous addressed issues about how they help children construct knowledge for
rational numbers. Keiren (1976) proposed five constructs related to explain the concept
multidimensional fraction: part-whole, proportion, and the operator quotient measures.
In his original conceptualization, the notion of the part-whole relationship presents
the seedbed for the development of the other subcontracts. Later, he developed
his idea of creating a theoretical model which helps in the interpretation of fractions
and operations with them (Charalambous dhe Pitta –Pantazi, 2007). This model takes
into account the share of the total giving and leading role in the acquisition of other
subconstructs (Charalambos, 2005). So, theory was created under the constructs which
helps in: multidimensional character explaining fractions, implementation of fractions
in different situations and recognition of students with multiple meaning of fractions
(Subramaniam, 2008).
Figure 1. Direct model of movement according to Lesh (1979)
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According to model of Lesh (1979) basic mathematical ideas can be represented
in different ways: manipulative tools, files, real-life contexts, symbols, verbal and written
symbols. Initially, the use of context, models, ‘products’ of students, as well as interactive
nature of the process of teaching and learning are features realistic mathematical
education (RME), a new approach which considers mathematics as a human activity. Using
diversified learning activities for submission of fractions enables different mathematical
abilities despite; all students acquire fractions and their activities (Keijzer, 2004). Learning
of fractions in elementary schools should start from a simple task of exact fractions
definitions, which should be linked to the experience and real world, taken concrete models
and diagrams, to be given oral explanations and used symbols (Huinker, 1998).
2.3. Realistic method of learning
In our schools teaching is the same in almost all grades and in most cases it is based
strictly on mathematics textbooks (Vula, Berdynaj. 2011), which, in fact, will have to serve
students for exercises. So, the idea is to change working methods, teaching not based
strictly on math textbook ,but the use of different materials to concrete, to use the real
thing so that the process of learning to be easier and long time.
Teaching methods based on realistic approach education student regard as an active
participant in the construction of knowledge. Use of context, models and ‘construction’
of students, as well as interactive nature of the process of teaching and learning are
fundamental features realistic method. While contextual problems, and situations of
everyday life under realistic approach utilized as a source of learning in the establishment
and implementation of mathematical concepts. In working with contextual problems,
students develop strategies initially closely related to the context and then, they examine
some aspects of problematic situations, generalization of which leads to the creation of
models that are available for solving other problems (Seal, 2010, Tatto, 2011)
In this study will be used learning activities involving manipulative tools, construction
and contextual problems, such as learning resources that represent realistic method of
teaching.
3. Methodology
3.1. Purpose and research questions
The purpose of research is finding ways to improve the quality of teaching and
learning results in the learning of fractions of fifth grade students.
The main question of the research is:
What impact has realistic approach to the understanding of fractions of fifth grade students?
425
Auxiliary questions:
1.
How much manipulative tools help in concretization of the concept of a fraction
2.
How constructs effect in understanding the fractions?
1. 3.
What impact has contextual problems in understanding of fractions?
3.2. The context of the school and participants
This research was conducted in primary school: “Abdyl Frashëri” - Prizren in class
V-4 with 33 students. Participants in the survey were eight teachers of this school that have
been more critical friends to researchers.
3.3 Planning action research
The planning of this research is based on action research methodology. The survey
was conducted in the period March 2013 - May 2013. Initially the literature was reviewed
and implemented as a questionnaire for teachers in order to identify the attitudes of
teachers about learning fractions. The first exam was conducted with pupils whose role
was examining the knowledge about fractions. Also, analysis of the first exam has helped
in planning the first plan of action.
3.3.1. The first action plan - Manipulative Tools
The use of manipulative tools helps students visualize their abstract ideas, solve
problems concretely and check their answers. Initially, it is conducted a six-duty pretest
to see what were the shortcomings of students and how to overcome them. Later
are organized activities in which are used appropriate manipulative tools for teaching
fractions, as Numerical straight line, plates clocks, Fractional papers, ribbons of paper,
meter, laminates, and chocolate. Inclusion of mixed numbers in the first plan aimed to
highlight the connection of integer and fractional, as a prerequisite to understanding the
concept fraction (Ba Barmby et al, 2009). At the end of the first plan of action, students
participated in a test with six tasks. Results from the first test helped review the action plan
and its modification, based on the needs and achievements of students.
3.3.2. Second Action Plan - Constructions of Students
This phase of learning was organized using manipulative materials, which students
had in use, but at the same time students are engaged to create their own constructs,
illustrations, concrete images, themes, and contexts - contextual problems. This form of
work enabled the creativity of students, made students to search and feel proud of their
work.
426
Figure 2. Constructions of students
While working at this stage, students have completed an exercise controller and
finally have completed the test phase with a total of six tasks.
Work with constructs (where learners construct their mental representation through
images, schemes, procedures, drawings, etc.) is one of the three aspects of building work
with realistic method. Work with constructs was implemented as an action. Students were
engaged to create different structures and using different manipulators in teaching for
explaining the key concepts, giving students an active role in the creation of knowledge
through personal discovery path and presented tasks through contextual problems. Usually
the book is almost the only source contents, in which the numbers of contextual problems
are very limited or incomplete. Tasks that require the student to use a way of remembering
routinely that lead towards a low level thinking opportunities for students. While the tasks
that require the student to engage in algorithmic way and encourage the student to make
a logical connection to any particular event or comes to relevant mathematical ideas - lead
towards a higher level students opportunities to think (Kondinska, Shopkoski, 2007)
3.3.3. Third Plan of Operation - Contextual Problems
Third Plan was characterized with more exercises and the students own work.
Contextual problems and situations of everyday life are used in case of, building ‘concept
fraction and later fractions enforcement actions with them in solving the problems of
everyday life. In working with contextual problems, students are engaged to solve tasks
mainly prepared with contextual problems, but at the same time they interact with each
other to create simple situations problem with fractional numbers. Even when working at
this stage students have completed an evaluation exercises.
427
4. Results and their interpretation
Results of pre-test with students
Evaluation of pre-test is based on the number of tasks correctly solved by students.
Results of pre test show that only two students (6% of them) failed to solve any task
correctly, 6 students (18%) were able to correctly solve one task, 10 students (30%) were
able to solve two tasks, 6 students (18%) solved three task correctly, 5 students (15%)
solved 4 tasks correctly, 3 students (9%) solved 5 tasks correctly and only 2 students
(6%), solved correctly the total of six tasks. One of the difficulties of students identified
in pretest was just misunderstanding the fraction as a concept. Students do not see the
fraction as a single number and did not know what they represent the numerator and
denominator.
Figure 3. Wrong Solution of task
Low scores showed students in solving task which was about equal fractions (only
8 students or 24% of student solved exactly this task) and even more difficulties stood in
the task expressed by words. From these results it was understandable that students have
limited prior knowledge about fractions and they had to start with the first implementation
of the action plan starting with an explanation of main fractional concepts, equal
fractions, comparing fractions, always in harmony with the plan of fifth grade mathematic
curriculum.
Results of test 1
Same as the pretest, the first test had a total of 6 tasks. Number of students who have
solved correctly only 1 task is 4 (12%), 8 students or 24% were able to correctly solve two
tasks, while three tasks were correctly solved this time by 7 students or 21%, four tasks
solved from 4 students or 12%, 5 students or 15% solved five tasks and also five students
15% completed six tasks in the test. What emerges from the analysis of tasks solved is
the increase of students’ achievement that solved exactly 5 or 6 tasks. In the first case an
increase of 66.67%, while in the latter rising to 150% of students who solved exactly 6
tasks.
Results of test 2 with students
After completing the second action plan is implemented with test 2 with students
(Appendix F). Results of test 2 with students are significantly better in implementation of
428
second action plan. They show that no students were finished with 0 points, while only
one task solved exactly by one student (3%), two tasks 6 students (18%), 16% of students
solved exactly three tasks, five students (15%) managed to solve four tasks, while five
tasks were solved exactly by eight (24%) students and 7 (21%) of them showed maximum
success by solving exactly the six tasks in the test.
What is evident from these results is that we have a significant increase in total points
earned in solving tasks with fractions in this test. Students have already show clearly what
the numerator or which the denominator in a fraction although there were times when
they did not respond correctly. Students also increased their success in 100% as regards
the establishment of fractions on the number line and it was done (in most cases) the use
of sticks for counting.
Results of test 3
After completing the third plan of action, students completed the test 3 (Appendix
H) consisting of six tasks. 12% of students in the class solved three tasks exactly, 5
students (15%) solved four tasks, only 3 students (9%) solved five tasks, 9 students (27%)
solved six tasks 12 students or 36.36% of the total number of students . Realization of the
third plan of action helped students to solve tasks expressed with words. Considering the
activities realized in the last phase of the action in the classroom, where they dominated
the contextual problems, two of the six tasks in the test were expressed in the form of
problems, where students had to solve problem situations with fractional numbers, While
the last task we are dealing with a task of practicing fractions, where students were to
create a problem with words from everyday life that had to do with fractional numbers.
By this analysis shows the impact of action plans during the phases of research.
14
12
10
Pre-test
8
Test 1
6
Test 2
4
Test 3
2
0
0 Task
1 Task
2 Tasks
3 Tasks
4 Tasks
5 Tasks
6 Tasks
Figure 4. Results of pre-test, test 1, 2 and 3
Pre-test results and tests 1, 2 and 3 are the reflection of increasing results in solving
the tasks with fractions. The number of students who correctly solved tasks fraction
increased from test to test qualitatively and consequently the number of points earned.
While in pretest number of students who have solved the six tasks was 2 or 6:06% in test
429
3 this number increased to 12 or 36.36% of the students.
The chart shows that highest percentage reached students solved two tasks (36.36%),
in pretest while in test 3 have a schedule shift towards students who solved exactly six tasks
in the test.
Tab. 1 The number of correctly solved tasks
The number of
correctly solved
Pre-test
Test 1
Test 2
Test 3
0
2
6.06%
0
0.00%
0
0.00%
0
0.00%
1
6
18.18%
4
12.12%
1
3.03%
0
0.00%
2
12
36.36%
8
24.24%
6
18.18%
4
12.12%
3
5
15.15%
7
21.21%
6
18.18%
5
15.15%
4
3
9.09%
4
12.12%
5
15.15%
3
9.09%
5
3
9.09%
5
15.15%
8
24.24%
9
27.27%
6
2
6.06%
5
15.15%
7
21.21%
12
36.36%
In the following table we have analysis of the total points earned in pre-test, test 1,
2 and 3 as well as the percentage earned by students in tests. Increase the test in the test
and it is evident that would underline is the comparison of the total points earned in pre
test that is 273 points and points earned in the third test is 474 points, which represents
an increase of 74% .
