The emergence of the COVID-19 pandemic caused disruptions in the creation and dissemination of pop music in Kenya. The pandemic forced pop musicians to use innovative methods in magnitudes that had never been experienced by musicians since the invention of music technology in the mid-19 th century. The pandemic necessitated the need for pop musicians to develop innovative technological methods for musical production, performance, and dissemination. This study examined the impact of COVID-19 pandemic on the musical production, performance, and dissemination in Kenya. The study objectives were two-fold: (1) To investigate how COVID-19 opened new avenues for live music production, and (2) How COVID-19 changed the music consumption and dissemination modalities across various age-groups. We relied on ethnographic data that was largely descriptive in character while looking at how pop musicians created and disseminate music in Kenya during the pandemic. This literature review looks at the music making and performance of popular genres during the COVID-19 pandemic in Kenya which include Afro-fusion, Afro-soul, Afro-pop, Genge , Hip-hop, Jazz, Bongo , Alternative music and Rhythm and Blues. For our analysis, we considered only the research on popular musical genres such as Afro-fusion, Afro-Soul, Afro-pop, Genge , Hip-hop, Jazz, Bongo , Alternative, and Rhythm and blues. We collected data from organizations including UNESCO, Kenya Nairobi horns music project, Café Ngoma, Kenyan research on popular music and popular music articles written during the COVID-19 pandemic. The study showed that digital music modalities such as music streaming, TikTok, YouTube, and Instagram became extremely popular as musicians spent more time at home producing pop music for the consumer market. On the other hand, the lifting of pandemic restrictions in public life brought back live pop music events, which are currently seeing a rise in demand. Keywords: COVID-19, pop music, Kenyan electropop music culture, music technology, social media, fourth industrial revolution DOI: 10.7176/JEP/14-27-02 Publication date: September 30 th 2023
{"title":"A Study on the Impact of the COVID-19 Pandemic on Pop Music Production and Dissemination in Kenya","authors":"","doi":"10.7176/jep/14-27-02","DOIUrl":"https://doi.org/10.7176/jep/14-27-02","url":null,"abstract":"The emergence of the COVID-19 pandemic caused disruptions in the creation and dissemination of pop music in Kenya. The pandemic forced pop musicians to use innovative methods in magnitudes that had never been experienced by musicians since the invention of music technology in the mid-19 th century. The pandemic necessitated the need for pop musicians to develop innovative technological methods for musical production, performance, and dissemination. This study examined the impact of COVID-19 pandemic on the musical production, performance, and dissemination in Kenya. The study objectives were two-fold: (1) To investigate how COVID-19 opened new avenues for live music production, and (2) How COVID-19 changed the music consumption and dissemination modalities across various age-groups. We relied on ethnographic data that was largely descriptive in character while looking at how pop musicians created and disseminate music in Kenya during the pandemic. This literature review looks at the music making and performance of popular genres during the COVID-19 pandemic in Kenya which include Afro-fusion, Afro-soul, Afro-pop, Genge , Hip-hop, Jazz, Bongo , Alternative music and Rhythm and Blues. For our analysis, we considered only the research on popular musical genres such as Afro-fusion, Afro-Soul, Afro-pop, Genge , Hip-hop, Jazz, Bongo , Alternative, and Rhythm and blues. We collected data from organizations including UNESCO, Kenya Nairobi horns music project, Café Ngoma, Kenyan research on popular music and popular music articles written during the COVID-19 pandemic. The study showed that digital music modalities such as music streaming, TikTok, YouTube, and Instagram became extremely popular as musicians spent more time at home producing pop music for the consumer market. On the other hand, the lifting of pandemic restrictions in public life brought back live pop music events, which are currently seeing a rise in demand. Keywords: COVID-19, pop music, Kenyan electropop music culture, music technology, social media, fourth industrial revolution DOI: 10.7176/JEP/14-27-02 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Real life problems can be found within schools’ curricula, such as in mathematics, and solving mathematical problems, addressed to as problem solving in this study, often relate mathematics to real life situations, contexts students are familiar with and can relate to. However, students worldwide often comment that Mathematics problems are really difficult, and Lebanese secondary teachers complain that students reach Grade 12 and are still unable to think logically. Therefore, this article reports on a part of a larger study that aimed to understand students’ challenges and perceptions towards problem solving (PS) in Grade 4, 5, and 6 (n=558) in private schools in Tripoli- Lebanon. The researcher used the questionnaire method to collect data, summarize and analyze students’ perceptions towards PS. Findings indicated that language and analytical skills are among the most challenges faced by students. Recommendations for acknowledging these difficulties and adopting teaching strategies that tackle these problems were also provided. Keywords: Mathematics problem-solving, Elementary, Cycle 2, Students perception. DOI: 10.7176/JEP/14-27-03 Publication date: September 30 th 2023
