Science Publishing Group: International Journal of Secondary Education: Table of Contents
<i> International Journal of Secondary Education (IJSEDU) </i> deals with both education theory and research and their implications for teaching practice. It prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling. In addition, IJSE presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.
http://www.sciencepublishinggroup.com/j/ijsedu Science Publishing Group: International Journal of Secondary Education: Table of Contents
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International Journal of Secondary Education
International Journal of Secondary Education
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The Target Poly- Subject Motivation - a Means of Forming a Positive Motivation of a Child Toward Learning Activity
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In this article suggests ways to improve the efficiency of the educational process. The author gives the definition of the target poly-subjective motivation. The author also conducted an analysis of the dependence of the level of motivation of students from the components of the target poly-centered motivation.
In this article suggests ways to improve the efficiency of the educational process. The author gives the definition of the target poly-subjective motivation. The author also conducted an analysis of the dependence of the level of motivation of students from the components of the target poly-centered motivation.
The Target Poly- Subject Motivation - a Means of Forming a Positive Motivation of a Child Toward Learning Activity
doi:10.11648/j.ijsedu.20130101.11
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Semenova Larissa
The Target Poly- Subject Motivation - a Means of Forming a Positive Motivation of a Child Toward Learning Activity
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© Science Publishing Group
Need for Improvement of Teacher Education in the New Millennium
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Drastic changes are required in the Teacher Education program in view of the ongoing changes in the social, cultural, economical and political environment so that teacher could come in terms with the changing needs of contemporary Indian society. In the absence of the clarity of vision about the contemporary social environment, Teacher Education program fails to secularize the behavior of the society with social enlightment. This article purports to highlight the need to improve the quality of Teacher Education program. A teacher needs to be a learner for the whole life. Besides, the problems faced in the field and suggestions to rectify them had also been discussed.
Drastic changes are required in the Teacher Education program in view of the ongoing changes in the social, cultural, economical and political environment so that teacher could come in terms with the changing needs of contemporary Indian society. In the absence of the clarity of vision about the contemporary social environment, Teacher Education program fails to secularize the behavior of the society with social enlightment. This article purports to highlight the need to improve the quality of Teacher Education program. A teacher needs to be a learner for the whole life. Besides, the problems faced in the field and suggestions to rectify them had also been discussed.
Need for Improvement of Teacher Education in the New Millennium
doi:10.11648/j.ijsedu.20130102.11
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Zebun Nisa Khan
Need for Improvement of Teacher Education in the New Millennium
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© Science Publishing Group
Examination of Water Saving Behavior within Framework of Theory of Planned Behavior
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Education is seen as an effective strategy to improve water saving awareness and thus existing water sources are used carefully. In this study, water saving behaviors of secondary school students and the factors affecting these behaviors were examined within the framework of the Theory of Planned Behavior (TPB) [1, 2]. The study was realized with the participation of 497 students. As a result of the study, it was seen that the water saving intentions and behaviors of students were high. It was determined that TPB explained students’ water saving behavioral intentions in 62%, and that their intentions were under the influence of subjective norm, perceived behavioral control and attitude, respectively. Behavioral explanation rate of behavioral intention and perceived behavioral control was calculated as 78%.
Education is seen as an effective strategy to improve water saving awareness and thus existing water sources are used carefully. In this study, water saving behaviors of secondary school students and the factors affecting these behaviors were examined within the framework of the Theory of Planned Behavior (TPB) [1, 2]. The study was realized with the participation of 497 students. As a result of the study, it was seen that the water saving intentions and behaviors of students were high. It was determined that TPB explained students’ water saving behavioral intentions in 62%, and that their intentions were under the influence of subjective norm, perceived behavioral control and attitude, respectively. Behavioral explanation rate of behavioral intention and perceived behavioral control was calculated as 78%.
Examination of Water Saving Behavior within Framework of Theory of Planned Behavior
doi:10.11648/j.ijsedu.20130103.11
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Dilek Sultan Kilic
Sevilay Dervisoglu
Examination of Water Saving Behavior within Framework of Theory of Planned Behavior
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© Science Publishing Group
The Forms of Cooperation with the School Community in Kosovo’s Schools
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Education is a significant thing that everyone has to attain. Education is a process designed to instruct and educate the student in terms of physical, intellectual, and moral, aspect. The process and the result of educative work in schools are influenced by a large number of factors that affect the education directly and indirectly. These can be objective and subjective factors which are studied and presented in pedagogical, psychological, didactic- literature and recently studied and by other sciences such as medicine, sociology, etc. The most important factors of this material are teachers, students, parents, experts, school facilities, the material of teaching, textbooks, plan of teaching, teaching methods etc. The theory and practice of all above mentioned factors have a positive effect on the quality of educational process. These factors have to be organized to act in a mutual and reciprocal partnership during all school year and education rate.
Education is a significant thing that everyone has to attain. Education is a process designed to instruct and educate the student in terms of physical, intellectual, and moral, aspect. The process and the result of educative work in schools are influenced by a large number of factors that affect the education directly and indirectly. These can be objective and subjective factors which are studied and presented in pedagogical, psychological, didactic- literature and recently studied and by other sciences such as medicine, sociology, etc. The most important factors of this material are teachers, students, parents, experts, school facilities, the material of teaching, textbooks, plan of teaching, teaching methods etc. The theory and practice of all above mentioned factors have a positive effect on the quality of educational process. These factors have to be organized to act in a mutual and reciprocal partnership during all school year and education rate.
The Forms of Cooperation with the School Community in Kosovo’s Schools
doi:10.11648/j.ijsedu.20130104.11
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Adem Dreshaj
Hysen Muzlijaj
Hidajete Nikqi
Fidan Feka
The Forms of Cooperation with the School Community in Kosovo’s Schools
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© Science Publishing Group
Effect of Female Only Versus Coed Physical Education Classes on Social Physique Anxiety in 7th Grade girls
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It is well documented that there is a significant decrease in the enjoyment and participation of adolescent females in physical education (PE) classes. Adolescent females report a desire for single sex classes due to increased feelings of social physique anxiety (SPA). Therefore, the purpose of this pilot study was to examine changes in SPA of 7th grade females in same sex and coed PE classes. Forty-two 7th grade females from a junior high school in the Mountain West region of the United States participated in this pilot study. Group one participated in a female-only class, while group two remained in the school’s traditional coed class format. Scores from the Social Physique Anxiety Scale were used to measure change during a three week unit. A 2 x 2 ANCOVA was conducted to examine changes in SPA scores. Results revealed no significant changes between groups or within groups. However, a trend was observed with the same sex group’s SPA scores decreasing (9.75%) and coed scores increasing (8.3%). Several articles have examined same sex versus coed PE classes, but few have examined SPA within a middle school physical education setting. This study provides a starting point to further examine adolescent SPA in PE.
It is well documented that there is a significant decrease in the enjoyment and participation of adolescent females in physical education (PE) classes. Adolescent females report a desire for single sex classes due to increased feelings of social physique anxiety (SPA). Therefore, the purpose of this pilot study was to examine changes in SPA of 7th grade females in same sex and coed PE classes. Forty-two 7th grade females from a junior high school in the Mountain West region of the United States participated in this pilot study. Group one participated in a female-only class, while group two remained in the school’s traditional coed class format. Scores from the Social Physique Anxiety Scale were used to measure change during a three week unit. A 2 x 2 ANCOVA was conducted to examine changes in SPA scores. Results revealed no significant changes between groups or within groups. However, a trend was observed with the same sex group’s SPA scores decreasing (9.75%) and coed scores increasing (8.3%). Several articles have examined same sex versus coed PE classes, but few have examined SPA within a middle school physical education setting. This study provides a starting point to further examine adolescent SPA in PE.
Effect of Female Only Versus Coed Physical Education Classes on Social Physique Anxiety in 7th Grade girls
doi:10.11648/j.ijsedu.20130105.13
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Prewitt, Steve
James Hannon
Timothy Brusseau
Maria Newton
Janet Shaw
Julia Summerhays
Effect of Female Only Versus Coed Physical Education Classes on Social Physique Anxiety in 7th Grade girls
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© Science Publishing Group
Perceived Causes of Students’ Low Enrolment in Science in Secondary Schools, Nigeria
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The paper sampled 80 secondary school students in a local government council to find out causes of student low enrolment in science in secondary schools. The paper highlighted the history of science teaching and teacher’s pedagogy of teaching in Nigeria as very germane to enrolment in schools. Questionnaire was used to sample students’ opinion on causes of low enrolment. Statistical analysis considered best for this study was frequency count and percentage. Findings revealed that lack of qualified science teachers, lack of instructional materials, subject nature, low student interest and lack of motivation among others causes low enrolment in science. Some recommendations were suggested at the end of the study.
The paper sampled 80 secondary school students in a local government council to find out causes of student low enrolment in science in secondary schools. The paper highlighted the history of science teaching and teacher’s pedagogy of teaching in Nigeria as very germane to enrolment in schools. Questionnaire was used to sample students’ opinion on causes of low enrolment. Statistical analysis considered best for this study was frequency count and percentage. Findings revealed that lack of qualified science teachers, lack of instructional materials, subject nature, low student interest and lack of motivation among others causes low enrolment in science. Some recommendations were suggested at the end of the study.