Tab. 2 Average scores in tests
Pre - test
Test 1
Test 2
Test 3
Number of students
33
33
33
33
Points of test
20
20
20
20
Maximum Points of Test
660
660
660
660
Points earned
273
376
427
474
41.36%
56.97%
64.70%
71.82%
%
We can see that in general all students have grown in terms of adoption are fractional
content of the test to the test (see appendix K).Exception of two students (student number
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4 and student 33). They are due to absences have failed to be most of the time with other
students and attend lessons, the first student from the beginning showed difficulties in the
acquisition of the contents of the fractions and the other which was constant with the
number of points earned and which marked an increase only to a point.
Student 11 is a student who, after the first action plan won all the points possible
and to finally show it has acquired excellent content fractions. Student 13 and many others
showed a gradual increase from test to test, until reaching the maximum score in test 3.
4. Discussion and Conclusion
The study provided an analysis of the practice of teaching fractions based on realistic
approach and action research methodology. From the results of tests performed after
each action plan was found that the use of manipulative tools, creating different structures
during learning of fractions and including contextual problems in classroom activities have
contributed to facilitating student learning. In this case study speaks to increase learning
outcomes as a result of increasing the efficiency of teaching. And this is consistent with
the view of Zeichner (2001), according to him which collaborative research affect positive
changes to curriculum and pedagogical concepts directed by the teacher. Actions in this
research contributed to achieving the objectives set at the beginning and gave answers to
research questions. The use of manipulative tools in early learning activities for developing
the concept of fraction showed high scores on their learning (Hosack, 2000), of which
rose steadily after each action plan. Since the beginning of the explanation of key concepts
are used fractional mixed numbers with fractions. Analysis of the results showed that the
inclusion of mixed numbers in early learning has proven to be more effective in helping
students to overcome the difficulties in learning conceptually rational numbers again for
a short time.
The idea of personal constructs of students is the starting point of the learning
process and is one of the realistic school grounds (Tatto, 2010). Students were able to
more easily understand fractions and be convinced that they are everywhere around
us. Meanwhile, contextual problems are generally seen as one of the core concepts in
mathematical education realistic movement (Van Oers, 1998). Involving students to solve
problems that stimulate their thinking, not simply to perform calculations and memorize
some facts (Vula and Kurshumlija, 2013) has affected their capability to deal with issues in
their daily lives and in different situations real. Test scores of students in third argue the
positive effects of using contextual problems in the acquisition of fractions. (Newstead
and Murray, 1998).
The research was twofold effect. Firstly, collaborative research methodology has
increased the efficiency of instructional practices in the classroom, and second engagement
of pupils in activities carefully planned and implemented with precision greatly improved
431
students’ results in the acquisition of the contents of the fractions and their activities.
We can offer you endless texts, in which our students can have, many different
explanations about fractions, photographs, illustrations, graphs, etc. But, what brings
result, what makes it easy and consistent understanding of fractions is real things, examples
from daily life of students, simplicity in the context of learning, conveying a message of
simplicity for students.
References
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Barmby,P., Bilsborough, L., Harries,T. & Higgins, S. (2009). Primary mathematics
teaching for understanding. The Open University Press
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Behr, M., Harel, G., Post, T., &Lesh, R. (1992). Rational number, ratio and proportion.In
D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp.
296-333). NY: Macmillan Publishing.
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Charalambous, C,Y., &Pitta-Pantazi, D. (2007). Drawing on a Theoretical Model to study
students’ understanding of fractions.Educational Studies in Mathematics. 64: 293–316;
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Freudenthal, H. (1991). Revisiting Mathematics Education. China Lectures, Dordrecht:
Kluwer Academic Publishers.
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Huinker, D. (1998). Letting fraction algorithms emerge through problem solving.The
teaching and learning of algorithms in school mathematics, 199, 170.
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Keijzer, Ronald, Terwel, Jan (2004), The Journal of Classroom Interaction;
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Kemmis,S.,& McTaggart, R. (1988). The action research planner (3rd ed.).Victoria,
Australia: Deakin University Press.
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Kondnska L, Shopkoski G. 2007, Klasifikimi i detyrave në mësim sipas niveleve kognitive;
•
Newstead K. and Murray H. (1998) Young students’ constructions of fractions.
Mathematics Learning and Teaching Initiative, South Africa, Retrieved December 12,
2012 from http://academic.sun.ac.za/mathed/malati/Files/Fractions98.pdf;
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Stringer, E, (2004). Action Research in Education. Pearson Education, Inc.
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Strëtland L. (1991) Fractions in Realistic Mathematics Education, A Paradigm of
Developmental Research. Dordrecht: Kluwer Academic Publishers.
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Subramaniam, K. (2008) Issues for Research in the Teaching and Learning of Fractions
Centre for Science Education, TIFR, Mumbai ,HBCSE; Retrieved February 22,2013,
from http://www.hbcse.tifr.res.in/data/pdf/fractions-issues-for-research-mar-08;
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Tato, A. (2010). Procesi i të nxënit sipas metodologjisë së matematikës realiste “ Retrieved
January 11, 2013 from http://edualba.com/tekste.php
432
•
Van Oers, B.(1998) From context to contextualizing, Mathematics learning in sociocultural
contexts. Special issue of Learning and Instruction, vol.8, nr 6, 473-488
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Vula, E., Berdynaj, L.(2011). Collaborative Action Research: Teaching of Multiplication
and Division in the Second Grade of Primary School, TOJQI, 2(2);
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Vula, E. & Kurshumlia,R. (2013) Mathematics word problem solving for third grade
(Collaborative action research). AICE Conference Proceedings book,Tirana, Albania
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Van de Walle, J. (2004). Elementary and middle school mathematics: Teaching
developmentally. (5th ed.).Boston, MA: Allyn and Bacon/Longman, Inc.
•
Zeichner, M. Kenneth (2003). Teacher research as professional development P–12
educators in the USA. Educational Action Research, Volume 11, N0 2.
433
Patronymic of Gjakovars
The History of a City Reflected In Family Surnames
Migena Arllati
University of Gjakova
marllati@gmail.com
Abstract
Gjakova is a town in western Kosovo. Self city name seems to come from a tradition
which also confirms the patronymic surname-first of this settlement. According to legend
the name of Gjakova (http://gjakovapress.info/wordpress/?p=3731), in the place where
today the city, somewhat existed a village of seven houses, all of a surname blood VULA,
where the first of village was Jak Vula. The first resident Hoxha Hadum Aga, persuaded
Jak to donate the land for the construction of a mosques, and later in the land began to
build the city, which at first was called Jakov (from Turkish: Jak’s field). So the city’s name
comes from the name of Jak’s field, Vula’s family, families still residing in the city and that
counted as among the oldest families in Gjakova. This story belongs century XVI, which
shows that before this time, we have no patronymic surname, confirmed in this area. This
data forces us to acknowledge that the surname of the first confirmed on the basis of
current data in Gjakova is VULA surname.
Key terms: surnames, adjectives, patronomic,
History of Surnames
Development of adjectives to Albanians say is the century XII-XX. In about 5-6
centuries of history, the process of putting the adjective has moved from up to down.
Thus, initially equipped with adjectives upper layers, then layers of the religious hierarchy,
and later descended to the lower classes. The initial goal was surnames to distinguish
people from one another.
Ç. Bidollari (2012) means that in the period before the formation of feudal
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principalities fore - fathers in the 12th century, following the identification of people under
the titles of duty, especially when it comes to the top of the church hierarchy. But since
our area of interest in this study is the area of Gjakova, then focus the concentration limit
should displace many centuries later because Gjakova itself as a settlement mentioned for
the first time in 1594 when the building finishes Hadum mosque, hammam and shops
around, whereas in 1605-1606 it was known Kasabha status. With the establishment of
the Turkish government and the process of Islamization, always in a greater number of
people begin to spread ways of identifying as Muslim-citizen nationals of the Ottoman
Empire, according to the formula identification: X son of Y, where over the decades
under occupation, the X and Y appear increasingly as Islamic names: Aslan’s son Hasan,
Mustafa’s son Qerimi. Also begin to appear even religious administrative titles, feudal or
military as imam, example: Ali hoxha, Osman bey, Hysen spahiu. Linguistically, content
to be treated displays an interest to expand because it is about Patronymic formed in
different ways, which give variety household names-surnames of its inhabitants. Based on
patronymic classifications used by foreign researchers and which are also used as a model
by Albanian scholars, I would classify my case into four types:
1) adjectives that arise from the area (city or village) of origin;
2) names of parents convert adjectives;
3) adjectives that show crafts, professions, titles and high posts;
4) adjectives formed in the shape of the nicknames nicknames etc.
But since these four categories can not explain a residual amount, no matter how
significant adjectives, then the fifth category should be:
5) patronymic unexplained, in which will include those adjectives for whom linguistic
system today does not explain.
I. Adjectives that arise from the area (city or village) of origin
In Gjakova is very present way of building this kind of surname, which shows the
location (region, village or locality) that came from the tribe or family in its history several
generations. It is a significant number of adjectives that are formed in such a way so they
have taken the name of a settlement whose location has belonged to a family belongs.
For this reason they are called surnames derived from place names, ex.: RUGOVA,
LIPOVECI, GËRQINA, GASHI, PONOSHECI, JUNIKU, SHALA, KORENICA,
GODENI, DUJAKA, KUSARI, KRUMA, HASI, VOKSHI, LUMA, MATI, ARLLATI,
GOLA, KARADAKU, GLLOGJANI, BELLANICA, DEVA, BROVINA, MORINA,
DOBRUNA, LETI or LETAJ, ZHURI, BYTYQI, HASI, SHKRELI, KELMENDI,
BISHTAZHINI, RAKOCI, DEMJANI, RADONIQI, JUNIKU, OSEKU, PONOSHECI,
XËRXA, SHLLAKU, OROSHI, KAÇINARI, CAHANI, ELSHANI etc.
