Articles

This study aims to discover middle school students’ creative capacity in reading literary texts. Starting with discussing the definition of creative capacity prior to assessing the creative capacity of 128 middle school students in reading literary texts, the research finds that Vietnamese students perform well in a low level of creativity as in recognizing new ideas. However, they are limited in the high level of the capacity in reading comprehension such as giving their own opinion on literary text content, comparing works, applying the values of literary texts into real life as well as the ability to create new products. The results provide significant insights into the current situation of enhancing creative capacity for students in reading comprehension grounding the basis for proposing some appropriate solutions and recommendations to help develop students’ creativity in reading comprehension of literary texts.

Assessment to Learning (AtL) emphasises social constructivism, via the collective and sharing of knowledge through guided and planned incremental learning. The goal of AtL is to capture and impact on the learner’s learning journey. AtL achieves this goal above by acknowledging the power of collective learning experiences; the learning experiences that reflect the successes and failures of the learner, their peers and their teacher/s (henceforth referred to as the participants), and then, through cultivating those learning experiences into Future Actionable Knowledge (FAK). FAK represents the application of present, past and future knowledge by emphasizing the Multi-Dimensional Discourse (MDD) communication channels, via Feedback-Feedforward Learning (FB-FFL), between the participants to diminish gaps-in-knowledge. Therefore, AtL is a formative assessment process built on the learning experiences of the participants to guide, and incrementally impact, via FAK, on their learning by facilitating a diminishment of gaps-in-knowledge.

Homework effectiveness has long been a controversial issue for many educators, schools, and parents. Many researchers have tried to prove that homework is not just a nuisance we all have to face throughout the years but really can build character and good for students, like teachers and parents typically say. This bibliometrics review studied 429 documents related to homework in education from the Clarivate Web of Science from 1977 to 2020. This study aims to record the volume, growth pattern of homework literature and identify critical authors, publications, and topics of this knowledge base. The review found that the homework literature has grown remarkably over the past 43 years, with the most cited authors are from the US, Germany, and Portugal. Using co-citation, co-occurrence and bibliographic coupling analysis from the VOSviewer program, this research also indicated significant results and suggestions for future research. The findings showed that homework literature increased gradually in volume, with the most publications originated in the USA, and critical authors were Cooper, Xu, and Trautwein. Additionally, five common research topics were illustrated, namely the effect of homework and its measurement, homework environment, homework tasks and feedback, family involvement in homework, and time and effort

While India is undergoing a swift expansion in secondary education, there has also been a drift of demand towards preschool education as a large number of parents are opting for it for their little ones. In India, the provision of preschool education is being made by the government, non-government organizations as well as the private sector through diverse models. Due to a variety of reasons such as working mothers, nuclear families, there is increasing enrolment in stand-alone playschools as well as kindergarten sections to facilitate education due to early stimulation, promote development activities and support to parents and families (Rao, 2005; World Bank, 2006; Paltasingh, 2010; Kaushal, 2016). However, in terms of the numbers, the prime coverage of 3- to 6-year-old children is being provided through Anganwadi Centres (AWCs) set up by the Integrated Child Development Services (ICDS) programme. The ICDS is offered under the Ministry of Women and Child Development (MWCD), India. This research paper is based upon a study, objectives of which were to uncover the infrastructure, curriculum, support materials, existing practices in early childhood education (ECE) available in the diverse type of ECE centres situated in Delhi, India. It was found that the nutritional component being there in AWC makes them attractive as there are free meals and snacks. On the other hand, in the preschools, the educational infrastructure is better as the teaching and learning materials are replenished and added on, and also the teachers are better qualified. The absence of these components often inhibits the attainment of the desired objectives. So, the aspects in terms of human and physical infrastructure also need to be given due weightage along with nutrition. It is recommended that preschools and AWCs should be linked to the primary schools, physically and programmatically.