{"title":"Elementary Students Perceptions Towards Mathematics Problem Solving","authors":"","doi":"10.7176/jep/14-27-03","DOIUrl":"https://doi.org/10.7176/jep/14-27-03","url":null,"abstract":"Real life problems can be found within schools’ curricula, such as in mathematics, and solving mathematical problems, addressed to as problem solving in this study, often relate mathematics to real life situations, contexts students are familiar with and can relate to. However, students worldwide often comment that Mathematics problems are really difficult, and Lebanese secondary teachers complain that students reach Grade 12 and are still unable to think logically. Therefore, this article reports on a part of a larger study that aimed to understand students’ challenges and perceptions towards problem solving (PS) in Grade 4, 5, and 6 (n=558) in private schools in Tripoli- Lebanon. The researcher used the questionnaire method to collect data, summarize and analyze students’ perceptions towards PS. Findings indicated that language and analytical skills are among the most challenges faced by students. Recommendations for acknowledging these difficulties and adopting teaching strategies that tackle these problems were also provided. Keywords: Mathematics problem-solving, Elementary, Cycle 2, Students perception. DOI: 10.7176/JEP/14-27-03 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study presents a comprehensive examination of flipped learning as an emerging pedagogical approach within the realm of education. The primary objectives were to investigate the design, efficacy, and challenges associated with flipped learning, with a focus on its impact on students' learning experiences, including engagement, motivation, and achievement.Through a thorough review of 28 empirical studies on flipped learning, this research provides valuable insights into its evolution and application. The findings are organized into three main sections. First, the study delineates the main features of flipped learning studies, including publication trends, educational contexts, research purposes, subjects, and research designs.Second, the study scrutinizes the design of flipped learning, emphasizing the dual phases of pre-classroom preparation and in-classroom activities. The use of instructional videos, digital texts, quizzes, and various classroom activities are explored, shedding light on the diverse approaches within flipped learning.Third, the study critically evaluates the efficacy of flipped learning, particularly its impact on student achievement, motivation, and engagement. Findings from the reviewed studies suggest that flipped learning can significantly enhance students' academic performance, promote motivation, and foster engagement in the learning process. However, some variations in outcomes exist, highlighting the importance of factors such as instructional design and context.Additionally, the study highlights common challenges faced when implementing flipped learning, including student workload, adjustment to the new learning environment, technology access issues, content creation demands for educators, and the role of parental support.In conclusion, this research offers a holistic perspective on flipped learning, underscoring its potential as an effective educational strategy while acknowledging the challenges associated with its adoption. These findings can inform educators and institutions seeking to optimize their learning environments and pedagogical practices. Keywords: Flipped Learning, Educational Technology, Challenge, Motivation DOI: 10.7176/JEP/14-27-01 Publication date: September 30 th 2023
{"title":"Is It An Innovation That Contributes Value-Added Learning? A Critical Review of Literature Review on Flipped Learning Environments","authors":"","doi":"10.7176/jep/14-27-01","DOIUrl":"https://doi.org/10.7176/jep/14-27-01","url":null,"abstract":"This study presents a comprehensive examination of flipped learning as an emerging pedagogical approach within the realm of education. The primary objectives were to investigate the design, efficacy, and challenges associated with flipped learning, with a focus on its impact on students' learning experiences, including engagement, motivation, and achievement.Through a thorough review of 28 empirical studies on flipped learning, this research provides valuable insights into its evolution and application. The findings are organized into three main sections. First, the study delineates the main features of flipped learning studies, including publication trends, educational contexts, research purposes, subjects, and research designs.Second, the study scrutinizes the design of flipped learning, emphasizing the dual phases of pre-classroom preparation and in-classroom activities. The use of instructional videos, digital texts, quizzes, and various classroom activities are explored, shedding light on the diverse approaches within flipped learning.Third, the study critically evaluates the efficacy of flipped learning, particularly its impact on student achievement, motivation, and engagement. Findings from the reviewed studies suggest that flipped learning can significantly enhance students' academic performance, promote motivation, and foster engagement in the learning process. However, some variations in outcomes exist, highlighting the importance of factors such as instructional design and context.Additionally, the study highlights common