Perceived Causes of Students’ Low Enrolment in Science in Secondary Schools, Nigeria
doi:10.11648/j.ijsedu.20130105.11
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Aina, Jacob Kola
Adedo Ganiyu Akanbi
Perceived Causes of Students’ Low Enrolment in Science in Secondary Schools, Nigeria
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© Science Publishing Group
Gender Analysis of Students’ Entry Qualification in English Language in Colleges of Education in Kwara State
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The paper employed descriptive survey study of students’ entry qualification in English language based on gender in the Colleges of Education in Kwara State, Nigeria. One hundred and eighty- six students were sampled for the study. Descriptive Statistic was used to analyze the data collected. The results showed that male students performed better than their female counterparts. The paper concluded that findings on gender are inconclusive since different researchers have different opinions based on their findings as regards gender effect on students’ academic performance. Recommendations were suggested at the end of the study.
The paper employed descriptive survey study of students’ entry qualification in English language based on gender in the Colleges of Education in Kwara State, Nigeria. One hundred and eighty- six students were sampled for the study. Descriptive Statistic was used to analyze the data collected. The results showed that male students performed better than their female counterparts. The paper concluded that findings on gender are inconclusive since different researchers have different opinions based on their findings as regards gender effect on students’ academic performance. Recommendations were suggested at the end of the study.
Gender Analysis of Students’ Entry Qualification in English Language in Colleges of Education in Kwara State
doi:10.11648/j.ijsedu.20130105.12
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Olanipekun, Shola Sunday
James Andokari Zaku
Gender Analysis of Students’ Entry Qualification in English Language in Colleges of Education in Kwara State
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© Science Publishing Group
Parents’ Re-Education to Improve Students in Risk of Scholastic Misbehaviour & School Failure
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How the disruption and indiscipline impact more and more in schools, causing school violence and failure, the authors studied documents to prevent it: the family. It consist in an action, type single case research (N = 1), using the phenomenology and the participant evaluation. The aim is to verify a model of addressing situations of educational risk, but this time, not by a teaching, but from the educational orientation. Concretely, the purpose is to re-educate the parents for they can trainthe studentsat risk in school of failure and misbehaviour, in order to improve their performance and achieve a positive climate of teaching-learning. Slides on key situations of family life, promoting a reflection on each of their ordinary life, which could be similar to the scene in relation to their children, values involved, and so on. Then, every matrimony will make proposals of relationships’ optimization in the home, on base to put into life the human and social values were could be used for this. Experience evaluatedhas proposed conclusions that summarized in these principles: "re-educating parents for to they can better educate their children" and "to demand forto educate without mistreating".
How the disruption and indiscipline impact more and more in schools, causing school violence and failure, the authors studied documents to prevent it: the family. It consist in an action, type single case research (N = 1), using the phenomenology and the participant evaluation. The aim is to verify a model of addressing situations of educational risk, but this time, not by a teaching, but from the educational orientation. Concretely, the purpose is to re-educate the parents for they can trainthe studentsat risk in school of failure and misbehaviour, in order to improve their performance and achieve a positive climate of teaching-learning. Slides on key situations of family life, promoting a reflection on each of their ordinary life, which could be similar to the scene in relation to their children, values involved, and so on. Then, every matrimony will make proposals of relationships’ optimization in the home, on base to put into life the human and social values were could be used for this. Experience evaluatedhas proposed conclusions that summarized in these principles: "re-educating parents for to they can better educate their children" and "to demand forto educate without mistreating".
Parents’ Re-Education to Improve Students in Risk of Scholastic Misbehaviour & School Failure
doi:10.11648/j.ijsedu.20130105.14
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Salvador Peiró-i-Gregòri
Mª Carmen Ramos Hernando
Parents’ Re-Education to Improve Students in Risk of Scholastic Misbehaviour & School Failure
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© Science Publishing Group
Influence of Home on Study Habits of Secondary School Students in Kolo-Creek Development Centre of Bayelsa State, Nigeria
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This study investigates the home and its influence on students’ study habits. Simple random sampling technique was used to obtain 200 out of 660 SS2 students in Kolo-Creek Development-Centre of Bayelsa State. Four research questions were posited, data were collected using Student Study Habit Questionnaire, (SSHQ) which was analyzed using percentages, mean and standard deviation. It was found that 134 (67%) of the respondents agreed that motivation from parents like provision of the recommended books influences them to read at home. Also some independent variables like parent income, education, living abode influence their wards’ study habits. The study went further to investigate some practical steps that parent could take in order to improve their wards’ study habits: which include making home a miniature of schools (that is homes should be conducive for reading), drawing up reading time table for their children and encouraging them to follow through every evening as well as devote their time to teach their children, although, parents level of education could be a set back to the latter. Finally, it was recommended that parents should be more responsive to their children’s education by providing learning facilities as well as conducive and motivating learning atmosphere at home.
This study investigates the home and its influence on students’ study habits. Simple random sampling technique was used to obtain 200 out of 660 SS2 students in Kolo-Creek Development-Centre of Bayelsa State. Four research questions were posited, data were collected using Student Study Habit Questionnaire, (SSHQ) which was analyzed using percentages, mean and standard deviation. It was found that 134 (67%) of the respondents agreed that motivation from parents like provision of the recommended books influences them to read at home. Also some independent variables like parent income, education, living abode influence their wards’ study habits. The study went further to investigate some practical steps that parent could take in order to improve their wards’ study habits: which include making home a miniature of schools (that is homes should be conducive for reading), drawing up reading time table for their children and encouraging them to follow through every evening as well as devote their time to teach their children, although, parents level of education could be a set back to the latter. Finally, it was recommended that parents should be more responsive to their children’s education by providing learning facilities as well as conducive and motivating learning atmosphere at home.
Influence of Home on Study Habits of Secondary School Students in Kolo-Creek Development Centre of Bayelsa State, Nigeria
doi:10.11648/j.ijsedu.20130105.15
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Hamilton-Ekeke, Joy-Telu
Ekima Ayebaemi Frank-Oputu
Influence of Home on Study Habits of Secondary School Students in Kolo-Creek Development Centre of Bayelsa State, Nigeria
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© Science Publishing Group
Preservice Teachers’ Response to Bullying Vignettes: The Effect of Bullying Type and Gender
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This study compares the responses to bullying incidents of 101 forth year preservice teacher trainees in an education college in central South Korea. The subjects were asked to respond to 6 vignettes that varied in the types of bullying, relational, verbal or physical and in the gender of the students in the vignettes in that they either took place at a girls’ high school or boys’ high school. They were then asked what they would do with the perpetrators and the victims of the bullying. The subjects were much more likely to respond to physical and verbal bullying than relational bullying and when they did respond they took stronger action for both victims and perpetrators of verbal and physical bullying. When comparing the responses across the gender of the high school students the respondents were more likely to respond to cases of male physical bullying if the respondents themselves were male and to female relational bullying if the respondents themselves were female. This research suggests that preservice teachers require more in depth training in how to deal with differing bullying types.
This study compares the responses to bullying incidents of 101 forth year preservice teacher trainees in an education college in central South Korea. The subjects were asked to respond to 6 vignettes that varied in the types of bullying, relational, verbal or physical and in the gender of the students in the vignettes in that they either took place at a girls’ high school or boys’ high school. They were then asked what they would do with the perpetrators and the victims of the bullying. The subjects were much more likely to respond to physical and verbal bullying than relational bullying and when they did respond they took stronger action for both victims and perpetrators of verbal and physical bullying. When comparing the responses across the gender of the high school students the respondents were more likely to respond to cases of male physical bullying if the respondents themselves were male and to female relational bullying if the respondents themselves were female. This research suggests that preservice teachers require more in depth training in how to deal with differing bullying types.
Preservice Teachers’ Response to Bullying Vignettes: The Effect of Bullying Type and Gender
doi:10.11648/j.ijsedu.20130106.11
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Jamie Haig Marr Costley
Han Sueng-Lock
Lee Ji-Eun
Preservice Teachers’ Response to Bullying Vignettes: The Effect of Bullying Type and Gender
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© Science Publishing Group
eBook: A Pedagogical Device in Teaching and Learning of Biology and Geology – A Case Study with Students of the 11th Grade
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This work, framed in a study written to obtain the PhD degree, presents the crossing of the results obtained in a search which involved the conception, construction and evaluation of an eBook, developed with 11th grade students. The eBook appeared in the context of the curricular subunit: “Important geological processes and materials in terrestrial environments – Main sedimentary rock formation steps; The sedimentary rocks, historical archives of the Earth”. The aims of this investigation were to conceptualize, organize, implement and evaluate an eBook built in a teaching perspective oriented to the teaching and learning of Biology and Geology and, simultaneously, to find out at which point a pedagogical tool could be made. To the data gathering, we used the active observation, the students’ questionnaires appliance, worked on SPSS, the production of a classroom diary treated through the analysis of its content and the documental analysis of the eBook content.