435
All patronymic surnames mentioned above are active in Gjakova also today, and their
origin is the case of forming adjectives surname from the area of origin of the tribe, family
or individual to set long ago in Gjakova.
Besides these names belonging to small areas such as villages or certain locations, are
present although rarely names of cities, such as PEJA, SHKUPI, GJAKOVA, KAÇANIKU,
PUKA, TROPOJA, MIRDITA, DIBRA-DIBRANI, SHALA.
It even happens that serve as explanatory patronymic name so personal to identify
further specifying the name. It even happens that patronymic serve to rectification
own name. In this case patronymic comes from a ethnonyms: BOSHNJAKU (Bosnian
immigrant families), GEGA (the northern regions), OSMANI (family related to Ottoman
Turkey but not necessarily Ottoman origin), MUHAXHIRI (displaced families), AXHEMI
(in Arabic marks all those who are not Arabs, so are foreigners), ÇERKEZI (representative
of a nation that has come to us as a soldier and remained there), SARAÇINI (associated
with Saracens), MAXHARRI (families associated with Hungary). Surname MALOKU
(Highland resident, coming from the mountains, north) is very old and families who bear
this surname originating from areas of Shkodra district and Ulcinj Tivar.
Albanian tribes living in these areas called themselves ‘malok’ (mountain people),
which gives us to understand that the label was not offensive, but was made after the great
influx of residents down south (Berat, etc.), where the newcomers began to behave badly
towards the natives. By Bidollari (2012), the Albanians have utilized these surnames from
distant homeland to smaller villages. However he thinks that this kind of adjectives have
been shrinking, having experienced several peaks in the 15th century, 19th and the first
years after World War II. Right in the middle of the twentieth century, this type patronymic
came into vogue. However in today’s state of the Albanian patronymic system, this type is
considered closed. Its use extended observed even today in town.
II. The Names of parents converted to last namesadjectives
The total wealth of Albanian patronymic surnames, formed from the name of the
predecessor, namely father, constitutes about 40 percent of the total, and such a picture
would appear to present the inhabitants of Gjakova. Originating from the patronymic
these surnames have a logical reason behind their their birth. These patronymic subspecies
can distinguish two PTAs: Catholic areal - characteristic traits appear in Christian names
and areal involving Muslim names and their variants from oriental languages. The most
frequent names which are converted by precursors of seed in Gjakova are: AHMETI,
LEKA, JAKUPI, KAMBERI, GJERGJI, KOLA, GJOKA, NIKA, DEDA, MALAJ, (I)
BRAHIMI, ISUFI etc. The place and role of these types of patronymics is important
because the majority of people in Gjakova use them. The dialect of Gjakova is rare
because of the fact that people call each other by the name which is attached to the
436
surname or family name. This is a form of text outside the formal communication that
people use in small environments, example: X of Manxhuka or Y of Meqa, where MEQA
and MANXHUKA are not the names of parents, but the family surname.
In Gjakova the affix-aj is very common. Omnipresent in Gjakova is even affix -aj,
which in our linguistics is accepted as specialized training affix patronymic. A. Xhuvani
(1976) and E. Çabej (1976) to affix -aj estimated that with this type suffix facilitate
formation of Patronymic (KOLA-KOLAJ, LEKA-LEKAJ) and the formation of names
of territories or provinces which were then used as a material supplier for new Patronymic
(BARDHAJ, ZOGAJ).Way of forming patronymic -aj is thought to have come as a result
of the domed after single form to plural the plural form: example Petrit of Dedajve >
Petrit Dedaj. According to the practical use of patronymic in Gjakova, we notice that most
of them arising patronymic -aj surnames usually belong to people in rural areas while in
urban areas also find the same Patronymic but without the affix -aj.
Thus, for example, are two variants: LEKA - LEKAJ , GJOKA - GJOKAJ, MALA
- MALAJ , NIKA - NIKAJ , MARK - MARKAJ etc. We also derive absolute cases of
adjectives: GJONKOLAJ , MARKAGJONAJ , GJONDEDAJ , NDUELLESHI ,
PERKOLA , PERDODA , DEDNIKAJ , MURAKOLA , LEKMARKU, etc. These are
two or more part patronymic who are not limited only to the name of a predecessor, but
built with the names of representatives of several generations. This phenomenon has not
only happened to people of the Christian religion but also to the Muslim religion.
It can be mentioned in cases as SYLAFETA (Syl+Fetah), BEJTULLAHU,
RAMAZANI, RAMADANI, SHAHSIVARI (hors rider, according to Ndrecaj M.
Vocabulary), but can also be a surname that comes from the profession after Shahsivari
was marshal in Ottoman Turkey, AVDIU etc. Occupying a special place and abbreviations
, example: HIL - A patronymic that comes from name MËHILL , NIK - A by Nikolla,
NDUE or NDOC - I by Anton , AVDIU or AVDIAJ by Abdullah, SULA by Sulejman ,
RRUSTA by Rrustem , BRAHUSHI by Ibrahim , SMAJLI by Ismail, MUSA by Mustafa
etc. Related with this kind of background patronymic that is prevalent throughout and
beyond people from Gjakova, Th. Mitko (1961) says that these are names as it our parents
used a long time ago, thus preserving “jealously” name of the forerunner was born
surname trend .
III. Adjectives that portray crafts, professions, titles and posts
From all the divisons of onomatics, anthroponomy had the most turkish influence,
especially patronomics since its process began and ended within the Ottoman rule. Due
to involvement in the military-feudal system, the oriental terminology was common in
all fields, and therefore even today we inherit a considerable oriental burden. But it is
surprising how the turkish suffixes -xhi, -lli are hardly present in Gjakova’s patronomics:
RIZVANOLLI, ÇARKAXHIU. For this type of patronomics which show crafts and titles,
Ç. Bidollari (2012) is considered to have initially served as an additional characteristic
437
attributed to people who practiced certain professions, crafts and functions. Since crafts
and skills were monopolized, especially noble crafts, the legacy of the surname was
considered valuable. For a family or family member who for a long time practiced craft,
the name of the craft became a patronym after it started to symbolize the family of the
craft, even when he quit practicing the craft. Such are the following patronymics: TERZIU
(tailor), BAKALLI (Various items vendor), TABAKU (leather worker), NALLBANI
(ferrier), SARAÇI (Horse equipment), KAZAZI (Maker of silk, gold yarns, silver),
KOVAÇI (Blacksmith), SAHATÇIJA (watchmaker), ÇARKAXHIJA (weapons worker),
FURRA (baker), KASAPI (butcher), HARAÇIJA (tax collector), GËRÇARI (mudmaker),
BERBERI (barber), KATONA (surname also spread to other countries such as in Ulcinj
- KATANA , identified as an adjective profession: paper locks and locking tools, etc.).
Since there have been practiced dozens of crafts which have been passed on to the new
generations, there has been left a considerable number of patronyms. But it should be
noted that not every craft or profession has left today after a patronymic. This category
is presented as rich, dominated by oriental root-words. In most cases they belong to civic
life as crafts took place within the city where they were guild ranks. Imam, Shehu and
the Prift are three patronymic titles sourced from religious hierarchy, most prevalent
among Albanians. Of the three, only two appear in Gjakova: Hoxha and Shehu, both
motivated by religious affiliation patronymic holders. Then comes DERVISHI, MEJZINI,
HAXHIU, BAJRAMI. MEKA patronymic may have arisen from the Islamic practice of
pilgrimage. As family names were also used words that belong education and jurisprudence:
MYDERRIZI, MYFTIU, QEHAJA (secretary, scribe).
It is to be noted that among the patronymic in Gjakova is not recorded any case of
the existence of patronymic PRIFTI. It remains inexplicable to the fact that in this area
lives a considerable percentage of the Christian population, however patronymic PRIFTI
is not found in any case. Other adjectives to mention religious overtone: BABALIA,
HAFIZI, DOMI etc. Not rarely appear surnames denoting a military rank or title: SPAHIU
(superior military hierarchy), SHASIVARI, ÇAUSHI, VEZIRI, PASHA, IMAMI, AGA
(J) - AGANI, GAZIJA, BEGU-BEGDUSHI (from: beys), YVEJSI , ZAJMI (head of
spahij), EFENDIA (social title), MYFTARI (alderman). Also seen numerous cases of
composite construction, the construction of which comes thanks to union ofiqit with
personal name. This model funksions under the scheme: religious name + personal
name: HAXHISMAJLI, HAXHIMIFTARI, HAXHIKADRIJA, HAXHIBEQIRI,
HAXHIAVDYLI,
HAXHISHABANI,
HAXHIJANUZI,
MULLAADEMI,
MULLAJUSUFI, MULLAIDRIZI, MULLATAHIRI, MULLAZENUNI, YMERAGA,
DAUTAGA, HAFIZADEMI, DERVISHDANA, AXHANELA, BABALIA,
BEGDUSHI, SHEHDADI, SHEHDANJOLLI. The presence of this fund in onomastics
in the region of Gjakova is evidence of the major role played by these religious beliefs in
the social life of the population. But it is also indicative sign of respect for religious beliefs
of Albanians exercised in a spirit of tolerance. Also identify ways of marking indirect
crafts, professions.
These are presented structured according to element which they discern:
438
a) Through raw material with which work: QARRI, PENI, QYMYRI, HIMA,
BARUTI, SEREMI;
b) By means of a working instrument: KOBURJA, TULLUMI, PALLASKA (tool
for killing flies). But the last case, could also apply other conclusion, it is formed as a result
of the merger of the name and surname Pal Laskaj, pure Albanian origin;
c) patronymic metaphorical in which treatment takes a dual nature: DASHI, DACI,
PULA, KNUSI, ZOGU, BYLBYLI, MAGARI (currently replaced with another name),
MISKU (fragrant).
IV. Surnames formed by taking the source of the nickname
In connection with these types of patronymics, we can speak clearly about their
meaning but not for the circumstances in which the name is transformed into the surname
of the individual - family. Çabej, since the First Albanological Conference recognizes
that the principle of naming people, generally men, by the names of animals, as well as
designations of origin of appointment, is one of the criteria for designation in Albanian.
