Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system. However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools have yet to fully embrace the concept of active parental involvement, particularly in academic matters and have yet to design formalised programmes that provide avenues for active parental involvement. The six month Smart Partnership in Reading in English (SPIRE) formalised programme, which created a platform for non-native parents to play a more active role in developing early literacy skills in young children, particularly, reading skills in English language, was explored as an option. 25 non-native five year old children, 25 parents and the class teacher were involved in the programme. A rich ESL literacy environment was created both at school and homes by making a wide range of English storybooks and multimedia materials available for the children to be taken home. The parent-teacher partnership scaffold the children's reading development. The teacher reads storybooks in school and the parents at home. Qualitative data gathered via interviews, home visits, meetings and informal conference provided evidence for parents' positive attitudes towards reading English storybooks and towards being involved in their child's reading development, a positive link between levels of parental involvement and reading development, and the plausibility of involving non-native parents through a formalised reading programme. The SPIRE programme explored in the Malaysian context can also be adopted in non English speaking countries for similar purposes.
Multiethnic groups coexist in a typical Malaysian university setting. Cultural patterns are expressed through communication facilitating better understanding between diverse cultural groups. Intercultural communication competence based on ethnicity is explained by employing structural equation modelling using Barrett and colleagues' (2013) indicators of attitude, knowledge and skills. These three constructs are hypothesized to explain intercultural communication competence and its effect on well-being and performance. Purposive sampling via a self-administered survey involved 288 Malaysian educators from higher education. The findings confirm that both endogenous constructs -- well-being and team performance -- can be used as predictive factors to assess intercultural communication competence.
Cultural diversity, which poses both challenges and opportunities in a multicultural education setting, necessitates recognising factors that promote multicultural identities of educators to maximise multicultural attitudes for their wellbeing and performance. This study employs structural equation modelling to examine the determinants of multicultural identities from the perspective of the cognitive-developmental model of social identity integration (CDMII) framework. Categorisation, compartmentalisation, and integration were hypothesised to explain multicultural identity and its effect on well-being and performance. Purposive sampling via survey method involved 288 educators from Malaysian Universities. The findings confirmed that multicultural identity constructs have direct and significant relationship with well-being and well-being has direct and positive relationship with the performance of multicultural team.
Flipped learning is considered as an active and constructivist teaching and learning approach to enhance the learning experience of both students and teachers. This research, conducted within the framework proposed by Jonathan Bergmann, explores the students' as well as teachers' perception of flipped learning. The study uses both quantitative and qualitative methods to collect data from the respondents. Separate questionnaires were used to collect the information from teachers and students, and a structured interview was conducted with teachers. Total of 56 students and 14 teachers from an undergraduate business program participated in this study, and all the respondents had experience in flipped learning. Results show both the students and teachers hold a positive perception towards flipped approach, and they consider this approach as an innovative way of teaching and learning. Study also identified the factors affecting the effectiveness of flipped classrooms and provides necessary recommendations for its successful implementation.
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