The Educated Mind

Quality Teaching Practices in the Jordanian Inclusive Primary Classrooms

“…The NSWQT Model strongly suggests using narrative as a teaching strategy for dealing with cultural complexities, which is also supported by the literature (Christie, 1985;Egan, 1988Egan, , 1997Hymes, 1996;Luke, 1988), while the Jordanian framework does not. However, teachers implement the element of narrative, to some extent, in their teaching activities.…”

Quality Teaching: The Perspectives of the Jordanian Inclusive Primary School Stakeholders and the Ministry of Education

“…6, No. 4; to the real centrality of cultural facility for quality teaching (Biggs, 1991;Borich, 1999;Christie, 1985;Connell, 1993;Delgado-Gaitan, 1996;Egan, 1988Egan, , 1997Glasser, 1986;Groundwater-Smith et al, 1998;Hymes, 1996;Killen, 1998;Luke, 1988;Meichenbaum & Biemiller, 1998;Nakata, 1995;Zimmerman, 1989).…”

The Teaching of Recent and Violent Conflicts as Challenges for History Education

“…In other words, I think it is educationally worthwhile to make the students progress from the universal "programmatic mythology" of nations (Hobsbawm 1990) to the local specificity of historical explanations including their social, political and economic complexity. Also well-established theories of narrative development (Egan 1997) claim that human beings develop a narrative ability which goes through a number of stages: somatic (0-2 years of age), mythical (3-6), heroic (7-10), philosophical (11-15) and ironic (15 and onwards). Thus, if national historical narratives often maintain their mythical and heroic components even during adolescence and adulthood, time at which individuals should be able to generate philosophical and ironic historical narratives, it is work investigating what kind of social psychological mechanisms yield a contrary result.…”