These kinds of surnames have taken the form of epithets, with negative or positive
connotations which over time have faded. After Berat, Gjakova is thought as one of the
cities that has the most “epithets” or nicknames. They are created by comic situations
created on the spot, which always had an affinity with Gjakova’s people.
For example, surname MAGARI (CAKA family today) was born from an improvised
situation accidentally. Urban Legend tells us that when one of the early ancestors of this
family was connected magarin nearby mosque to perform prayer are doubtful, while the
imam began singing at the same time began to bray and magari. From that day, the person
in question patched the nickname, which over time became an adjective to his descendants.
This type of patronymic is classified in two types:
a) patronymic that mark the words that come from the physical or moral people;
b) patronymic coming from high posts/nicknames, and names of animals.
The first sub-category of Gjakova encounters patronymics as QORRI, QELI
(DANQELI), TOPALLI, SHYTI, KOMTRASHI, KOKA(J), VOGLI, DHOMI, BUZA,
BARKU, GRUSHTI, PARASHUMTI.
In the second sub-category, except that we have a significant presence of these cases,
we can also say that direct and metaphorical understanding are present on their nicknames.
There are these types of classification:
a) nick -based food elements: a) UFLLA, SHEQERI, KRYPA, AJRONI, PILAVI,
SPECI, PURRINI, KUMPIRI, KAKIÇKA, KOC(K)A;
439
b) nick names based on birds or animals: KËNDUSI, PULA, BYLBYLI, VREMÇI,
PLESHTI, KLYSHI, KARCYLLI, HUTI, DASHI, KINGJI, MAGARI, BULLI,
ABRASHI;
c) nick of objects : BUNARI, FURRA, QEREPI, TULLUMI, BALLONI, KOSHI,
KUPA;
d) labelled by colors: KUQI, BARDHI, KRYEZIU;
e) a derogatory nickname: HAJNI, LUGATI, KATILI, QYRRI, PAÇAVRA,
BURGIJA, ZARARI, XHUXHA, QUKI, GUZICA (serb.: ass ).
A good part of the aforementioned patronymics, over time have been replaced
with new patronymics, arguing that the descendants of these families felt offended at
the new mentality of the society. M. Nagavci (1969), assesses that there it is to be noted
that Gjakovars mostly live by ridiculing the shortcomings of others, to put people to high
posts under different tendencies and complexes. Even in Gjakova, the saying goes: “Tell
me what ‘nickname’ you have, I will tell you who you are”. Most of these nicknames,
residents have attached them to each other to ridicule or humiliate, thanks lived situations.
In general, these designations are back in time nicknames are insulting the scoffers and
only in a very rare case a quality show tend to give good information: MISKU, BYLBYLI,
DRENI. DRENI surname is deemed too old Albanian surname, coming from mountain
areas from which flowed very early settled families in town. So mentioned the family
of Abdullah Beg Dreni, as well as income families from the area of Mirdita’s Fan, for
example Nikolle end Lazer Dreni. Here are some of the nicknamed surnames that can
be encountered within the Gjakova people: ZALLI, KAMISHI, ARAPI, DUSHMONI,
DUDUFENCI, LUKI, TULI, SARIÇKA, JAKA, TODORZA, PRUSHI, LAMA, GUCI,
MICI, XHIBIGJUKI, etc. This does not mean that other cities do not have characteristic
surnames; however Gjakova people are known and distinguished for keeping nicknames
as their surnames. However, to new generations from the last twenty years on, there is a
tendency to replace improper nicknames that are more dignified.
Oriental influence:
Patronymic source of Oriental Languages which may be coming from the Persian
or Arabic, but in Albanian entered through Turkish: HOXHA, GJYLGJYZARI,
BAJRAKTARI, RRUSTEMI, SHAHINI, DURAKU (Durak name under which in Turkish
means “calm, patient”), KARAKUSHI (composite created from oriental languages that
means “black bird”. This data may be indicative of ancient noble lineage), BINXHIU
(Binexhi - Turks. the old man who knows the father-horse ride saddle), BINISHI (an old
dress, long and loose, overcoat, long silken coat, etc.). These kind we find in use patronymic
added. So note that as in toponymy, even patronymic of residents in Gjakova have left
their impact as a result of oriental languages during the rule of the Turkish Empire and the
presence of Slavic influence can be observed in a much lower extent.
440
Slavic influence:
In Gjakova, Slavic influence is somehow noticeable. A in toponymy, consequently,
the names of families or tribes. Since in this area of Kosovo has never had more than two
percent of the population with Slavic ethnicity, are nominally cases reflected the influence
of the Slavic patronymic. In Gjakova not seen as interference phenomenon -iq and -viq
Slavic suffix. This could have happened only in a sporadic case here and there as the
surname Nikoliq ex. can say it has come as a result of the name Nikolla and the add -iq.
However I would say it is more stable given that NIKOLIQI and POZHARI (PAZHARI)
are names of former Slavic settlement. The first is a village near the villages Golaj Has
the Letaj, while the second is a village in the region of Dushkaja, so families who bear the
surname of early stem from these villages, whose names are Slavic. Dilemmas added to
the Slavic surname Pozhari that means fire, but also have toponym Pozhar, near Deçani.
Similarly, BUQINCA surname (family name Muhadzer families who come from a village
that today is in Serbia), POZHEGU (Slavic cities: slavonska Pozega, Uzicka Pozega),
DOBRA (sllv. good).
The controversial case of the Slavic surname BËRDONIQI that means hill. But
another theory tells us that we are dealing with toponym Bardhaniqi, Dushkaja village. Form
Bërdoniq may have come as a result of phonetic distortion by the Serbian administration.
Those unable to impose Bardhaniq, Bërdoniqi pronounce or Bardaniq. These cases are
pushing us to continue to explore about some Patronymic to which at first glance looks
Slavic influence, but this effect first observed in toponymy, and then is transferred in
patronymic.
V. Patronymic unexplained
Not accidentally left on a tip end patronymic that starting from today linguistic
system, remain unexplained. So here will include those adjectives to whom the title itself
does not explain: VALLA, DALLADAKU, FËRDULLI, ROKA, PERJUCI (probably has
to do with Parrucen of Shkodra), MILLA and many others. Today, the system works with
a variety Patronymic shape, taking to identify residents of Gjakova, and not only that, but
also show the origin of their ancestors. Today’s surnames were born, changed customized
evoluive a long way, being fixed in the current situation which as we saw presented us with
a plethora of features and qualities.
References:
•
Bidollari, Ç., (2012), The Research Onomastic, Tirana.
•
Çabej, E., (1976), Language Studies, Vol. I, Pristina.
•
Mitko, Th., (1961), Albanian Bee, Early Picker Albanian folklore, no. 2, Tirana.
441
•
Nagavci, M., (1969), Speaking of Gjakova, cultural and scientific magazine “Progress”,
Pristina.
•
Shpuza, Y., (2008), Meditations onomastic, Shkodra.
•
Xhuvani, A., (1976), The Albanian language extensions, Language Studies, III, Pristina.
•
http://gjakovapress.info/wordpress/?p=3731
442
Use of e-learning and the effects in higher education
– facilitation or complication in the teaching and
learning process
Mimoza Shamolli
Faculty of Education, Department of Pedagogy,
University of Prishtina,
moozza.t@msn.com
Abstract
E-learning or electronic learning is almost a completely new term in the Albanian
education and schools. This article will explain how familiar this term is and how much is
it used. It also serves as a mean to recognize the importance of e-learning in the modern
learning process, and its positive and negative effects. It offers recommendations about
the issue and it gives the importance that belongs to it. The study has been conducted
at several departments of the University of Prishtina with different lecturers and some
students who continue students there. In this study, both quantitative and qualitative
methods have been used, as to us, as researchers, is necessary to understand at what degree
the e-learning is used, also how it is used. We will find answers to the following questions:
What knowledge do you have about e-learning? To what degree do you apply e-learning in
your work? What are the most common methods to realize e-learning? What effect does
the application of e-learning has in teaching? etc. This study classifies this issue in two
paths: the teaching one and the learning one which involves students from where we get
the answers to the following questions: Do you know what e-learning means? How often
do you use e-learning? How often do your lecturers use e-learning in their sessions? How
do you feel when you use e-learning? etc. Because of the high numbers of people involved,
we have determined to use the “sample” as a study method. The random layered sample
has been used. The stands of respondents have been acquired by using questionnaires and
interviews.
Key terms: technology, e-learning, teaching, learning.
Introduction
Technology and electronic tools today are a very important element of daily life
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and activities. They now almost constrain the actions of individuals who day by day are
becoming addicted to them because the technology facilitates more and more work.
In our country when we talk about a few years ago we can not say that many
individuals would be so optimistic on technology and think that only with a print button,
with only one click can have this access to world, who can share their knowledge and
information with the most remote places of the world, that could entertain themselves,
etc. This is a good thing that technology and its development offers us and if there are
individuals who only have dreamed of such a thing we can say with full conviction that it
is transformed into a reality today.
Technology and extremely rapid development of its different fields of human
creativity has to have a special importance in the educational process. This encourages
many major changes in the concept of education, educational content, the development
of educational work in realizing the learning process, and the relationship between the
teacher and learners.
To utilize technology effectively means that students learn better and faster by what
they had learned with common tools. The use of skillfully tekologjisë enables achievement
and completion of learning goals for the short time and less work for teachers and students.
(Dalipi, 2013)
Such study serves to understand how familiar is this term in our country and how
much is used.
It also serves to recognize the importance of the e-learning in modern teaching,
positive and negative effects of it. Thoughts about e-learning in our country are still not very
clearly. therefore, this article tries to make his explanation. Provides recommendations for
the problem and gives him the importance it deserves. The motive why we as researchers
led us to deal with this issue is that this problem all over the world has got a great
importance, while many students in our country are still not aware of this phenomenon.
Also this is a great opportunity for the development of education and improve the quality
of the teaching process.
Explanations of basic terms
Technology – the branch of knowledge that deals with the creation and use of
technical means and the interrelation with lifem society, and the enviroment, drawing upon
such subjects as industrial arts, engineering, applied science, etc. (technology, 2014.).
E-learning is or means the use of electronic media, educational
technology and information and communication technologies (ICT) in education.
Teaching is the act of giving that instruction in an educational institution, that
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represents the action which we understand the word by its designation.
