S/EC/72. What makes a successful reader?

The paper looks at the challenges faced by the reader reviewing the basics of the cognitive process, the learning skills developed in children, the methods of teaching reading, etc. The features of an effective teaching programme are identified; the role of adults in child's learning and development is discussed.

S/EC/73. Teaching Primary Maths

The paper examines the methods of teaching maths to children aged 4 to 9 reporting on the teaching plan and rationale, the pupils' assessment, etc. The author's personal experience as a maths teacher is discussed reflecting on the development of a positive attitude towards maths in pupils.

C/EC/53. Quality school and lead management: Reflective Practitioner's account

The paper examines the approaches to quality school, lead management, choice theory and reality therapy in a Youthreach centre providing a reflective examination of an individual's learning in this environment, and making references to the related theories and their practical applications.

S/C/77. Interactive Mobile Learning and Teaching: University of Mauritius

The paper examines the interactive low-cost mobile learning (m-learning) system used at the University of Mauritius (UoM) to make lectures more lively and participative. The background of UoM is described; academic opinions about m-learning as a further development of e-learning are reviewed; the interactive multimedia m-learning system is analysed and evaluated.

S/EC/70. Meaningful Learning Theory of David Ausubel

The paper reviews the learning theory based on the cognitive structures suggested by David Ausubel and known as 'subsumption' theory. The issues of cognitive development are addressed discussing the shortcomings and benefits of Ausubel's Meaningful Learning theory for modern classroom education.

C/EC/46. Teaching visually impaired child

The paper examines the issues of educational inclusion of visually impaired children in the primary classroom setting regardless of ability, ethnicity, special needs or learning support. An overview is presented of respective teaching methods, learning strategies, inclusion regulations and procedures within UK educational establishments.

C/EC/47. Critically analyse the roles of the teacher of visually impaired (VI), children and the VI support service in enabling access to, and inclusion within, Primary educational settings.

The paper examines the issues of educational inclusion of visually impaired children in the primary classroom setting regardless of ability, ethnicity, special needs or learning support. An overview is presented of respective teaching methods, learning strategies, inclusion regulations and procedures within UK educational establishments.

C/EC/38. Theory of second language acquisition

The paper examines the theory of second language (SL) acquisition reviewing the approaches known as contrastive theory, monitor theory, universal grammar theory and oral interaction theory. Criteria for a most effective theoretical approach to SL teaching are discussed.

S/EC/64. Identify and discuss common misconceptions and difficulties that pupils may experience when learning about shapes and angles. Discuss critically the extent to which the guidance in the unit you have selected would enable teachers to teach the topic and suggest possible modifications

The paper examines the difficulties of schoolchildren in understanding the concept of angle as a measurement of turn discussing typical misconceptions associated with the topic, reviewing the guidance suggested for teachers to prevent pupils' confusion, and evaluating the usefulness of the guidance.

S/EC/65. Examine the process of developing ICT capability as defined by Kennewell et al using a creative, cross curricular approach

The paper examines the areas of ICT skills and techniques required by the National Curriculum. Approaches to developing ICT capability are discussed including the Qualifications and Curriculum Authority (QCA) scheme and the cross-curricular approach based on Vygotsky theory.

S/EC/63. Pronunciation improvement through selected Multimedia Tools- Computer Audio

The paper examines the role of multimedia computers in teaching English as a Second Language (ESL) focusing on Multimedia Tools – Computer Audio and evaluating their effectiveness in meeting the needs of ESL students in learning English pronunciation. The background of the study is described; literature is reviewed on the development of the computer-based ESL reading tools and current approaches to teaching English pronunciation. The methods and instruments of the research are described; the results of the observations and analysis are discussed suggesting recommendations about the use of the multimedia tools in ESL teaching and learning.

S/EC/56. Differentiated Teaching

The paper reports on the author's teaching experience in a group of children with delays in cognitive and physical development, discussing the benefits of support services used to improve the learning environment, i.e. counseling, diversion therapy, etc. Long term and short term goals for every child in the group are identified.

S/EC/52. What are the effects of differentiated instruction on reading comprehension?

The paper examines the method of differentiating instruction in classroom while teaching reading comprehension to elementary level students. Academic literature is reviewed on the effectiveness of differentiated instruction for reading comprehension; a study is conducted to describe and evaluate the use of visual aids, technology, role play, etc.

S/EC/53. Diversity and Inclusion in English Language Classrooms

The paper examines the strategies available in teaching English language learners (ELL) including the use of pre-instructional activities, visual aids, classroom realia, interaction with peer ELL students, repetition, the use of music and jazz chants, etc.

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