This work, framed in a study written to obtain the PhD degree, presents the crossing of the results obtained in a search which involved the conception, construction and evaluation of an eBook, developed with 11th grade students. The eBook appeared in the context of the curricular subunit: “Important geological processes and materials in terrestrial environments – Main sedimentary rock formation steps; The sedimentary rocks, historical archives of the Earth”. The aims of this investigation were to conceptualize, organize, implement and evaluate an eBook built in a teaching perspective oriented to the teaching and learning of Biology and Geology and, simultaneously, to find out at which point a pedagogical tool could be made. To the data gathering, we used the active observation, the students’ questionnaires appliance, worked on SPSS, the production of a classroom diary treated through the analysis of its content and the documental analysis of the eBook content.
eBook: A Pedagogical Device in Teaching and Learning of Biology and Geology – A Case Study with Students of the 11th Grade
doi:10.11648/j.ijsedu.20130106.12
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Paula Alexandra Ramos Gonçalves
Jacinta Rosa Moreira
eBook: A Pedagogical Device in Teaching and Learning of Biology and Geology – A Case Study with Students of the 11th Grade
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© Science Publishing Group
An Analysis of College Teachers’ Awareness about Conducting Action Research for Effective Teaching
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140201.12
The present research is a conceptual research which addresses college teachers of awareness about the concept and procedure of action research in public sector colleges in Pakistan. It was assumed that college teachers of public sector are not aware about the concept and procedure of action research. Related literature was reviewed in order to generate few descriptive type questions for data collection. Informal interviews and structured interview were held in order to collect data from the staff members. Forty college teachers, including experienced, senior and junior, were selected as sample from different colleges of Rawalpindi Division. The researcher analyzed data in qualitative form. Findings of the study depicts that college teachers are not familiar with technical concept and procedure of action research. However, they do conduct action research regular basis in their class rooms for bringing quality in teaching and learning. Based on findings it was suggested that college teachers might be provided training in how to conduct action research in order to make their teaching effective to get full benefits of action research.
The present research is a conceptual research which addresses college teachers of awareness about the concept and procedure of action research in public sector colleges in Pakistan. It was assumed that college teachers of public sector are not aware about the concept and procedure of action research. Related literature was reviewed in order to generate few descriptive type questions for data collection. Informal interviews and structured interview were held in order to collect data from the staff members. Forty college teachers, including experienced, senior and junior, were selected as sample from different colleges of Rawalpindi Division. The researcher analyzed data in qualitative form. Findings of the study depicts that college teachers are not familiar with technical concept and procedure of action research. However, they do conduct action research regular basis in their class rooms for bringing quality in teaching and learning. Based on findings it was suggested that college teachers might be provided training in how to conduct action research in order to make their teaching effective to get full benefits of action research.
An Analysis of College Teachers’ Awareness about Conducting Action Research for Effective Teaching
doi:10.11648/j.ijsedu.20140201.12
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Saima Naz
Sufiana Khatoon Malik
An Analysis of College Teachers’ Awareness about Conducting Action Research for Effective Teaching
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2014-01-01
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http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140201.12
© Science Publishing Group
The Addiction in Teaching of Education Youth and Adults-EJA
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140201.11
The use and abuse of drugs, legal or illegal, such as marijuana, alcohol and Crack constitute nowadays a serious individual scale, community and public health. With a significant increasing in public schools, especially in high school and Youth and Adult Education, has been a worrying aggravating consumption and trafficking. Chemical dependence is a syndrome characterized by loss of control of the use of certain psychoactive substance. Psychoactive agents acting on the central nervous system, causing psychiatric symptoms and stimulating the repeated consumption of that substance. Human feelings are related to the functioning of the human brain, but it should be emphasized that the world is a construct of our sensations, perceptions and recollections. And the addictive chemicals can alter mental states, and can act as a stimulant, depressant or disruptive. Therefore, it is necessary to mobilize various social and educational vectors that are able to stimulate young people's search for alternatives that enable seeking in knowledge. Aiming to help identify the source of the problem, drug users and the level of student drug dependence were observed. In this article we describe the educational and awareness practice for students so there is a socialization and interaction between teachers / students and students / students, so proportionally better interaction in the classroom and good performance in the teaching- learning process.
The use and abuse of drugs, legal or illegal, such as marijuana, alcohol and Crack constitute nowadays a serious individual scale, community and public health. With a significant increasing in public schools, especially in high school and Youth and Adult Education, has been a worrying aggravating consumption and trafficking. Chemical dependence is a syndrome characterized by loss of control of the use of certain psychoactive substance. Psychoactive agents acting on the central nervous system, causing psychiatric symptoms and stimulating the repeated consumption of that substance. Human feelings are related to the functioning of the human brain, but it should be emphasized that the world is a construct of our sensations, perceptions and recollections. And the addictive chemicals can alter mental states, and can act as a stimulant, depressant or disruptive. Therefore, it is necessary to mobilize various social and educational vectors that are able to stimulate young people's search for alternatives that enable seeking in knowledge. Aiming to help identify the source of the problem, drug users and the level of student drug dependence were observed. In this article we describe the educational and awareness practice for students so there is a socialization and interaction between teachers / students and students / students, so proportionally better interaction in the classroom and good performance in the teaching- learning process.
The Addiction in Teaching of Education Youth and Adults-EJA
doi:10.11648/j.ijsedu.20140201.11
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Rodbari, R. J.
Jamshidi, A. L. C. L.
Nascimento, L.
The Addiction in Teaching of Education Youth and Adults-EJA
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2014-01-01
2014-01-01
10.11648/j.ijsedu.20140201.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140201.11
© Science Publishing Group
Pedagogics of Chemical Bonding in Chemistry; Perspectives and Potential for Progress: The Case of Zimbabwe Secondary Education
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140201.13
In this study, the pedagogics of chemical bonding in Chemistry at Secondary school level, perspectives and potential for progress was investigated. The study was premised on the qualitative design methodology grounded and informed by the interpretive paradigm. It was guided by the constructivist theoretical framework acting as a lens through which we viewed our study. Eight (8) Bachelors degree holders, having taught chemistry at Advanced Level for at least 2 years, were purposively selected to comprise a sample of participants. Narrative interviews, followed by focus group discussions to validate the procedure, were carried out. Thematic approach data analysis from audio-taped -transcriptions-resulted in main themes and sub-themes being drawn out. It was found out that teachers teach for examination purposes, hence this followed a simplistic pedagogical approach resulting in misconceptions of chemical bonding being formed by learners. Rigid and dichotomous approach to ionic and covalent bonding, as outlined in textbooks and by teachers, forgetting its continuum scale, resulted in misconceptions in the understanding of chemical bonding. Teachers were found to be contributing factors by virtue of incompetence. Therefore use of learner centred pedagogical bottom-up approach was highlighted. Application of computer-assisted instruction on conceptual understanding of chemical bonding by competent teachers was inexorable.
In this study, the pedagogics of chemical bonding in Chemistry at Secondary school level, perspectives and potential for progress was investigated. The study was premised on the qualitative design methodology grounded and informed by the interpretive paradigm. It was guided by the constructivist theoretical framework acting as a lens through which we viewed our study. Eight (8) Bachelors degree holders, having taught chemistry at Advanced Level for at least 2 years, were purposively selected to comprise a sample of participants. Narrative interviews, followed by focus group discussions to validate the procedure, were carried out. Thematic approach data analysis from audio-taped -transcriptions-resulted in main themes and sub-themes being drawn out. It was found out that teachers teach for examination purposes, hence this followed a simplistic pedagogical approach resulting in misconceptions of chemical bonding being formed by learners. Rigid and dichotomous approach to ionic and covalent bonding, as outlined in textbooks and by teachers, forgetting its continuum scale, resulted in misconceptions in the understanding of chemical bonding. Teachers were found to be contributing factors by virtue of incompetence. Therefore use of learner centred pedagogical bottom-up approach was highlighted. Application of computer-assisted instruction on conceptual understanding of chemical bonding by competent teachers was inexorable.
Pedagogics of Chemical Bonding in Chemistry; Perspectives and Potential for Progress: The Case of Zimbabwe Secondary Education
doi:10.11648/j.ijsedu.20140201.13
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Ephias Gudyanga
Tawanda Madambi
Pedagogics of Chemical Bonding in Chemistry; Perspectives and Potential for Progress: The Case of Zimbabwe Secondary Education
2
1
19
19
2014-01-01
2014-01-01
10.11648/j.ijsedu.20140201.13
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140201.13
© Science Publishing Group
Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140201.14
Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.
Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.
Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance
doi:10.11648/j.ijsedu.20140201.14
International Journal of Secondary Education
2014-01-01
© Science Publishing Group
Erich Kasten
Karen Rueger
Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance
2
1
26
26
2014-01-01
2014-01-01
10.11648/j.ijsedu.20140201.14
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140201.14
© Science Publishing Group
The New Professionalism and the Shift to Team Teaching
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140202.11
The objective of this paper is to propose a number of new directions for analysis and reflection in the emerging research field of collective teacher work. This paper is organized in two parts: the first situates the issue of collaborative work as part of the reforms and changes that have taken place in the teaching profession since the 1980s; the second relates this issue to the many ways of dividing up teaching work. This paper aims to lay the conceptual groundwork for a field that has been largely unexplored. This work is based on the studies of Professor Tardif’s research team on changes in the teaching profession and team teaching systems, and on recent research by Professor Borges on team teaching under secondary school reform programs
The objective of this paper is to propose a number of new directions for analysis and reflection in the emerging research field of collective teacher work. This paper is organized in two parts: the first situates the issue of collaborative work as part of the reforms and changes that have taken place in the teaching profession since the 1980s; the second relates this issue to the many ways of dividing up teaching work. This paper aims to lay the conceptual groundwork for a field that has been largely unexplored. This work is based on the studies of Professor Tardif’s research team on changes in the teaching profession and team teaching systems, and on recent research by Professor Borges on team teaching under secondary school reform programs
The New Professionalism and the Shift to Team Teaching
doi:10.11648/j.ijsedu.20140202.11
International Journal of Secondary Education
2014-04-16
© Science Publishing Group
Cecilia Borges
Maurice Tardif
The New Professionalism and the Shift to Team Teaching
2
2
33
33
2014-04-16
2014-04-16
10.11648/j.ijsedu.20140202.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140202.11
© Science Publishing Group
How Children Construct Literacy: Piagetian Perspective
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140202.12
For centuries, educators have assumed that children acquire knowledge by internalizing it form the environment. It was not until the 1970’s that the researchers begun to study about the nature of children’s reading and writing systems. Psychologist wondered how children come to understand what literacy is, what functions children believed literacy served in their lives, and how children made use of literacy. This paper tries to answer these questions based on the Piagetian perspective.
For centuries, educators have assumed that children acquire knowledge by internalizing it form the environment. It was not until the 1970’s that the researchers begun to study about the nature of children’s reading and writing systems. Psychologist wondered how children come to understand what literacy is, what functions children believed literacy served in their lives, and how children made use of literacy. This paper tries to answer these questions based on the Piagetian perspective.
How Children Construct Literacy: Piagetian Perspective
doi:10.11648/j.ijsedu.20140202.12
International Journal of Secondary Education
2014-04-25
© Science Publishing Group
Ferhat Ensar
How Children Construct Literacy: Piagetian Perspective
2
2
39
39
2014-04-25
2014-04-25
10.11648/j.ijsedu.20140202.12
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140202.12
© Science Publishing Group
Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140202.13
In this study, analysis of variance for parental demographic nt variables to students’ total attitudes toward science teaching and learning was carried out. A survey was carried out on a randomly selected 243 participants in the secondary school section (12-16 year age group). The Likert type questionnaire was used to collect data which was subjected to ANOVA testing. The Null hypothesis (Ho) testing showed F-ratios which were significant at both .05 and .01 alpha levels leading to rejection of (Ho). Parental encouragement, parental socio-economic status and parental educational levels were all significant towards attitude formations and change towards the teaching and learning of Science. It was concluded that parents play a critical role in encouraging and supporting their children’s Science learning at home and in school and throughout their communities.
In this study, analysis of variance for parental demographic nt variables to students’ total attitudes toward science teaching and learning was carried out. A survey was carried out on a randomly selected 243 participants in the secondary school section (12-16 year age group). The Likert type questionnaire was used to collect data which was subjected to ANOVA testing. The Null hypothesis (Ho) testing showed F-ratios which were significant at both .05 and .01 alpha levels leading to rejection of (Ho). Parental encouragement, parental socio-economic status and parental educational levels were all significant towards attitude formations and change towards the teaching and learning of Science. It was concluded that parents play a critical role in encouraging and supporting their children’s Science learning at home and in school and throughout their communities.
Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning
doi:10.11648/j.ijsedu.20140202.13
International Journal of Secondary Education
2014-05-08
© Science Publishing Group
Ephias Gudyanga
Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning
2
2
47
47
2014-05-08
2014-05-08
10.11648/j.ijsedu.20140202.13
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140202.13
© Science Publishing Group
Predictive Variables Influencing Students Participation in Combative Sports in Nigeria
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140203.11
This paper tries to examine some variables that influence students’ participation in combative sports in Nigeria. The study looked at the effect of coach-student relationship, school influence and peer influence on students’ participation in combative sports. The results of the findings show that coaches-students relationship has significant influence on students’ interest in combative sports, school and peer group also have significant influence in students participation in combative sports. Some recommendations such as combative sports should be introduced in all levels of the educational system. This will encourage large number of participants in these sports; that even at the community levels, combative sports should be introduced to help in instilling discipline and respect for law and order. It will enhance in the maintenance peace and unity in the community.
This paper tries to examine some variables that influence students’ participation in combative sports in Nigeria. The study looked at the effect of coach-student relationship, school influence and peer influence on students’ participation in combative sports. The results of the findings show that coaches-students relationship has significant influence on students’ interest in combative sports, school and peer group also have significant influence in students participation in combative sports. Some recommendations such as combative sports should be introduced in all levels of the educational system. This will encourage large number of participants in these sports; that even at the community levels, combative sports should be introduced to help in instilling discipline and respect for law and order. It will enhance in the maintenance peace and unity in the community.
Predictive Variables Influencing Students Participation in Combative Sports in Nigeria
doi:10.11648/j.ijsedu.20140203.11
International Journal of Secondary Education
2014-06-12
© Science Publishing Group
EKURI, P. K.
EDIM, M. E.
ODOK, E. A.
Predictive Variables Influencing Students Participation in Combative Sports in Nigeria
2
3
51
51
2014-06-12
2014-06-12
10.11648/j.ijsedu.20140203.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140203.11
© Science Publishing Group
Mixed Methods Research in Global Education: Towards a New Paradigm for Global Citizenship Education
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140203.12
This empirical study in global education was conducted over a decade ago at a time when the Mixed Methods Research (MMR) methodology, a new paradigm in education research, was emerging. The global education research community was slow to this new phenomenon. This paper discusses MMR as a viable alternate method of inquiry in global education research. The paper contributes to the discourse and promotes the values of MMR in global education research. The study combines quantitative and qualitative research elements to answer critical questions about secondary school teachers’ lack of global knowledge, global mindedness, and teaching skills. Secondary school teachers’ lack of global education undermines their ability to develop programs and activities that will become the foundation for local and national consciousness for global engagement and community service activism. The MMR becomes a metaphor for a new concept in global citizenship education, in a complex, rapidly changing world, where students continually see themselves and the world through the lenses of human abuses, insecurity, prejudice and intolerance leading to various violent and destructive engagements.
This empirical study in global education was conducted over a decade ago at a time when the Mixed Methods Research (MMR) methodology, a new paradigm in education research, was emerging. The global education research community was slow to this new phenomenon. This paper discusses MMR as a viable alternate method of inquiry in global education research. The paper contributes to the discourse and promotes the values of MMR in global education research. The study combines quantitative and qualitative research elements to answer critical questions about secondary school teachers’ lack of global knowledge, global mindedness, and teaching skills. Secondary school teachers’ lack of global education undermines their ability to develop programs and activities that will become the foundation for local and national consciousness for global engagement and community service activism. The MMR becomes a metaphor for a new concept in global citizenship education, in a complex, rapidly changing world, where students continually see themselves and the world through the lenses of human abuses, insecurity, prejudice and intolerance leading to various violent and destructive engagements.
Mixed Methods Research in Global Education: Towards a New Paradigm for Global Citizenship Education
doi:10.11648/j.ijsedu.20140203.12
International Journal of Secondary Education
2014-07-03
© Science Publishing Group
Sadiq Abubakar, Abdullahi
Mohammed Kabiru, Farouk
Mixed Methods Research in Global Education: Towards a New Paradigm for Global Citizenship Education
2
3
60
60
2014-07-03
2014-07-03
10.11648/j.ijsedu.20140203.12
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140203.12
© Science Publishing Group
ESP Book Evaluation: The Case of Management Course Book
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140204.11
Textbooks are believed to be an essential component of the classrooms. Teachers usually spend a lot of class time on using textbooks and choosing an appropriate one. Therefore, textbook evaluation is important to improve and increase their fitness to the needs and goals. Specifically, in courses of English for specific purposes (ESP), textbooks play an important role on students’ future in continuing their field of study and using their English skills in workplaces. This study aimed to evaluate the quality of the English for students of management coursebook. For this purpose, Miekley’s (2005) checklist was used to evaluate the book considering five major aspects. Qualitative descriptive analyses were used to evaluate the current textbook based on the guidelines and framework presented in the available checklist. The results indicated that the textbook can be appropriate for management students but should be modified in some cases to fulfill the course goals and encourage students to use what they learn in their future workplace.
Textbooks are believed to be an essential component of the classrooms. Teachers usually spend a lot of class time on using textbooks and choosing an appropriate one. Therefore, textbook evaluation is important to improve and increase their fitness to the needs and goals. Specifically, in courses of English for specific purposes (ESP), textbooks play an important role on students’ future in continuing their field of study and using their English skills in workplaces. This study aimed to evaluate the quality of the English for students of management coursebook. For this purpose, Miekley’s (2005) checklist was used to evaluate the book considering five major aspects. Qualitative descriptive analyses were used to evaluate the current textbook based on the guidelines and framework presented in the available checklist. The results indicated that the textbook can be appropriate for management students but should be modified in some cases to fulfill the course goals and encourage students to use what they learn in their future workplace.