Teaching is a process-oriented goal, has close relation with the content, is oriented
towards a particular group of people, is the process of planning, uses several strategies,
uses several tools, is characterized by a continuous function of the evaluation process,
giving knowledge, organization of activities of students, and likely realization of the
process of learning. (Jashari, n.d)
Learning activity introduces students to achieve recognition. Learning is a process
motivated and intentional.
Learning is sustainable change in the person that learns, is the change that comes
as a result of experience. is a notion that includes learning as a result of experience, this
lesson may be correct or incorrect depending on the way the student understands what is
explained. (Jashari, n.d)
Review of the literature
E-learning is the use of electronic media, educational technology and information
and communication technologies (ICT) in education. E-learning includes numerous types
of media that deliver text, audio, images, animation, and streaming video, and includes
technology applications and processes such as audio or video tape, satellite TV, CD-ROM,
and computer-based learning, as well as local intranet/extranet and web-based learning.
E-learning includes, and is broadly synonymous with multimedia learning,
technology-enhanced learning (TEL), computer-based instruction (CBI), computer
managed instruction, computer-based training (CBT), computer-assisted instruction or
computer-aided instruction (CAI), internet-based training (IBT), flexible learning, webbased training (WBT), online education, virtual education, virtual learning environments
(VLE) (which are also called learning platforms)
E-learning is an inclusive term that describes educational technology that
electronically or technologically supports learningand teaching. Bernard Luskin, a pioneer
of e-learning, advocates that the “e” should be interpreted to mean “exciting, energetic,
enthusiastic, emotional, extended, excellent, and educational” in addition to “electronic.”
This broad interpretation focuses on new applications and developments, and also brings
learning and media psychology into consideration. (Think “Exciting”: E-Learning and
the Big “E”, 2010). Parks suggested that the “e” should refer to “everything, everyone,
engaging, easy”. (Parks, n.d).
Some thoughts on e-learning:
“Students do not learn much just sitting in classes listening to teachers, memorizing
prepackaged assignments, and spitting out answers. They must talk about what they are
learning, write reflectively about it, relate it to past experiences, and apply it to their daily
lives. They must make what they learn part of themselves.” – (Arthur W. Chickering and
445
Stephen C. Ehrmann)
“People expect to be bored by eLearning—let’s show them it doesn’t have to be like
that!” – (Cammy Bean)
“Online learning is not the next big thing, it is the now big thing.” – (Donna J.
Abernathy)
“Teaching in the Internet age means we must teach tomorrow’s skills today.” (Jennifer Fleming)
“eLearning is changing. And, we will see new models, new technologies and designs
emerge. So, let’s drop the “e” – or at least give it a new and wider definition.” – (Elliot
Masie)
“We need to bring learning to people instead of people to learning.” – (Elliot Masie)
Methodology
To be better known to this problem in this study is used as a quantitative method as
is qualitative because for us as researchers is needed to see how often e-learning is used,
but also how it is used (means quality). We used qualitative methodology to get different
opinions and experiences. While quantitative methodology to finding that these numerical
results are presented in various graphs. For carrying out this study we have used the study
of literature, survey subjects.
Research Design
This study aims to recognize and understand how this term is known to us, or do our
students have knowledge of for e-learning, how much is it used both by professors and
by the students themselves. Shows how our students have experience and how they are
accessed in different educational programs through computer and internet. It also serves
to recognize the importance of the e-learning in modern teaching, positive and negative
effects of it. Offers recommendations to the problem and gives him the importance it
deserves.
Participants
The sample in this study consists of students and professors at the University of
Prishtina, specifically are taken three faculties which are part of the University of Prishtina
Faculty of Education, Faculty of Philosophy, Faculty of Philology.
In this study surveyed 248 (Two hundred and forty-eight) students of the University
of Pristina. Specifically 96 (ninety-six) at the Faculty of Education, 68 (sixty-eight) at the
Faculty of Philosophy and 84 (eighty-four) at the Faculty of Philology.
446
The number of participants expressed as a percentage.
Instruments
In this study we used questionnaire – where by achieved findings on how familiar our
students for elearning, do they have any such experience, and how they use electronic tools
for learning. While to understand how much the University of Prishtina and the professors
of this institution do that e-learning be implemented or takes the importance wich has
in worldwide is used semi-structured interview instrument. The first instrument was a
questionnaire applied to students which consists of combined questions such as: open
questions, where students must respond with words, questions with alternatives, which
had to choose: Yes, No or Partially. This questionnaire was compiled by us as researchers
and helped us to find out more details. While the second instrument that is applied is semistructured interview which is adapted to the subjects included in the study.
The process of data collection
Data collection began in April 2014 and lasted for 5 months until September 2014.
The study is divided into two phases. The first phase served for the review of the literature.
While the second phase of the student survey was conducted through questionnaires
and have conducted several interviews with academic staff of the University of Pristina.
Before and during data collection respected research ethics.
Results of research
Interpretation of the results is divided into two parts. The first part has to do with
what students know about this phenomenon, how much they browse in technology and
forms of educational work through it. While the second has to do with what the University
of Prishtina offers its students about this problem.
-
-
-
What has made the University of Pristina so far?
What are the difficulties that lie ahead for this institution to achieve e-learning?
Are professors willing to work ?, etc.
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Findings indicate that students surveyed at the University of Prishtina, total 248
students, most of them do not have knowledge about the term e-learning. Specifically
the question “Do you know about e-learning? Statistical findings show that 196 students
have responded in the negative way, which means no knowledge about e-learning which
constitutes 79% of the total number of respondents, while 52 students have responded
positively that constitutes 21%.
Do you know about e-learning?
This graph represents the difference between the Faculty of Education, Faculty of
Philosophy and the Philology. Blue columns represent positive responses of students,
while red columns represent their negative responses. The results presented in this graph
shows a non-satisfactory condition regarding the recognition of the term e-learning. This
term though for all the world are considered as a revolutionary thing to us is seen as
something new and still has not received the due importance.
Student experiences with e-learning
Students have shown different experiences, although in small numbers still in this
study we have seen that there are students who individually own initiative are enrolled
in various educational programs over the Internet. So, for example, they have enroll
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different online courses for foreign languages, various trainings for making the CV, career
development training, etc., but none of these has not been organized in the framework
of the University of Prishtina. They express positive attitudes toward these courses, but
would like that in the future this form very effective to find even at the University of
Prishtina.
What Pristina University offers students about e-learning?
University of Pristina as a public institution of higher education in Kosovo is still at
an early stage regarding the matter of e-learning. In this institution besides hard work of
academic staff e-learning has not received the importance that belongs to it.
Although e-learning in reality every day and more is being as one of the most
appropriate ways and more effective for education worldwide , our youth can not find
such a possibility in our country. This thing I have to emphasize that not because of the
unwillingness of professors, they even are very optimistic that e-learning despite difficulties
that may be encountered in the organization of this process, it facilitates the learning
process, makes it more attractive, offers opportunities for employed adults for distance
education,and it has other good sides too. Reasons to non-realization of e-learning are
tools. The realization of this learning way requires numerous tools which cost no less.
At the University of Prishtina, in many faculties such as the Faculty of Education,
Faculty of Medicine, Faculty of Technical Sciences, etc., is formed Conference Room which
often serves to follow the lectures by foreign professors who they don’t have possibility
to travel, or reduce excessive costs to come up in Kosovo, in this way they realize lectures
online with the help of an assistant present in the classroom. If they need to perform any
task or quiz assistant that is present in the classroom distributed to them papers, helps
with other problems that can only be performed with presence in the classroom. Faculty
of Technical Sciences is a faculty who use very often this kind of work, even Conference
Rooms in this faculty also served on interviewing students for work in foreign countries
because there were not opportunities to go personally in Interviews.
Conclusions and recommendations
The findings of this research hint to us that the research hypothesis authentication,
because at the University of Prishtina is not yet created a spirit of learning by e-learning,
with the exception of a few cases it still makes us optimistic that in the future it will
probably be offered for the students of this institution. Once again results have shown
that the individual and society always need to walk with time, this to the fact that nowadays
we have if we can call an “explosion of science, and technology” and if we do not become
part of it we can not expect high results.
E-learning is more effective if it is properly designed. It offers opportunities to
individuals for an easier access to the educational process even if they work, or the distance
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between them and the institution is too distant, or other reasons whatever they may be.
E-learning helps students to be more independent in their work.
To give recommendations in relation to our problem, e-learning is somewhat difficult
when actually are tools that make impossible the development of such an educational way.
However the are possibilities that even in current conditions to act a little and to move
forward towards achieving what developed countries have already embraced.
It should be emphasized that this research was welcomed by the participants, both
students and the professional staff who have facilitated our work with their acceptance
to become part of it and to provide their responses on the basis of which these
recommendations have emerged:
The first recommendation that addresses the University of Pristina is because
many of them now have conference rooms and they should use them to create link with
professors from different countries of the world, in order to form a working culture
through e-learning, thus increasing student motivation for learning and experiencing new
experiences.
The second recommendation was also addressed this institution specifically its
professors is related to reating online quizzes in order to reinforce the learning lectures
where students will be able to fill from their houses but only once, and based on these
quizzes to become a formative assessment, systematic students who would be a part of
the final evaluation.
Based on the request of students that the University of Pristina to offer various
online courses put out another recommendation which expresses the need to create such
courses on purpose to increase and perfection of the profession for which they study, or
information of general knowledge which shall serve in everyday life as: ,, How to write
essays”, ,, How to prepare CV and motivation letter”, ,, How to make a business plan” and
other courses. If the relevant institution is unable to provide this kind of courses, then
they sholud prepare a guide and help the students in different electronic address where
they can find this possibility by themselves.
The fourth recommendation was addressed student concerns with their
independent work. Students need to walk with time, and to be informed of the changes
and opportunities that are offered. Research for innovation in the field of science, and
technology and adapt conform their changes.
References:
•
Liddell, Henry George and Robert Scott (1980). A Greek-English Lexicon (Abridged
Edition). United Kingdom:Oxford University Press. ISBN 0-19-910207-4.)
450
•
Tavangarian D., Leypold M., Nölting K., Röser M., (2004). Is e-learning the Solution
for Individual Learning? Journal of e-learning.
• References from internet
•
Dalipi, F.(n.d 2013), Teknologjia Informatike Komunikuese në Arsim (Skriptë interne).
