Quality Lesson Planning and Quality Delivery: Do they Relate?
The aim of this study is to investigate whether there is a relationship between the quality of lesson planning and its successful implementation. A longitudinal study, it was conducted over semester two 2004 to semester one 2006, involving 309 pre-service students in a physical education class. It is also a correlational study in that it attempts to establish if there is nexus between two variables. The Statistical Package for the Social Sciences (SPSS v.17) was used to analyse data in which the Pearson Correlation and Regression Analysis were conducted. It was found that there is a positive relationship between the quality of lesson planning and the quality of delivery. This substantiates the important place lesson planning should have in teacher education, considering it as a crucial area of prospective teachers' professional development. Quality lesson planning will, however, not necessarily mean automatic translation into successful implementation, making it imperative that teacher education provides support to student teachers to make informed transition from a lesson plan to its delivery.
Quality Lesson Planning and Quality Delivery: Do They Relate?
This longitudinal study investigates whether there is a relationship between the quality of lesson planning and its subsequent successful implementation. Data were collected from 309 preservice students enrolled in a physical education unit from 2004 to 2006. Marks for lesson plans and the teaching of these plans were analysed using SPSS v.17. Correlational and regression analyses were used to establish nexus between the quality of lesson planning and the subsequent implementation of the planning. The findings reveal that there is a positive relationship between the quality of lesson planning and the quality of delivery. The findings support the importance of lesson planning in teacher education. This is particularly crucial in the professional development of prospective teachers. Quality lesson planning will, however, not necessarily mean automatic translation into successful implementation. Therefore, it is imperative that teacher education provides support to student teachers to make informed transition from a lesson plan to its successful delivery.
Relations between Personal Epistemology and Learning Approaches in Sociocultural Contexts: A Theoretical Conceptualization
This theoretical article attempts to examine the interrelation between individuals' epistemological beliefs and their approaches to learning in sociocultural settings. The seminal work published by Marton and Säljo in the 1970s, and the research studies conducted subsequently by others (Biggs, 1987; Phan & Deo, 2007; Simons, Dewitte, & Lens, 2004; Watkins & Regmi, 1990) establish a theoretical understanding into the approaches to learning that individuals may adopt in their studying. More recently, however, a number of theorists (Mugler & Landbeck, 1997; Phan, 2008) have attempted to situate individuals' approach to learning in sociocultural contexts. In the area of personal epistemology, research studies (Hofer, 2004; Hofer & Pintrich, 1997; Phan, 2008) have similarly provided evidence to indicate the importance of epistemology in learning and academic achievement. Amalgamating these two lines of inquiry within one theoretical framework, the focus then is concerned with the quest to relate individuals' learning approaches dialectically to the constituents of knowledge and the notion of knowing. For example, it is warranted to suggest that personal philosophical beliefs concerning the concepts of knowledge and learning dictate how one approaches his/her learning. In this theoretical examination, we discuss this intricate relationship and provide suggestions for continuing research in this area of inquiry. One fundamental aspect, which we argue in this discussion, is the notion that both personal epistemology and learning approaches are embedded culturally and historically.
Examining the Quality of Practical Learning in Secondary School Technical and Vocational Education Curriculum in Solomon Islands
The government of the Solomon Islands is committed to the achievement of 'Education for All' (EFA) through its various education reform programs. Central to the government's education sector reform is the provision of quality education, which is an important tool to achieve the millennium development goals (MDGs), particularly the education sector goals of universal completion of basic education in primary and secondary education by 2015. To achieve the MDGs, the Ministry of Education and Human Resources Development (MEHRD) has listed technical and vocational education (TVE) as one of the three key areas in its Education Strategic Framework (ESF). The ESF stresses that in order for the Solomon Islands to achieve the EFA goal, it should improve the quality of learning to enhance student achievement in all areas and forms of education. It is against this policy framework that this article sets to examine the quality of practical learning in the secondary school TVE curriculum. The focus question that guides the discussion is: how is Solomon Islands resourcing and promoting quality practical learning in its secondary school TVE curriculum? The article concludes that the delivery of quality practical learning in the secondary school TVE curriculum is hampered by a number of factors, important amongst them being the shortage of suitable qualified teachers, the dominance of academic education and lack of learning resources, tools and equipment. As the deadline for the achievement of the EFA is drawing near, it is critically important for the government to put in place a policy intervention to address the key impediments to quality practical learning in the secondary school TVE curriculum.
Environmental Education and Sustainable Development in Solomon Islands: Policy and Practice Disparity
The paper begins with an overview of the state of the natural and socio-economic environment in the country. This is followed by an account and examples of educational responses to the challenges of sustainable development. The main argument developed here is that the Government of Solomon Islands has responded in terms of policies promoting and dealing with the challenges of sustainable development. However, the analysis of how these policies are translated into action indicates that these policies may represent a case of "policies without change" as there is little evidence of meaningful change in people's lives and/or in the broad reorientation of environmental practices, systems and structures of education that are necessary for education to support the processes of sustainable development at national or community levels. The article concludes with implications for policy and practice which are derived from the analysis of the key issues identified.
Examining the Quality of Practical Learning in Secondary School Technical and Vocational Education Curriculum in Solomon Islands
The Government of Solomon Islands is committed to the achievement of 'Education For All' through its various education reform programmes. Central to the Government's education sector reform is the provision of quality education, which is an important tool to achieve the Millennium Development Goals, particularly the education sector goals of universal completion of basic education in primary and secondary education by 2015. To achieve these goals, the Ministry of Education and Human Resources Development has listed technical and vocational education as one of the three key areas in its Education Strategic Framework. The Framework stresses that in order for Solomon Islands to achieve the 'Education For All' goal, it should improve the quality of learning to enhance student achievement in all areas and forms of education. It is against this policy framework that this article sets to examine the quality of practical learning in the secondary school technical and vocational education curriculum. The focus question that guides the discussion is: "how is Solomon Islands resourcing and promoting quality practical learning in its secondary school technical and vocational education curriculum?" The article concludes that the delivery of quality practical learning in the secondary school technical and vocational education curriculum is hampered by a number of factors, important amongst them being the shortage of suitable qualified teachers, the dominance of academic education and lack of learning resources, tools and equipment. As the deadline for the achievement of the 'Education For All' is drawing near, it is critically important for the Government to put in place a policy intervention to address the key impediments to quality practical learning in the secondary school technical and vocational education curriculum.