ESP Book Evaluation: The Case of Management Course Book
doi:10.11648/j.ijsedu.20140204.11
International Journal of Secondary Education
2014-07-30
© Science Publishing Group
Maryam Azarnoosh
Maryam Ganji
ESP Book Evaluation: The Case of Management Course Book
2
4
65
65
2014-07-30
2014-07-30
10.11648/j.ijsedu.20140204.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140204.11
© Science Publishing Group
Drawing Inference from Data Visualisations
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140204.12
This article investigates how 14- to 16- year-old students interpret representations of multivariate data generated by data visualisation tools and how they then seek to construct their own meaningful data visualizations that highlight emerging important aspects of data. Students were asked a single question—about where they would like to live—that involved reasoning about a complex data set with many different variables that they were able to explore using a dynamic visualization tool that allowed them to easily generate multiple visualizations of the relevant data set. Findings show the diverse inferences that students articulated to reason about covariation between multiple variables while using the cycle of inquiry and visual analysis. Students revisited their specific kinds of inferences while using complex data visualisation tools, inventing and revising their visual representations of data. Once they obtained some necessary insight, they readily made an informed decision.
This article investigates how 14- to 16- year-old students interpret representations of multivariate data generated by data visualisation tools and how they then seek to construct their own meaningful data visualizations that highlight emerging important aspects of data. Students were asked a single question—about where they would like to live—that involved reasoning about a complex data set with many different variables that they were able to explore using a dynamic visualization tool that allowed them to easily generate multiple visualizations of the relevant data set. Findings show the diverse inferences that students articulated to reason about covariation between multiple variables while using the cycle of inquiry and visual analysis. Students revisited their specific kinds of inferences while using complex data visualisation tools, inventing and revising their visual representations of data. Once they obtained some necessary insight, they readily made an informed decision.
Drawing Inference from Data Visualisations
doi:10.11648/j.ijsedu.20140204.12
International Journal of Secondary Education
2014-08-17
© Science Publishing Group
Theodosia Prodromou
Drawing Inference from Data Visualisations
2
4
72
72
2014-08-17
2014-08-17
10.11648/j.ijsedu.20140204.12
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140204.12
© Science Publishing Group
Improving the Secondary School Curriculum to Nurture Entrepreneurial Competences among Students in Uganda
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140204.13
There is need to design a secondary school curriculum that will contribute to the alleviation of the unemployment problem among the youth. Such a curriculum should inculcate entrepreneurial competences in addition to other employment competences. The country’s development strategy emphasizes the development of relevant competences of its people to enable them exploit and use the available resources gainfully and sustainably promote competitiveness, independence and self sustenance. Having the appropriate entrepreneurial competences would be critical in the exploitation of the resources that Uganda has and create new employment opportunities. The chronic unemployment problem in Uganda raises questions as to how well the education system prepares people for entrepreneurship as a career. In this article literature is reviewed to come up with suggestions of how to develop a curriculum that would enhance people’s entrepreneurial competences through the development of technical and industrial skills, general entrepreneurial skills and entrepreneurial personality characteristics.
There is need to design a secondary school curriculum that will contribute to the alleviation of the unemployment problem among the youth. Such a curriculum should inculcate entrepreneurial competences in addition to other employment competences. The country’s development strategy emphasizes the development of relevant competences of its people to enable them exploit and use the available resources gainfully and sustainably promote competitiveness, independence and self sustenance. Having the appropriate entrepreneurial competences would be critical in the exploitation of the resources that Uganda has and create new employment opportunities. The chronic unemployment problem in Uganda raises questions as to how well the education system prepares people for entrepreneurship as a career. In this article literature is reviewed to come up with suggestions of how to develop a curriculum that would enhance people’s entrepreneurial competences through the development of technical and industrial skills, general entrepreneurial skills and entrepreneurial personality characteristics.
Improving the Secondary School Curriculum to Nurture Entrepreneurial Competences among Students in Uganda
doi:10.11648/j.ijsedu.20140204.13
International Journal of Secondary Education
2014-08-23
© Science Publishing Group
Peter Lugemwa
Improving the Secondary School Curriculum to Nurture Entrepreneurial Competences among Students in Uganda
2
4
86
86
2014-08-23
2014-08-23
10.11648/j.ijsedu.20140204.13
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140204.13
© Science Publishing Group
Effectiveness of an Intervention on Verbal Violence among Students with Intellectual Disabilities
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140205.11
This article focus on verbal violence among students with intellectual disabilities (ID). The purpose of the research was to assess the impact of an intervention program based on the model of the "Cycle of Internalized Learning" (Reiter, 2008), on the reduction of verbal violence and to find out if there are gander differences in the use of verbal violence. The sample consisted of 44 students with ID attending 5 classrooms. Three classrooms were the experimental group (N = 20) and two classes were the comparison group (N = 24). Pre – post method was applied, all participant filled in a bullying questionnaire (Olweus, 1993). The experimental group underwent intervention. The findings revealed that the intervention program was effective in decreasing the use of verbal violence. Concerning gander, there were no significant differences between boys and girls, although the girls had greater tendency to use verbal violence then the boys. The results provide information that contribute to the understanding of patterns of verbal violence among students with ID and in the design of future intervention programs.
This article focus on verbal violence among students with intellectual disabilities (ID). The purpose of the research was to assess the impact of an intervention program based on the model of the "Cycle of Internalized Learning" (Reiter, 2008), on the reduction of verbal violence and to find out if there are gander differences in the use of verbal violence. The sample consisted of 44 students with ID attending 5 classrooms. Three classrooms were the experimental group (N = 20) and two classes were the comparison group (N = 24). Pre – post method was applied, all participant filled in a bullying questionnaire (Olweus, 1993). The experimental group underwent intervention. The findings revealed that the intervention program was effective in decreasing the use of verbal violence. Concerning gander, there were no significant differences between boys and girls, although the girls had greater tendency to use verbal violence then the boys. The results provide information that contribute to the understanding of patterns of verbal violence among students with ID and in the design of future intervention programs.
Effectiveness of an Intervention on Verbal Violence among Students with Intellectual Disabilities
doi:10.11648/j.ijsedu.20140205.11
International Journal of Secondary Education
2014-08-24
© Science Publishing Group
Nirit Karni
Effectiveness of an Intervention on Verbal Violence among Students with Intellectual Disabilities
2
5
93
93
2014-08-24
2014-08-24
10.11648/j.ijsedu.20140205.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140205.11
© Science Publishing Group
Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140206.11
This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nation-wide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers’ collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers’ pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers’ collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.
This study explored how secondary physics teachers exercised their collective agency in the process of adopting and adapting to a nation-wide curriculum reform in China. Through an ethnographic approach and drawing on Social Cognitive Theory, physics teachers’ collective agency was explored and interpreted. The results revealed that collective agency was a mediating bridge through which the discrepancies between reform mandates and teachers’ pedagogies and curriculum interpretations were negotiated. Further, collective agency helped teachers to cope with uncertainties generated by the reform and offered mental supports. Moreover, the reform mandates undermined the traditional power hierarchy within teachers and thus stimulated teachers’ collective agency. The study demonstrates the interdependent relations between collective agency and reform environment and has implications for theory, practice, curriculum, and research.
Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform
doi:10.11648/j.ijsedu.20140206.11
International Journal of Secondary Education
2015-01-12
© Science Publishing Group
Guopeng Fu
Samson Nashon
Collective Agency among Physics Teachers: A Case in China’s Curriculum Reform
2
6
101
101
2015-01-12
2015-01-12
10.11648/j.ijsedu.20140206.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140206.11
© Science Publishing Group
Video Games in Teaching-Learning Processes: A Brief Review
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140206.12
Along with knowledge acquisition, techniques and procedures, the goal of education is to develop individuals capable of reacting to planned or unplanned circumstances, making decisions in a set time. The focus of digital game-based learning (DGBL) under an instructional framework context, pedagogical standards link where computer games are an integral part of learning. You teach with computer games for teaching content, has the potential to positively influence the motivation of students to learn and retain knowledge. In this article we have reviewed literature in this field and determined whether the use of computer games, especially in mathematics, contributes to a more efficient implementation of educational objectives at all levels of education.
Along with knowledge acquisition, techniques and procedures, the goal of education is to develop individuals capable of reacting to planned or unplanned circumstances, making decisions in a set time. The focus of digital game-based learning (DGBL) under an instructional framework context, pedagogical standards link where computer games are an integral part of learning. You teach with computer games for teaching content, has the potential to positively influence the motivation of students to learn and retain knowledge. In this article we have reviewed literature in this field and determined whether the use of computer games, especially in mathematics, contributes to a more efficient implementation of educational objectives at all levels of education.