Retrieved from: (http://fisnikd.files.wordpress.com/2013/02/tik-ne-arsim.pdf)
•
E-learning, (2014‎) . In Wikipedia, Retrieved: 15. April. 2014, from: http://
en.wikipedia.org/wiki/E-learning
•
Parks, E. “What’s the “e” in e-Learning?”. In Ask International. Retrieved: 2014 – July
– 05, nga http://www.askinternational.com/knowledge/articles/eBasic/whatsElearn.
html
•
Jashari, I. (n.d) Teori e Mësimit. Retrieved: 09.September.2014, from: http://ilirjashari.
wordpress.com/sistemet-operative/ )
•
technology. (n.d.). Dictionary.com Unabridged. Retrieved: 10.September.2014, from:
Dictionary.com website: http://dictionary.reference.com/browse/technology
•
“Think “Exciting”: E-Learning and the Big “E”” (03, 03, 2010). Retrieved: 8 July 2014
from: http://www.educause.edu/ero/article/think-exciting-e-learning-and-big-e
•
Quotes of e-learning are taken from Christopher Pappas (2014) Retrieved from:
http://elearningindustry.com/inspirational-elearning-quotes-for-elearningprofessionals
451
Possibilities of the Implementation of Bilingual Education in Nehemia School
Mirjeta Hoxhallari
mirjeta.hoxhallari@ng-university.org
Abstract
This study aims at pointing out possibilities of the implementation of bilingual
education in Nehemia school. It gives an insight into bilingual education and bilingualism,
their forms, types, models and bilingual education practices as well, based on the research
published in various books, journals and papers. It also shows facts and figures on the
importance of English as a global language alongside other languages increasingly in use
nowadays. It is based on quantitative and qualitative research methods. Students and alumni
that are studying and have studied at bilingual schools in Albania have been interviewed. In
addition to this, a teacher who teaches at a bilingual school in Albania has been interviewed.
A current analysis of the situation in Nehemia school has been described within a sample
model school development plan. Additional ways are mentioned to contribute to bilingual
education effectively. Legal context is taken into consideration concerning the attention
and its reflection in the laws on the European context.
It is made clear that training of the staff is of a significant aspect alongside other
factors. Bilingual education is complex and challenging and its nature differs in many
countries. Nevertheless, it can be applied in Nehemia school.
Key words: Bilingual, Bilingualism, Bilingual Education, Teacher Training,
Implementation, Bilingual School, School Development Plan.
1. Introduction
Albania is going under great changes and aspires to be a member of the European
Union. In order to achieve this goal, one essential issue is to have a population who
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communicates in a foreign language (especially English) in order to integrate ourselves
linguistically, culturally and politically in the vast European family. Furthermore, on the
economic aspect, learning a foreign language means a better placement in the domestic
and foreign job market. Therefore, to cope with the need to be skillful in foreign languages,
bilingual education can play an important role. It goes without saying that learning of a
second language has been a crucial factor which has contributed to the intercommunication
with the foreign world. But learning a second language only as a subject from the linguistic
point of view isn’t quite satisfactory. If children have a good command of a foreign
language, they are able to learn easily other academic subjects such as Math, Science, Social
Sciences, Humanities, etc, and will be able to compete abroad in different areas.
There are different types of bilingual education and several models of bilingualism,
which in their way, are the reflection of the history of a nation/state from the political,
economic, social and cultural point of view. Bilingual education practices are presented
here, which are in compliance with the type of bilingual education or model of bilingualism.
The use of bilingual education practices depends on certain contexts.
For the time being, there are bilingual schools in most of the countries of the world.
Even in Albania there are some bilingual schools. The aim of these schools in general is
to give aid and opportunity to Albanian students to receive a better higher education in
their country and abroad and to keep up with the latest developments in all aspects of life.
Bilingual education in Nehemia school can be implemented because there is a great
experience in Albania and other countries. Worth mentioning is the role of Cambridge
International Examinations which offers programs in a bilingual context to several schools
in European countries. Consequently, Nehemia school can be one of this kind to receive
bilingual education in a few subjects alongside other subjects in native language.
The analysis of the current situation of Nehemia school is optimistic for the
implementation of bilingual education. The strengths of Nehemia school outweigh its
weaknesses, therefore the implementation of bilingual education can be a reality around
2018 - 2020, after several steps have been undertaken carefully.
2. Methodology
Hypothesis: There are possibilities to implement bilingual education in Nehemia school.
Aim: To point out the possibilities of the implementation of bilingual education in
Nehemia school.
Questions:
Is the staff of Nehemia school well-qualified to cope with the challenges of bilingual education?
Is English the right language to implement bilingual education in Nehemia school?
453
Are students of Nehemia school able to learn two subjects in an additional language?
What kind of experiences of bilingual education are there in Albania?
Methods:
Studying of this problem is based on:
a. An analysis of the current situation of Nehemia school.
b. A four-year school development plan is drafted and proposed.
c. Asynchronous online interviews are conducted with students and a teacher.
The analysis of the current situation of Nehemia school is based on the analysis of
the school situation during the year 2013 - 2014.
3. Definition
Bilingual: 1. a) able to speak two languages equally well.
b) having or using two languages.
2. expressed or written in two languages.
Related terms:
•monolingual - speaking or using only one language
•multilingual - 1. speaking or using many languages
2. written/printed in many languages1
Bilingualism: It refers to the knowledge and use of two languages by the same persons.2
The practice of alternately using two languages.3
Bilingual Education: An organized and planned program that uses two or more languages
of instruction.4The practice of studying typical school subjects like Geography and Math through a second
or additional language.5
Bilingual Education is a simple label for a complex phenomenon.6
1 Hornby AS, 1999. Oxford Advanced Learners Dictionary Of Current English - Oxford University Press
2 http://files.eric.ed.gov/fulltext/ED039527.pdf, Anderson Th, Boyer M, 1970. Bilingual Schooling In The United States. [visited on Jan
4, 2014]
3 Weinreich, 1953, ibid
4 Cummins, 2009, ibid
5 ibid
6 Casden and Snow, 1990, cited by García, Ofelia, Bilingual Education in the 21st century: Global Perspective, UK, WILEYBLACKWELL, 2009, p. 5
454
4. Theoretical basis
4.1. Dimensions of Bilingualism7
Bilinguals and multi-linguals can be analyzed based on the interacting dimensions:
1. Ability: Some bilinguals speak and write in both languages, so they have productive
competence, others are more passive bilinguals and have receptive ability (understanding
or reading).
2. Use: The domains (contexts) where each language is acquired.
3. Balance of two languages: Rarely are bilinguals and multi-linguals equal in their
ability and use.
4. Age: When children learn two languages since they are born, it is called simultaneous
bilingualism. If a child learns a second languages after about three years of age, then it is
called sequential bilingualism.
5. Development: Incipient bilinguals have one well-developed language, and the other
is in the early stages of development. When a second language is developing, it is called
ascendant bilingualism. When one language is decreasing, it is called recessive bilingualism.
6. Culture: Bicultural competence tends to relate to knowledge of language cultures,
feelings and attitudes towards the two cultures.
7. Contexts: Some bilinguals live in bilingual and multi-lingual endogenous
communities that use more than one language in their daily life, but when such a community
doesn’t exist the context is exogenous.
8. Choice: Elective bilingualism is when individuals choose to learn a language.
Circumstantial bilingualism is when individuals learn a language due to circumstances.
4.2. Types of bilingual education8
1. Monoglossic types.The learning and developing of a second language in a separate way.
a. Transitional. It is that type which uses the child’s language in instruction only until
the child is fluent in the majority language.
b. Maintenance bilingual education programs. They are for language minorities who
speak their languages at home and want to maintain them while they develop proficiency
in a dominant language.
c. Prestigious. In such programs majority children are taught via the use of two
7 cf. Baker, Colin, Foundations of Bilingual Education and Bilingualism, 5th ed., UK, Multilingual Matters, 2011, p. 3
8 cf. García, Ofelia, Bilingual Education in the 21st century: Global Perspective, UK, WILEY-BLACKWELL, 2009, p. 123
455
languages of prestige, mostly with two teachers, with each one teaching in a different
language.
d. Immersion. In these programs for at least a period of time, language-majority
children are taught exclusively in the language that they are trying to acquire. In spite of
the immersion of the child in the other language for education, the child’s home language
is honored, respected, used throughout the school and taught after the immersion period.
2. Heteroglossic types
a. Immersion revitalization. The emphasis is not on reclaiming their language, but also of
incorporating local knowledge in school curricula.
b. Developmental. It is important not only to maintain or revitalize the language but
also how to teach both languages to immigrants in the same schools.
c. Poly-directional/ two-way (dual language).The types in which more than two
language groups are officially involved in learning and studying through each other’s
languages.
d. CLIL and CLIL-type. Content-based language learning. It is teaching one/two
subjects in an additional language. Math and science are taught throughout the world in
English.
e. Multiple multilingual education. These programs involve at least three languages
and involve groups who manifest a complex multilingualism that creates a bilingual
continuum along which children are situated at different points.
4.3. Bilingual Education: CLIL9
CLIL stands for Content and Language Integrated Learning. CLIL is an umbrella
term that embraces any type of program where a second language is used to teach nonlinguistic content matter. An important feature of CLIL type programs is that they place
both language and non-language content on a continuum without implying preference
for one or the other. Both aspects have a joint curricular role by means of a variety of
methods and this integrated approach has brought about considerable changes in general
teaching practices, particularly in reducing the role of frontal teaching and stimulating
interactive group work. Research is investigating four aspects or principles that have been
the four Cs - content, communication, cognition and culture/citizenship10.
• Content - Successful subject learning and the acquisition of knowledge, skills and
understanding into the discipline is important.
• Communication - Language is learnt through using it in authentic situations.
• Cognition - CLIL provides a setting for rich developing thinking skills in relation with
basic interpersonal communication skills (BICS) and cognitive academic language
proficiency.
10 Coyle, 2002, cited by García, Ofelia, Bilingual Education in the 21st century: Global Perspective, UK, WILEY-BLACKWELL, 2009,
p. 213
456
• Culture/citizenship - CLIL provides an opportunity for students to operate in
alternative cultures through studies in an alternative language. This element is
indispensable for fostering European understanding and making citizenship reality.
