From the perspective of Turkish education history, it can be said that the teaching methods applied in the educational institutions of the Ottoman Empire had deductive characteristics. The application of the deductive method was carried out in various forms including memorization, repetition, comprehension, discussion and note taking. Since the…

This paper examines the interaction between class size and teachers' selection of teaching methods while implementing a new history curriculum in Zimbabwean secondary schools. Policy makers, parents, teachers, and students are worried about large class sizes because they are associated with higher dropout rates, less teacher-student interaction…

This research investigates impediments to the successful implementation of Communicative Language Teaching (CLT) in Saudi English as a Foreign Language (EFL) classrooms. Going beyond typical discussions on teacher training and curriculum development, the study explores entrenched resistance stemming from traditional teaching methods among teachers…

Globally, pedagogical reform policy seeks to give space to learners' voices. But teachers often struggle to engage learners in knowledge construction, deconstruction and reconstruction; as advocated by official curriculum reform policy. Aligning classroom practice to pedagogical-reform policy remains an uphill struggle for most teachers. This…

The study analyses the scope and role of Bloom's Taxonomy (1956) in reforming teaching-learning practices in the classroom by employing a systematic balance of questions from both the lower and higher domains of learning in the summative assessment. Thus, this study analyses the annual question papers designed by the Boards of Intermediate and…

Basis of the Study: Education is considered to be a system that provides solutions to communal problems, developing individual skills, bringing enlightenment and peace to people. However, the situation is somewhat different in Turkey, for education, which is regarded as a problem-solving activity, has itself become a problem. The Turkish education…

The Kingdom of Saudi Arabia (KSA) considers education a top priority, and more emphasis has been placed on this following the 2016 announcement of Saudi Vision 2030. Since then, the country has witnessed several economic and social changes. As a result, the Kingdom has initiated a plan to invest in human capital through education to diversify its…

Classroom instruction in China and in the United States have sharp differences. Typically, constructivist learning theory shapes American classroom instruction whereas Confucian educational culture shapes Chinese classroom instruction. Furthermore, typically, Chinese classrooms adopt a direct instructional approach whereas American classrooms…

High student achievement across East Asia is often explained as an outcome of highly competitive, stress-inducing college entrance exams across the region. This 'exam hell' drives students to study longer and harder than their peers worldwide, a race that leads--unsurprisingly--to higher marks in international comparisons such as the Programme for…

Formal education was used by the apartheid government to prepare black South Africans for manual labour, thus there was little curricular focus on the development of higher-order cognitive skills. With the abolition of apartheid in 1994, the education system was re-valued and re-evaluated to provide wider access to quality education; the focus of…

Primary education in Russia has failed to adapt to the needs of post-Soviet society, and is still based on rote learning and memorization instead of learning through discovery and learning to use and apply what is learned.

As a part of a huge intervention in teacher education programs in Pakistan the author had a firsthand experience of how the "habits of mind" hinder in changing the practices and cultures of teachers and institutions respectively. It has been a part of traditional teaching in Pakistan that only one text book is followed by teachers and…

Foundations are the forces that influence the minds of curriculum developers, which affect the content and structure of the curriculum. These forces are beliefs and orientations as well as conceptions of learning and the needs of society. Foundation of curriculum is rooted with the foundation of education. Historically, modern curriculum and…

Saudi scholars have been agitating for education reforms to incorporate critical thinking in education programs. This paper is a qualitative case study undertaken at King Abdul Aziz University and Arab Open University and examines students' perception of learning critical thinking in secondary pre-service teacher education programs in Saudi…

In the light of a recent curriculum reform to improve the teaching of English in primary schools in Malaysia, this study set out to investigate the extent to which teachers are adopting a communicative language teaching (CLT) approach in their teaching. A mixed-method approach incorporating systematic observation, stimulated recall and interviews…