Video Games in Teaching-Learning Processes: A Brief Review
doi:10.11648/j.ijsedu.20140206.12
International Journal of Secondary Education
2015-01-12
© Science Publishing Group
Edgar Manuel Cano Cruz
Juan Andrés Velázquez Cruz
Juan Gabriel Ruiz Ruiz
Luis David Huerta Hernández
Video Games in Teaching-Learning Processes: A Brief Review
2
6
105
105
2015-01-12
2015-01-12
10.11648/j.ijsedu.20140206.12
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20140206.12
© Science Publishing Group
Impacts of Teachers’ Time Management on Secondary School Students’ Academic Performance in Ekiti State, Nigeria
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150301.11
This study examined the impact of teachers’ time management on secondary school students’ academic performance in Ekiti State, Nigeria. The sample for the study was 500 secondary school teachers and 50 school registrars who were selected using simple random sampling technique. An instrument tagged ‘Questionnaire on Secondary School Teachers’ Time Management in Ekiti State, Nigeria’ (QSSTTM) was used to interview the teachers and the second instrument is an Inventory on Senior Secondary School Certificate Examination results obtained from the registrars. Face and content validity were used to ascertain the validity of the instruments. The Split half method was used to ascertain the reliability of the instrument and found to be 0.82 for QSSTTM. The data collected were analyzed using percentage, mean, standard deviation and Pearson’s Product Correlation Analysis. All the hypotheses were tested at 0.05 level of significance. The findings revealed that there was a significant relationship between teachers’ time management and students’ academic performance. The level of teachers’ time management and academic performance was moderate. It was therefore recommended that teachers should improve upon their time management, especially by being more conscious about how to control their time.
This study examined the impact of teachers’ time management on secondary school students’ academic performance in Ekiti State, Nigeria. The sample for the study was 500 secondary school teachers and 50 school registrars who were selected using simple random sampling technique. An instrument tagged ‘Questionnaire on Secondary School Teachers’ Time Management in Ekiti State, Nigeria’ (QSSTTM) was used to interview the teachers and the second instrument is an Inventory on Senior Secondary School Certificate Examination results obtained from the registrars. Face and content validity were used to ascertain the validity of the instruments. The Split half method was used to ascertain the reliability of the instrument and found to be 0.82 for QSSTTM. The data collected were analyzed using percentage, mean, standard deviation and Pearson’s Product Correlation Analysis. All the hypotheses were tested at 0.05 level of significance. The findings revealed that there was a significant relationship between teachers’ time management and students’ academic performance. The level of teachers’ time management and academic performance was moderate. It was therefore recommended that teachers should improve upon their time management, especially by being more conscious about how to control their time.
Impacts of Teachers’ Time Management on Secondary School Students’ Academic Performance in Ekiti State, Nigeria
doi:10.11648/j.ijsedu.20150301.11
International Journal of Secondary Education
2015-02-01
© Science Publishing Group
G. M. Kayode
J. B. Ayodele
Impacts of Teachers’ Time Management on Secondary School Students’ Academic Performance in Ekiti State, Nigeria
3
1
7
7
2015-02-01
2015-02-01
10.11648/j.ijsedu.20150301.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150301.11
© Science Publishing Group
Visual Participatory as an Analytic Tool in Managing Violence among Students in an Urban Secondary School in Zimbabwe
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150301.12
The research was set to determine management practices of students’ violent behaviour in an urban secondary school in Zimbabwe. The visual participatory methodology was used. Drawings and focus group discussions were the focal methods employed to generate data from 15 conveniently sampled participants over a period of two weeks. Involvement of parents, police, heads of schools and the perpetrators of violence were noted as violence reduction management practices. The school must adopt transparent and holistic approach where stakeholders including communities must engage with one another in an endeavour to eliminate violence. It was concluded that violence in schools can be eliminated.
The research was set to determine management practices of students’ violent behaviour in an urban secondary school in Zimbabwe. The visual participatory methodology was used. Drawings and focus group discussions were the focal methods employed to generate data from 15 conveniently sampled participants over a period of two weeks. Involvement of parents, police, heads of schools and the perpetrators of violence were noted as violence reduction management practices. The school must adopt transparent and holistic approach where stakeholders including communities must engage with one another in an endeavour to eliminate violence. It was concluded that violence in schools can be eliminated.
Visual Participatory as an Analytic Tool in Managing Violence among Students in an Urban Secondary School in Zimbabwe
doi:10.11648/j.ijsedu.20150301.12
International Journal of Secondary Education
2015-02-10
© Science Publishing Group
Ephias Gudyanga
Nomsa Matamba
Visual Participatory as an Analytic Tool in Managing Violence among Students in an Urban Secondary School in Zimbabwe
3
1
15
15
2015-02-10
2015-02-10
10.11648/j.ijsedu.20150301.12
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150301.12
© Science Publishing Group
Competencies for the Classroom Instructional Designer
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150302.11
The aim of the present study is to identify the competence needed by secondary schools’ teacher on designing their clasroom insruction. The study was conducted in the province of South Sulawesi Indonesia using qualitative approach. The respondent of the study is 8 persons, consists of school superintendent and teacher trainer selecting form several regencies. In order to find out the competences needed in term of competence in designing instruction, semi-structure interview was used in this study. The thematic analysis is used to get more detail information through indentifying, analysing,and reporting the pattern of competences needed. The research finding showed that there are four major competencies needed by socondary schools’ teacher in designing their instruction, such as competence in subject matter, pedagogical, curriculum, and technology.
The aim of the present study is to identify the competence needed by secondary schools’ teacher on designing their clasroom insruction. The study was conducted in the province of South Sulawesi Indonesia using qualitative approach. The respondent of the study is 8 persons, consists of school superintendent and teacher trainer selecting form several regencies. In order to find out the competences needed in term of competence in designing instruction, semi-structure interview was used in this study. The thematic analysis is used to get more detail information through indentifying, analysing,and reporting the pattern of competences needed. The research finding showed that there are four major competencies needed by socondary schools’ teacher in designing their instruction, such as competence in subject matter, pedagogical, curriculum, and technology.
Competencies for the Classroom Instructional Designer
doi:10.11648/j.ijsedu.20150302.11
International Journal of Secondary Education
2015-03-02
© Science Publishing Group
Haidir Arafah
Ahmad Johari Bin Sihes
Competencies for the Classroom Instructional Designer
3
2
20
20
2015-03-02
2015-03-02
10.11648/j.ijsedu.20150302.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150302.11
© Science Publishing Group
ESP Book Evaluation: The Case of Management Course Book
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150303.11
Textbooks are believed to be an essential component of the classrooms. Teachers usually spend a lot of class time on using textbooks and choosing an appropriate one. Therefore, textbook evaluation is important to improve and increase their fitness to the needs and goals. Specifically, in courses of English for specific purposes (ESP), textbooks play an important role on students’ future in continuing their field of study and using their English skills in workplaces. This study aimed to evaluate the quality of the English for students of management coursebook. For this purpose, Miekley’s (2005) checklist was used to evaluate the book considering five major aspects. Qualitative descriptive analyses were used to evaluate the current textbook based on the guidelines and framework presented in the available checklist. The results indicated that the textbook can be appropriate for management students but should be modified in some cases to fulfill the course goals and encourage students to use what they learn in their future workplace.
Textbooks are believed to be an essential component of the classrooms. Teachers usually spend a lot of class time on using textbooks and choosing an appropriate one. Therefore, textbook evaluation is important to improve and increase their fitness to the needs and goals. Specifically, in courses of English for specific purposes (ESP), textbooks play an important role on students’ future in continuing their field of study and using their English skills in workplaces. This study aimed to evaluate the quality of the English for students of management coursebook. For this purpose, Miekley’s (2005) checklist was used to evaluate the book considering five major aspects. Qualitative descriptive analyses were used to evaluate the current textbook based on the guidelines and framework presented in the available checklist. The results indicated that the textbook can be appropriate for management students but should be modified in some cases to fulfill the course goals and encourage students to use what they learn in their future workplace.
ESP Book Evaluation: The Case of Management Course Book
doi:10.11648/j.ijsedu.20150303.11
International Journal of Secondary Education
2015-06-16
© Science Publishing Group
Maryam Azarnoosh
Maryam Ganji
ESP Book Evaluation: The Case of Management Course Book
3
3
25
25
2015-06-16
2015-06-16
10.11648/j.ijsedu.20150303.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150303.11
© Science Publishing Group
Factors Influencing Girl’s Performance in Physics in National Schools in Kiambu and Nairobi Counties of Kenya
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150304.11
This study was designed to investigate factors that influence girls’ enrolment and performance in physics in five (28%) traditional national schools in Kenya. Meaningful learning of physics is the hallmark of a technologically competent workforce in science, technology and engineering. However, there is a lower performance index and enrolment of girls opting to study physics at Kenya Certificate of Secondary Education (KCSE). Specifically, the factors of attitudes of students, learners’ ability and teacher characteristics were found to affect enrolment and performance of girls in physics. Three theories that influence the understanding of the issues in this study include Bloom’s Theory of Affect, Bruner’s Theory of Constructivism and Kneller’s Progressive Theory. Despite intervention measures by the Ministry of Education to alleviate girls’ polarization in enrolment and performance in physics, the Ministry of Education Science and Technology (MOEST), 2006 module report upholds that there are negative influences in the teaching and learning of science. A wide range of literature review on girls’ enrolment and performance in physics nationally and in sub county schools showed low enrolment and poor performance at KCSE. However, no research was evident on factors that influence girls’ performance in physics in Kenya national schools. The study used a survey design among five national schools in Nairobi and Kiambu counties; form two class was chosen as the target population as well as teachers of science and mathematics in the five schools. Purposive and simple random sampling was used in the study. A random sample of two hundred and twenty eight form two students was selected from the five schools. From each school a sample of forty five students was selected using a simple random sampling method. Questionnaires were used to collect data for both teacher and student factors. In addition, an Achievement Test was used to isolate areas of misconceptions that account for poor performance of girls compared to boys. The data was analysed using both descriptive and inferential statistics. Statistical Package for Social Sciences (SPSS) was used in data analysis. Means, frequency distributions and percentages, histograms, and pie charts were determined. Likert Scale was used to measure attitudes affecting performance of physics among all the targeted girls’ schools and the teachers. The study showed students’ attitude, learner’s ability and teacher characteristics, affected girls’ enrolment and performance in physics in national schools. The girls had better positive attitudes and performance in learner abilities in physics than the boys. The results also showed that teachers of physics in girls’ national schools are effective and efficient in instructional designs. The findings of this study may be used to foster positive attitudes towards physics. The methods of physics instruction among girls may also be impacted by constructivism approaches as the results show strong preference to physics practical work.