• Challenges of CLIL
Teacher language competence at the subject matter and the target language.
Insufficient supply of teaching materials.
The problem of assessment.
Misapplication of teaching strategies and practices.
4.4. Models of bilingualism11
a. Subtractive. When people abandon their language and take up only the dominant
one. This model moves towards mono-lingualism.
b. Additive. When people learn another language in addition to their language and
both of them are maintained equally. It moves towards balanced bilingualism.
c. Recursive When people try to revive the language practices of a community which
have been suppressed.
d. Dynamic. It derives from different contexts and develops in accordance to these
contexts. It encourages communicative and dynamic bilingualism
Models of Bilingualism
Bilingual education types
Subtractive
Transitional
Additive
Maintenance
Prestigious
Immersion
Recursive
Immersion revitalization
Developmental
Dynamic
Poly-directional
CLIL and CLIL-type
Multiple multilingualism
4.5. Bilingual education practices12
Bilingual allocation. Bilingual allocation refers to the time allotments given to one
language or the other.
457
Bilingual arrangements. The languages of a bilingual education curriculum can be
arranged either by strictly separating them or by using the two languages flexibly.
Flexible language arrangements can be of two types:
•those which lead to convergence, which is the result of the dominance of one
language over the other.
•those which lead to multiplicity of languages.
Models of bilingual teaching
1.Convergent teaching
2.Immersion teaching
3.Multiple teaching
1. Convergent teaching: The use of the two languages con-currently in ways that
subordinate one language to the other applying a flexible convergent arrangement. The
goal of this instruction is the development of academic proficiency in the dominant
language. There is much emphasis on the dominant language but little interest in pedagogy
for the home language.
2. Immersion teaching: It is believed that the two languages are best developed in
isolation. This immersion bilingual teaching is used in cases where one of the languages
is being revitalized.
3. Multiple teaching: Schools that practice multiple bilingual teaching have a clear
language policy that includes the development of bilingual proficiency and trans-languaging
practices and plurilingual values of today - multilingual awareness and linguistic tolerance.
4.6. The aims of bilingual education
•To assimilate individuals or groups into the mainstream of society.
•To unify a multilingual society.
•To enable people to communicate with the outside world.
•To provide language skills which are marketable, aiding employment and status.
•To preserve ethnic and religious identity.
•To reconcile and mediate between different linguistic and political communities.
•To spread the use of a colonial language.
•To strengthen elite groups and preserve their position in society.
•To give equal status in law to languages of unequal status in daily life.
•To deepen understanding of language and culture.13
458
Thus, each country has diverse purposes on Bilingual Education depending on the
policy of their government on the education of the population.
4.7. Advantages of bilingual education14
According to Baker, there are eight interacting advantages of bilingual education.
First, bilingual education enables a student’s two languages to attain higher levels of
competency. This enables children to engage in wider communication across generations,
regions and cultural groups.
Second, bilingual education ideally develops a broader enculturation, a more sensitive
view of different creeds and cultures; thus fostering a sympathetic understanding of
differences.
Third, strong forms of bilingual education frequently lead to biliteracy. Accessing
literacy practices in two or more languages means more functions to a language, it also
leads to a deeper understanding of history and heritage, traditions and territory.
Fourth, based on the research on Dual Language schools, classroom achievement is
increased through content learning happening via Dual Language curriculum strategies.
Fifth, research suggests that children with two well developed languages share
cognitive benefits.
Sixth, children’s self-esteem maybe raised in bilingual education for minority language
students.
Seventh, bilingual education can aid the establishment of a more secure identity at a
local, regional and national level.
Eighth, in a number of regions, there are economic advantages for having
experienced bilingual education. Thus, bilingual education is increasingly seen as delivering relatively
more marketable employees than monolingual education.
4.8. European legal context
The Council of Europe and Modern Languages15
CEFR
The Common European Framework of Reference for Languages (CEFR) is a
series of descriptions of abilities which can be applied to any language and can be
used to set clear targets for achievements within language learning. It has now become
accepted as a way of benchmarking language ability all over the world.
15 www.coe.int/t/dg4/linguistic/source/framework_en.pdf [visited on 13 July 2014, 16:56]
459
The aims and objectives of Council of Europe language policy
The main aim is to achieve greater unity among the members by the adoption of
common action in the cultural field. Concerning modern languages, the work of the
Council of Europe is based on three basic principles:
• that the rich heritage of diverse languages and cultures in Europe is a valuable common resource
to be protected and developed, and that a major educational effort is needed to convert that diversity
from a barrier to communication into a source of mutual enrichment and understanding.
• that it is only through a better knowledge of European modern languages that it will be possible
to facilitate communication and interaction among Europeans of different mother tongues in order
to promote European mobility, mutual understanding and cooperation, and overcome prejudice and
discrimination.
• that member states, when adopting or developing national policies in the field of modern language
learning and teaching, may achieve greater convergence at the European level by means of
appropriate arrangements for ongoing cooperation and coordination of policies.
Council of Europe language education policies aim to promote16:
•
•
•
•
Plurilingualism.
Linguistic diversity
Mutual understanding
Democratic citizenship
4.9. Use of English
English , a global language17
English is more than one language. It has local and international dimensions, it
changes day by day and it is complex. It is interrelated to cultural heritage and popular
culture, technology and travel. It is powerful and very widespread.
The situation of English has been divided into three categories: countries where
English is the first language of the majority of the population, countries where English is
spoken as a second language and enjoys official status, countries where it has no official
status, respectively ENL (English as a Native Language), ESL(English as a Second
Language )EFL(English as a Foreign Language). Relating to this V .Edwards has said: The
world pre-eminence of English lies in that it is a first, second and foreign language and is found across the
16 cf. Council of Europe, 2006: 5, , cited by García, Ofelia, Bilingual Education in the 21st century: Global Perspective, UK, WILEYBLACKWELL, 2009, p. 198
460
globe in all three categories18.
Shohamy goes on saying: English as a global language is used, shaped and molded by millions
of speakers who create endless types of English, such that English now belongs to everybody and nobody,
to no specific nation or language group, but to all those who speak it irrespective of origin, competence or
culture19.
Facts and figures
Approximately 375 million people in the world speak English as a first language. The
number of English second language speakers is between 100 million and 400 million. The
numbers who have learnt English as a foreign language varies with estimates ranging from
100 million to 1100 million20.
80% of information on the internet is stored in English and English language radio
programs are received by over 150 million people in 120 countries. 50 million children
study English at the elementary school level and over 80 million study it at secondary level
(excluding growing numbers in China)21. Around 200 million people in China are learning
English. In January 2001 China made English compulsory in primary schools from grade
3 onwards. A new English language curriculum for senior and secondary schools was
published in 2003, emphasizing interpersonal communication22.
In the European Union 83% of students are reported to be learning English
compared with 32% learning French and 16% learning German23.
5. The situation of bilingual education in Albania
Online interviews with students and alumni from bilingual schools in Albania
Online interviews were conducted with students that are studying and have studied
at bilingual education schools. One student is in the 10th grade at Sami Frashëri public
high school in Tirana. There is a German project at this school, which applies bilingual
education only in some classes. Another student is in the 10th grade at a Turkish co Turkish
college named “Medreseja e Korçës” in Korça city. The third student is in the 11th grade
at a private college named “Preca” in Korça as well. Five alumni are interviewed, three
of whom have studied at Preca college in Korça and two others have studied in Turkish
18 V. Edwards, 2004, cited by Baker, Colin, Foundations of Bilingual Education and Bilingualism, 5th ed., UK, Multilingual Matters,
2011, p. 83
19 Shohamy, 2006, cited by Baker, Colin, Foundations of Bilingual Education and Bilingualism, 5th ed., UK, Multilingual Matters,
2011, p. 84
20 Graddol, 2006, cited by Baker, Colin, Foundations of Bilingual Education and Bilingualism, 5th ed., UK, Multilingual Matters,
2011, p. 85
21 Crystal, 1997, B, ibid
22 Lo Bianco, 2009, cited by Baker, Colin, Foundations of Bilingual Education and Bilingualism, 5th ed., UK, Multilingual Matters,
2011, p. 87
23 Laitin, 1997, cited by Baker, Colin, Foundations of Bilingual Education and Bilingualism, 5th ed., UK, Multilingual Matters, 2011,
p. 88
461
colleges, one at Mehmet Akif college in Tirana and the other at Turgut Ozal college in
Durrës. In addition to the interviews with students, an interview was conducted with a
teacher from Sami Frashëri public high school in Tirana, who has been involved in the
German project.
In relation to advantages of studying at these schools, the alumni from Preca college
mentioned these:
•
•
•
•
•
•
Teaching in a foreign language (English).
Mastering the foreign language.
Getting to know foreign teachers and their experiences in other countries.
Getting introduced to a different system of studying and assessment.
Being challenged with studying in a foreign language.
Facing the volume of studying without any problem.
•
•
•
•
•
•
•
•
The students from Turkish colleges pointed out these:
Teaching in English.
Learning other foreign languages such as Turkish and German.
The well- qualified teachers.
The teaching of high standard.
Great opportunities to study at the best universities in Albania and abroad.
Possibilities for scholarships at some universities.
Being socialized with students from other cities.
Modern infrastructure of the school.
Conclusions based on interviews
• Students are interested in bilingual education. They emphasize the importance of
having other subjects in a foreign language, mostly in English.
• Studying other foreign languages besides English is pointed out.
• The well-prepared staff is another worth-mentioning point.
• Studying at a bilingual education school provides them with the opportunity to study
at reputable universities in Albania and abroad.
• Extra courses to improve or reinforce terms and concepts of the content of the
subjects in the additional language are quite necessary.
• Getting diplomas from bilingual schools paves the way for a direct and qualitative
study at universities abroad.
462
• Possibilities of getting scholarships at universities abroad is another point of interest.
• Mastering English language is a great advantage and a priority for the students.
Implementing bilingual education
Possible training of teachers abroad making use of the offers made by the programs
of Cambridge International Examinations. They offer an international curriculum for
schools and a broad range of qualifications including IGCSE (International General
Certificate of Secondary Education) and Cambridge International A Level. Cambridge
qualifications are recognized by universities and employers worldwide. They work in
partnership with over thirty ministries of education. They are known for their flexibility,
that is, schools with bilingual programs can integrate Cambridge programs hand in hand
with their national curriculum. 24
Teacher training
Teacher training is of vital importance to bilingual schooling.
