title: Teaching economics at secondary school level in the maldives: a cooperative learning model

authors: Nazeer, Abdulla

subjects: Teaching economics

abstract: The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning.

Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning.

In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model.

Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that  educational practices must match with the children's culture  (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). 

This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.

text: Teaching economics at secondary school level in the maldives: a cooperative learning model The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning.

Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning.

In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model.

Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that  educational practices must match with the children's culture  (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). 

This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.

year: 2006

title: Intersex mental health

authors: Roen, Katrina

subjects: Variations of sex characteristics

abstract: This chapter takes a critical psychology approach to reviewing research on psychological distress among people with variations of sex characteristics. The focus is on depathologizing emotional distress and developing affirming and empowering approaches to healthcare. Affirming approaches to psychosocial healthcare can be undertaken by health professionals who have enough knowledge about intersex, diverse sex development, or variations of sex characteristics to be able to support positive adaptation to bodily variation and facilitate non-stigmatizing talk about the experience of living with a diagnosis. There is room for significant development here, particularly research addressing psychosocial well-being in ways that are non-medicalized and culturally relevant in diverse global regions.

text: Intersex mental health This chapter takes a critical psychology approach to reviewing research on psychological distress among people with variations of sex characteristics. The focus is on depathologizing emotional distress and developing affirming and empowering approaches to healthcare. Affirming approaches to psychosocial healthcare can be undertaken by health professionals who have enough knowledge about intersex, diverse sex development, or variations of sex characteristics to be able to support positive adaptation to bodily variation and facilitate non-stigmatizing talk about the experience of living with a diagnosis. There is room for significant development here, particularly research addressing psychosocial well-being in ways that are non-medicalized and culturally relevant in diverse global regions.

year: 2020

title: Talking together: The effects of traditional Māori Pedagogy on children’s early literacy development

authors: Derby, Melissa

abstract: This article presents findings from a project that sought to determine the effects of a home-based literacy intervention on bilingual (English and Te Reo Māori) preschool children’s early literacy skills. The culturally responsive intervention, which was adapted from Tender Shoots, incorporated traditional Māori teaching and learning approaches, such as the use of storytelling, songs, games, and reminiscing about the past, as practices for supporting key cognitive skills crucial to foundational literacy, specifically phonological awareness and vocabulary knowledge. Over a 12-week period, during which the intervention was conducted, data were gathered from eight Māori preschool children and their families. The study utilised a crossover design. Four children and their families participated in the Rich Reading and Reminiscing (RRR) component of the intervention, which ran for six weeks, followed by the Strengthening Sound Sensitivity (SSS) portion of the intervention. The remaining four children completed the intervention in the reverse order of delivery. The crossover approach established a control in the study and allowed the effects of each part of the intervention on the aforementioned cognitive skills to be more clearly revealed. Overall, the data indicate that traditional Māori pedagogical practices helped to strengthen the early literacy skills of the children participating in the study.

text: Talking together: The effects of traditional Māori Pedagogy on children’s early literacy development This article presents findings from a project that sought to determine the effects of a home-based literacy intervention on bilingual (English and Te Reo Māori) preschool children’s early literacy skills. The culturally responsive intervention, which was adapted from Tender Shoots, incorporated traditional Māori teaching and learning approaches, such as the use of storytelling, songs, games, and reminiscing about the past, as practices for supporting key cognitive skills crucial to foundational literacy, specifically phonological awareness and vocabulary knowledge. Over a 12-week period, during which the intervention was conducted, data were gathered from eight Māori preschool children and their families. The study utilised a crossover design. Four children and their families participated in the Rich Reading and Reminiscing (RRR) component of the intervention, which ran for six weeks, followed by the Strengthening Sound Sensitivity (SSS) portion of the intervention. The remaining four children completed the intervention in the reverse order of delivery. The crossover approach established a control in the study and allowed the effects of each part of the intervention on the aforementioned cognitive skills to be more clearly revealed. Overall, the data indicate that traditional Māori pedagogical practices helped to strengthen the early literacy skills of the children participating in the study.

year: 2023-02