This study was designed to investigate factors that influence girls’ enrolment and performance in physics in five (28%) traditional national schools in Kenya. Meaningful learning of physics is the hallmark of a technologically competent workforce in science, technology and engineering. However, there is a lower performance index and enrolment of girls opting to study physics at Kenya Certificate of Secondary Education (KCSE). Specifically, the factors of attitudes of students, learners’ ability and teacher characteristics were found to affect enrolment and performance of girls in physics. Three theories that influence the understanding of the issues in this study include Bloom’s Theory of Affect, Bruner’s Theory of Constructivism and Kneller’s Progressive Theory. Despite intervention measures by the Ministry of Education to alleviate girls’ polarization in enrolment and performance in physics, the Ministry of Education Science and Technology (MOEST), 2006 module report upholds that there are negative influences in the teaching and learning of science. A wide range of literature review on girls’ enrolment and performance in physics nationally and in sub county schools showed low enrolment and poor performance at KCSE. However, no research was evident on factors that influence girls’ performance in physics in Kenya national schools. The study used a survey design among five national schools in Nairobi and Kiambu counties; form two class was chosen as the target population as well as teachers of science and mathematics in the five schools. Purposive and simple random sampling was used in the study. A random sample of two hundred and twenty eight form two students was selected from the five schools. From each school a sample of forty five students was selected using a simple random sampling method. Questionnaires were used to collect data for both teacher and student factors. In addition, an Achievement Test was used to isolate areas of misconceptions that account for poor performance of girls compared to boys. The data was analysed using both descriptive and inferential statistics. Statistical Package for Social Sciences (SPSS) was used in data analysis. Means, frequency distributions and percentages, histograms, and pie charts were determined. Likert Scale was used to measure attitudes affecting performance of physics among all the targeted girls’ schools and the teachers. The study showed students’ attitude, learner’s ability and teacher characteristics, affected girls’ enrolment and performance in physics in national schools. The girls had better positive attitudes and performance in learner abilities in physics than the boys. The results also showed that teachers of physics in girls’ national schools are effective and efficient in instructional designs. The findings of this study may be used to foster positive attitudes towards physics. The methods of physics instruction among girls may also be impacted by constructivism approaches as the results show strong preference to physics practical work.
Factors Influencing Girl’s Performance in Physics in National Schools in Kiambu and Nairobi Counties of Kenya
doi:10.11648/j.ijsedu.20150304.11
International Journal of Secondary Education
2015-06-16
© Science Publishing Group
J. Akweya
N. Twoli
G. Waweru
Factors Influencing Girl’s Performance in Physics in National Schools in Kiambu and Nairobi Counties of Kenya
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4
31
31
2015-06-16
2015-06-16
10.11648/j.ijsedu.20150304.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150304.11
© Science Publishing Group
The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150304.12
In the practice of teaching, there are some lessons that students never fully learn, so developing the right teaching strategy is vital and involves more than just implementing isolated and unrelated educational intervention proposals. The improvement of world educational systems must be truly global and not limited to just those countries experiencing shortcomings as they try to catch up with the leaders in international OECD evaluations. Instead, we need educational advancement on a global basis and these educational standards must be well measured. In this endeavor, linguistics, mathematics, science and social studies all have strategic value. We report the outcome of an experimental design as a control and on three remedial intervention strategies in the specific field of numeracy.
In the practice of teaching, there are some lessons that students never fully learn, so developing the right teaching strategy is vital and involves more than just implementing isolated and unrelated educational intervention proposals. The improvement of world educational systems must be truly global and not limited to just those countries experiencing shortcomings as they try to catch up with the leaders in international OECD evaluations. Instead, we need educational advancement on a global basis and these educational standards must be well measured. In this endeavor, linguistics, mathematics, science and social studies all have strategic value. We report the outcome of an experimental design as a control and on three remedial intervention strategies in the specific field of numeracy.
The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case
doi:10.11648/j.ijsedu.20150304.12
International Journal of Secondary Education
2015-06-29
© Science Publishing Group
Conrado Ruiz-Hernández
Alma Delia Lupercio Lozano
Thalía Ameyatzin Bernal González
The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case
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4
36
36
2015-06-29
2015-06-29
10.11648/j.ijsedu.20150304.12
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150304.12
© Science Publishing Group
EFL Teachers’ Knowledge toward Their Current Practices
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150304.13
There are many factors which influence the process of teaching English as a foreign language. One of the most influential in the process of teaching English is teachers’ knowledge of teaching English. Knowledge of teaching English plays an important role in teachers’ effectiveness and their choice of instructional practices. The total sampling of 133 Indonesian EFL teachers with different years of teaching experiences were participated in this study. After obtaining the raw data, the SPSS software (version 20) was used to analyze the data. The findings showed that the most dominant element of EFL teachers’ knowledge of teaching English is teaching skills, and there is a significant influence of EFL teachers’ teaching skills to their practices of teaching English. This research also indicated that there are no significant differences among the years of EFL teachers’ teaching experiences toward their knowledge of teaching English.
There are many factors which influence the process of teaching English as a foreign language. One of the most influential in the process of teaching English is teachers’ knowledge of teaching English. Knowledge of teaching English plays an important role in teachers’ effectiveness and their choice of instructional practices. The total sampling of 133 Indonesian EFL teachers with different years of teaching experiences were participated in this study. After obtaining the raw data, the SPSS software (version 20) was used to analyze the data. The findings showed that the most dominant element of EFL teachers’ knowledge of teaching English is teaching skills, and there is a significant influence of EFL teachers’ teaching skills to their practices of teaching English. This research also indicated that there are no significant differences among the years of EFL teachers’ teaching experiences toward their knowledge of teaching English.
EFL Teachers’ Knowledge toward Their Current Practices
doi:10.11648/j.ijsedu.20150304.13
International Journal of Secondary Education
2015-07-11
© Science Publishing Group
Darmawati Saleh
Sanitah Bte Mohd Yusof
EFL Teachers’ Knowledge toward Their Current Practices
3
4
42
42
2015-07-11
2015-07-11
10.11648/j.ijsedu.20150304.13
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150304.13
© Science Publishing Group
The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150305.11
Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behaviour in the classroom. As an observational system, it captures the verbal behaviour of teachers and students that is directly related to the social – emotional climate of the classroom. It was developed by Ned Flanders out of Social Psychological Theory and was designed to test the effect of social emotional climate on students’ attitudes and learning. The theoretical assumptions of Interaction Analysis (IA) are that in a normal classroom situation, verbal communication is predominant; the teacher exerts a great deal of influence on the student and the student’s behaviour is affected to a great extent by this type of teacher behaviour exhibited. Flanders’ ten category system that attempts to categorize all the verbal behaviour to be found in the classroom is explored in this paper. The objective is the advocacy for the adoption of FIAC in the instructional process in our public schools, since the quantity and quality of teacher – student interaction is a critical dimension of effective classroom teaching and enhanced learning.
Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behaviour in the classroom. As an observational system, it captures the verbal behaviour of teachers and students that is directly related to the social – emotional climate of the classroom. It was developed by Ned Flanders out of Social Psychological Theory and was designed to test the effect of social emotional climate on students’ attitudes and learning. The theoretical assumptions of Interaction Analysis (IA) are that in a normal classroom situation, verbal communication is predominant; the teacher exerts a great deal of influence on the student and the student’s behaviour is affected to a great extent by this type of teacher behaviour exhibited. Flanders’ ten category system that attempts to categorize all the verbal behaviour to be found in the classroom is explored in this paper. The objective is the advocacy for the adoption of FIAC in the instructional process in our public schools, since the quantity and quality of teacher – student interaction is a critical dimension of effective classroom teaching and enhanced learning.