... Without staff, no bilingual school can commence, continue or achieve. With untrained or poor
quality staff, the best bilingual model program will fail. Teacher training and developing teacher effectiveness
is a foundation to the sustainability of any bilingual program.(Baker, 2006,p. 314)25
Teacher training at school, regional and national level by taking part in different
seminars and conferences.
Exchange visits and experience in other schools of the same nature in Albania.
Inviting specialists of this field from our country and abroad on a regular basis.
Hiring experienced bilingual teachers from the schools in our country.
Organizing open classes to share methodological experience.
A Sample School Development Plan
Mission
To educate the new generation with moral and ethical values, to foster the love to
learn during all their life, to be responsible, creative, independent and caring citizens that
24 cf. http://www.cie.org.uk/images/85380-cambridge-and-bilingual-education-in-europe-factsheet.pdf [visited on Jan 14, 2014]
25 http://books.google.al/books?id=lJd-27Vu66AC&pg=PT264&lpg=PT264&dq=bilingual+schools+in+europe [visited on Jan 4,
2014] Baker, 2006 p.314
463
respect the diversity of the world and cope with the challenge of the global society.
Beliefs
Belief is a strong motivation to go ahead. The belief is based on the professional
abilities of the teachers on the different skills of the students and on the cooperative
work with the parents and all the community.
The vision of Nehemia school
The school is the place where individuals are shaped sustainably in order to face the
challenges of their life in the future, to become responsible citizens of the global society.
The school will meet the standards of learning and achieving based on the levels
defined by the European Frame work of foreign languages.
Nehemia school:
1. Facilities:
Nehemia school consists of two modern buildings full of light and space in
classrooms and corridors; fifteen classrooms, 1 computer laboratory, 1 modern physics
and chemistry laboratory, 2 foreign languages laboratories.
The heating system is modern and the sanitary conditions are excellent.
A cafeteria equipped with modern appliances
Sports ground based on standard European parameters; Playground.
A newly-arranged area around school.
All the learning classrooms are in full function and very good conditions equipped
with the didactic materials necessary for having a high level of a lesson.
The average number per class is 20 students.
The number of students in a laboratory is 10.
An online library.
A big hall where students sit for exams in accordance to standards of state final exams.
A big hall as a venue for concerts, important meetings, seminars for teachers and
other activities.
New technological visual Aids at the teacher’s and student’s disposal.
464
2. The partnerships with other organizations / schools
It is a part of Nehemia Gateway organization a non profit-making organization which
has a clear mission and vision about its work in Albania and other countries in the world.
A partnership with a reputable school in Germany where two students of school
Nehemia are selected out of a competition for a three-month stay to experience a new
culture, way of learning, ways of teaching, traditions, etc...
A partnership with a high state school in Germany to which students of both
schools will exchange visits.
3. Information and facts about the community of the school
Nehemia school is situated in Buçimas village with the view to Ohrid lake. The
community in this village have different jobs. Some people are engaged in the business
of tourism, some in livestock and agriculture and some others work as teachers, nurses,
commune officers, waiters, bar-attendants in the hotels by the side of the lake The students
of the school come from families of a good financial state. But there are students from
families that live on state assistance and are sponsored by donators of Nehemia Gateway
Organization. The school community pays for tuition for the transport and for the food.
They also contribute financially for entertaining activities taking place in the school. The
organization covers the expenses for providing materials and means to enrich and boost
the process of learning.
Strengths
The school has modern infrastructure.
50% of the teachers attended a Master course which is closely related to qualitative
teaching and learning. The same percentage of teachers studying the Master course is
offered an English course so in this way they can get knowledge in English.
Students learn two foreign languages: English and German. Learning English from
class 1 of primary school and German from class three. There are seven teachers of foreign
languages English and German: 4 and 3 respectively. The lesson in foreign languages takes
place in groups; so twelve students on average in a group.
Students are offered extra courses to sit for exams of European level, such as
Cambridge ESOL exams or Goethe exams in German language.
The teachers of foreign languages have had special training courses abroad.
All the teachers have had seminars and training courses directed by home lecturers
or foreign ones.The teachers get trained on a monthly regular basis at a department level.
465
The head teacher of school Nehemia provides interesting topics for training the
teachers systematically.
Nehemia school is part of Nehemia Gateway Organization, which has a clear mission
and vision with well-defined goals and objectives. Consequently, Nehemia school has a
mission and vision for the future, the staff and leader of the school are aware of the
values of the organization and the school and try to educate the students with sense of
responsibility, the feeling of empathy, dedication to work, respect for one another, facing
challenge based on principles and thus contributing to the development of the society in
general and to shaping of their personality in particular.
Adidas Challenge cup an activity which promotes the team spirit and the race spirit.
Nehemia school is visited by international coworkers that contribute with their
professional ideas.
Nehemia school has partnerships with two reputable schools in Germany, one private
and one state school, which makes possible exchanging experiences.
The systematic information of parents about the results and the behavior of the
students reflected in the students’ card. The implementation of the credit system.
Weaknesses
The lack of the contribution of the parents to solve problems and issues at school.
Lack of regular attendance of the parents on monthly meetings.
Lack of awareness of some parents about the real skills and abilities of their children.
No voluntary work on the part of the parents.
The lack of providing the library with new books and literature according to age
groups.
An indoor gym to practice exercises during wet and cold season.
A non well-planned and arranged work during study time.
The curriculum is overloaded with some unnecessary subjects for all the students.
The rapid turnover of some teachers within a year or at the end of the year.
The slow familiarization of some coworkers with the mission, vision and values of
Nehemia Gateway Organization.
Not so much attention on low-performance students.
466
Priorities:
• Student achievement in foreign languages especially in English.
• The qualification of the teachers especially teachers of foreign languages, math and
geography.
• The arrangement of the activities in the study time.
• Parents’ involvement in the changes at school.
• Establishing a Summer School, English orientated.
Reasons for implementing English
English would be the language to be taught for these reasons:
• English is internationally widespread.
• Students are very familiar with it via the internet and other technological means.
• Students feel very comfortable and motivated to learn this language based on our
personal and our colleagues’ experience.
• A lot of breakthroughs and novelties in science and technology are introduced in
English.
• Students in Nehemia school, can get a certificate of level B1 (The Common European
Framework of Reference for Languages) at the end of grade nine and a certificate of English level
B2 (The Common European Framework of Reference for Languages) at the end of grade 11.
• Currently, English is taught since in the first class of elementary school. At the end of
grade twelve students are supposed to sit for the exam of certificate level C1.
• Extra courses are offered by the school to prepare them for such certificates. Other
courses during study time are offered for students of low performance.
• Some beginner knowledge is presented in kindergarten.
6. Conclusions
Based on the research material, bilingual education can be implemented in Nehemia
school. Nehemia school can adopt the model of dynamic bilingualism and the CLIL type
of bilingual education. It can use bilingual practices that promote respect for both the
mother tongue and the additional language.
The analysis of the current situation in Nehemia school gives basic grounds for the
development of two subjects in the additional language, in this case in English. Based on
the current experience, the students at Nehemia school will succeed in getting the right
certificate level based on national and European standards.
467
Concerning the qualification of the teachers, great work needs to be done by the
principal of the school, by English teachers and all the staff in order to face the challenges
of bilingual education system. Teachers should reflect willingness and commitment to get
self-qualified, so as to embrace the changes in the school. They should receive training
of different levels. They can make use of school workshops, regional meetings, national
conferences and the contemporary webinars. Thus, teachers can be into contact with the
latest developments in bilingual education at first hand and virtually.
Teachers can benefit from the exchange visits with similar schools in order to share
experiences, ideas, methodological practices. They can enrich their knowledge on the
recent pedagogical novelties in education.
The infrastructure of Nehemia school is quite modern and promising for the
development of the education process in accordance to contemporary world standards
with all the technological means and the didactic materials.
Nehemia school has already had experience in preparing students to get certificates
in English language according to the levels of The Common European Framework of
Reference for Languages.
Nehemia school has a leader who is open-minded, accepts the changes, focuses his
attention on the needs of the students, makes efforts to train teachers on regular basis,
works in cooperation with the staff, sets up stable relationships with parents and the
community.
English is a global language and the students at Nehemia school learn this subject
willingly. They are motivated to learn it as a foreign language so this motivation will help
them to learn the content of other subjects in this language. Learning other subjects in
English will enable them to be successful in their future career. They will be given access
to opportunities of studying at the best universities in Albania and abroad. They can also
be well-trained and well-qualified employees in the job market in the home country and
abroad.
The more languages we learn, the more we learn about the culture of other peoples,
we learn to be tolerant and respectful of their diversity, the more civilized our international
communication becomes.
By learning other foreign languages and other subjects in a foreign language rather
than merely the foreign language itself, we try to feel equal among the European family.
If we reach the European standards in education, this in turn will accelerate the achieving
of standards in other aspects of life. A well-educated generation can bring about changes
in the society.
There are a lot of schools in Albania that apply bilingual education in different ways.
This is an advantage for Nehemia school, because it can gain the experience to set up a
468
bilingual education system by selecting the best out of them. Although there are schools
in Albania, there is not such a school in Pogradec district, so it would be an advantage for
the community.
Making use of the study time activities, low-performance students can improve
their skills in English and other subjects and all the students can advance and enrich their
knowledge in a different, attractive and enjoyable way.
Setting up a summer school by Nehemia school will be a benefit for both students
of Nehemia school and other schools of the district. Students of Nehemia school can
improve their skills in foreign languages whereas students from other schools of the
district can have the possibility of improving skills and getting prepared for a certain level
of foreign languages. They can spend their free summer time effectively and pleasantly by
practicing other outdoor activities.
In conclusion, bilingual education is quite possible to be implemented in Nehemia
school around 2018 - 2020.
Reference
•
Baker, 2001, cited by García, Ofelia, Bilingual Education in the 21st century: Global
Perspective, UK, WILEY-BLACKWELL, 2009, p. 5
•
Baker, 2001, cited by García, Ofelia, Bilingual Education in the 21st century: Global
Perspective, UK, WILEY-BLACKWELL, 2009, p. 301
•
Baker, Colin, Foundations of Biling

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