The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting
doi:10.11648/j.ijsedu.20150305.11
International Journal of Secondary Education
2015-08-19
© Science Publishing Group
Veronica Odiri Amatari
The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting
3
5
49
49
2015-08-19
2015-08-19
10.11648/j.ijsedu.20150305.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150305.11
© Science Publishing Group
Identifiable Corrupt Practices Among Staff and Students of Secondary Schools in Delta State of Nigeria
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150305.12
This survey research was conducted to ascertain if there are any identifiable corrupt practices in secondary schools in Delta State of Nigeria. It also sought to catalogue the evils which corruption has done to Secondary Education in the country. Staff and students of secondary schools were randomly selected as respondents to a validated research open-ended questionnaire designed for the investigation. Results of data analyses revealed that there are several corrupt practices in secondary schools, the most frightening one being examination malpractice. They also agreed that several evils have been introduced into the school system by corruption. A lowering of academic standard occasioned by the reluctance of students to read has resulted in poor examination performance among students. These and other social evils being practised in the system by both staff and students are depreciating the quality of education at the secondary level. It is suggested that teachers be given proper orientation to dissuade them from perpetuating evils in the school system. Teachers and parents are to combine to build up good character in children
This survey research was conducted to ascertain if there are any identifiable corrupt practices in secondary schools in Delta State of Nigeria. It also sought to catalogue the evils which corruption has done to Secondary Education in the country. Staff and students of secondary schools were randomly selected as respondents to a validated research open-ended questionnaire designed for the investigation. Results of data analyses revealed that there are several corrupt practices in secondary schools, the most frightening one being examination malpractice. They also agreed that several evils have been introduced into the school system by corruption. A lowering of academic standard occasioned by the reluctance of students to read has resulted in poor examination performance among students. These and other social evils being practised in the system by both staff and students are depreciating the quality of education at the secondary level. It is suggested that teachers be given proper orientation to dissuade them from perpetuating evils in the school system. Teachers and parents are to combine to build up good character in children
Identifiable Corrupt Practices Among Staff and Students of Secondary Schools in Delta State of Nigeria
doi:10.11648/j.ijsedu.20150305.12
International Journal of Secondary Education
2015-08-25
© Science Publishing Group
Daniel Duwovwiji Whawo
Identifiable Corrupt Practices Among Staff and Students of Secondary Schools in Delta State of Nigeria
3
5
54
54
2015-08-25
2015-08-25
10.11648/j.ijsedu.20150305.12
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.20150305.12
© Science Publishing Group
Job Design and Employee Absenteeism: A Case Study of Some Government Parastatals in Nigeria
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.s.2015030601.11
This empirical study examined the relationship between job design and employee absenteeism in Bayelsa State Civil Service, in a bid to proffering solution to the myriad of absenteeism in the ministries, this literature focused on dimensions such as job rotation and job enlargement and their relationship to absenteeism. A sample size of 348 workers from nineteen ministries was involved in the study. The data was analyzed with Spearman Rank Order Correlation Coefficient, whereas the impact of the moderating variable on the strength of relationship between the independent and depended variables was analyzed with Partial Correlation Coefficient. The findings from the study revealed that job enlargement and job rotation significantly relates to absence intensity. Base on the findings, it was recommended that organizations including ministries should take deliberate effort in designing job of its employee putting into consideration job enlargement and job rotation, as they are necessary ingredients that improves employee attendance rate thereby curtailing their level of absenteeism. it was also recommended that, employers should rotate employees from one job to the other to enable them acquire variety of skills and experience to make them have intrinsic satisfaction of their job that will in turn improve their commitment level to the organization including being regular and punctual to work.
This empirical study examined the relationship between job design and employee absenteeism in Bayelsa State Civil Service, in a bid to proffering solution to the myriad of absenteeism in the ministries, this literature focused on dimensions such as job rotation and job enlargement and their relationship to absenteeism. A sample size of 348 workers from nineteen ministries was involved in the study. The data was analyzed with Spearman Rank Order Correlation Coefficient, whereas the impact of the moderating variable on the strength of relationship between the independent and depended variables was analyzed with Partial Correlation Coefficient. The findings from the study revealed that job enlargement and job rotation significantly relates to absence intensity. Base on the findings, it was recommended that organizations including ministries should take deliberate effort in designing job of its employee putting into consideration job enlargement and job rotation, as they are necessary ingredients that improves employee attendance rate thereby curtailing their level of absenteeism. it was also recommended that, employers should rotate employees from one job to the other to enable them acquire variety of skills and experience to make them have intrinsic satisfaction of their job that will in turn improve their commitment level to the organization including being regular and punctual to work.
Job Design and Employee Absenteeism: A Case Study of Some Government Parastatals in Nigeria
doi:10.11648/j.ijsedu.s.2015030601.11
International Journal of Secondary Education
2015-07-14
© Science Publishing Group
Don-Solomon Amakiri
Godday Raymond Luke
Job Design and Employee Absenteeism: A Case Study of Some Government Parastatals in Nigeria
3
6
5
5
2015-07-14
2015-07-14
10.11648/j.ijsedu.s.2015030601.11
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.s.2015030601.11
© Science Publishing Group
Improving Self-Regulated Learning Style amongst Students
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.s.2015030601.12
Learning is a goal directed act, acquiring new, or modifying and reinforcing existing knowledge, behaviours, skills, values, preferences and may involve synthesizing different types of information. Learning may be viewed as a concept and like all other concepts; it lacks a generally accepted definition. However, there appear to be a consensus that it is a relatively permanent change in behaviour as a result of practice or experience. The purpose of education is not merely to enable students to accumulate facts. A major goal is that by the time students finish school; they should be able to solve problems that will enable them to be happy and successful in life and to contribute to society. To achieve this goal, students need to develop high order thinking skills through self-regulation of learning. Self-regulated learning is learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. Metacognition was regarded as a valuable term because it emphasized how the “self’ was the agent in establishing learning goals and tactics and how each individual’s perceptions of the self and task influenced the quality of learning that ensued.
Learning is a goal directed act, acquiring new, or modifying and reinforcing existing knowledge, behaviours, skills, values, preferences and may involve synthesizing different types of information. Learning may be viewed as a concept and like all other concepts; it lacks a generally accepted definition. However, there appear to be a consensus that it is a relatively permanent change in behaviour as a result of practice or experience. The purpose of education is not merely to enable students to accumulate facts. A major goal is that by the time students finish school; they should be able to solve problems that will enable them to be happy and successful in life and to contribute to society. To achieve this goal, students need to develop high order thinking skills through self-regulation of learning. Self-regulated learning is learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. Metacognition was regarded as a valuable term because it emphasized how the “self’ was the agent in establishing learning goals and tactics and how each individual’s perceptions of the self and task influenced the quality of learning that ensued.
Improving Self-Regulated Learning Style amongst Students
doi:10.11648/j.ijsedu.s.2015030601.12
International Journal of Secondary Education
2015-07-14
© Science Publishing Group
Hamilton-Ekeke
Joy-Telu
Improving Self-Regulated Learning Style amongst Students
3
6
10
10
2015-07-14
2015-07-14
10.11648/j.ijsedu.s.2015030601.12
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.s.2015030601.12
© Science Publishing Group
Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.s.2015030601.13
The paper focused on the teaching methods as a panacea for effective curriculum implementation in the classroom in Nigeria. Teaching methods denote various strategies that the teacher uses to deliver his/her subject matter to the students in the classroom based on the instructional objectives to bring about learning. Teaching methods aids learning and help to communicate ideas and skills to the students. There are several teaching methods to use in the classrooms, it is left for the teacher to use the ones most appropriate for the lesson. These methods if properly used will enhance teaching and learning and bring about desired changes in the students. While the teacher’s task is to ensure that learning is effective, one major way to achieve this is the use of appropriate teaching methods. This paper examines the concept of teaching, the teacher, learning, and discussed various teaching methods that can be used in the classrooms. The paper further discussed curriculum implementation and its implication for teaching methods and proffered the way forward for an effective use of teaching methods for better results in the classroom teaching and learning process.
The paper focused on the teaching methods as a panacea for effective curriculum implementation in the classroom in Nigeria. Teaching methods denote various strategies that the teacher uses to deliver his/her subject matter to the students in the classroom based on the instructional objectives to bring about learning. Teaching methods aids learning and help to communicate ideas and skills to the students. There are several teaching methods to use in the classrooms, it is left for the teacher to use the ones most appropriate for the lesson. These methods if properly used will enhance teaching and learning and bring about desired changes in the students. While the teacher’s task is to ensure that learning is effective, one major way to achieve this is the use of appropriate teaching methods. This paper examines the concept of teaching, the teacher, learning, and discussed various teaching methods that can be used in the classrooms. The paper further discussed curriculum implementation and its implication for teaching methods and proffered the way forward for an effective use of teaching methods for better results in the classroom teaching and learning process.
Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom
doi:10.11648/j.ijsedu.s.2015030601.13
International Journal of Secondary Education
2015-09-02
© Science Publishing Group
Theresa Ebiere Dorgu
Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom
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6
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2015-09-02
2015-09-02
10.11648/j.ijsedu.s.2015030601.13
http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=193&doi=10.11648/j.ijsedu.s.2015030601.13
© Science Publishing Group