challenges faced when implementing flipped learning, including student workload, adjustment to the new learning environment, technology access issues, content creation demands for educators, and the role of parental support.In conclusion, this research offers a holistic perspective on flipped learning, underscoring its potential as an effective educational strategy while acknowledging the challenges associated with its adoption. These findings can inform educators and institutions seeking to optimize their learning environments and pedagogical practices. Keywords: Flipped Learning, Educational Technology, Challenge, Motivation DOI: 10.7176/JEP/14-27-01 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate the influence of Understudy programme on principals management in public secondary schools in Machakos County, Kenya based on the following objectives: To determine the extent to which Understudy programs influences principals’ management in public secondary schools in Machakos County, Kenya. -The study was is harbored on the Administrative Management postulated by Henri Fayol (1841-1925) and Breeze (2002). Descriptive survey research design was used to carry out the study. The target population included all 230 public secondary schools in Machakos County which included 230 principals, 264 deputy principals, 5 directors of KEMI and 8 sub-county educational officers. Stratified sampling was used to select eight sub-county forms a strata’s of the study. 30% of population was used on principals and deputy principal. Seventy school were selected for the study. Census sampling was used to select the 8 sub county officers and 5 directors of KEMI. Interview schedule (Sub-county education officials and KEMI directors) and questionnaires (principals and deputy principals) were used as instruments for data collection. The findings indicated understudy programs influenced principals’ management. The result of Chi square (X2) testing for the hypothesis on relationship between understudy program and principals’ management. The null hypothesis was tested using Chi square test (df=3, Pearson X 2 = 13.594, p=0.004 at 0.05 significance level). Therefore, the null hypothesis was rejected. Hence there is a strong significant relationship between understudy programs and principals’ management. The study concluded that there is a significant relationship between understudy programs and principals management of public secondary schools. Keywords: Influence, Understudy Programmes, Principals’ Management, Public Secondary Schools DOI: 10.7176/JEP/14-25-04 Publication date: September 30 th 2023
{"title":"Influence of Understudy Programs on Principals’ Management of Public Secondary Schools in Machakos County, Kenya","authors":"","doi":"10.7176/jep/14-25-04","DOIUrl":"https://doi.org/10.7176/jep/14-25-04","url":null,"abstract":"The purpose of this study was to investigate the influence of Understudy programme on principals management in public secondary schools in Machakos County, Kenya based on the following objectives: To determine the extent to which Understudy programs influences principals’ management in public secondary schools in Machakos County, Kenya. -The study was is harbored on the Administrative Management postulated by Henri Fayol (1841-1925) and Breeze (2002). Descriptive survey research design was used to carry out the study. The target population included all 230 public secondary schools in Machakos County which included 230 principals, 264 deputy principals, 5 directors of KEMI and 8 sub-county educational officers. Stratified sampling was used to select eight sub-county forms a strata’s of the study. 30% of population was used on principals and deputy principal. Seventy school were selected for the study. Census sampling was used to select the 8 sub county officers and 5 directors of KEMI. Interview schedule (Sub-county education officials and KEMI directors) and questionnaires (principals and deputy principals) were used as instruments for data collection. The findings indicated understudy programs influenced principals’ management. The result of Chi square (X2) testing for the hypothesis on relationship between understudy program and principals’ management. The null hypothesis was tested using Chi square test (df=3, Pearson X 2 = 13.594, p=0.004 at 0.05 significance level). Therefore, the null hypothesis was rejected. Hence there is a strong significant relationship between understudy programs and principals’ management. The study concluded that there is a significant relationship between understudy programs and principals management of public secondary schools. Keywords: Influence, Understudy Programmes, Principals’ Management, Public Secondary Schools DOI: 10.7176/JEP/14-25-04 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is proposed to adopt Lesson Study (LS) as a collaborative professional development approach. Therefore, the main purpose of this study is to investigate whether the Lesson Study approach has an effect on teacher’s professional development across the Lesson Study classroom conferences. Data collected through mixed methods resources including audio-recording of classroom observations, audio recording of post-class conferences and my field notes. The data disclosed an increase improvement in teachers’ teaching quality practices throughout the Lesson Study cycles. The study revealed also that there was a gradual increase in the teachers’ critical reflection. This study, as one of the initial trials to be implemented in the Omani context, may contribute to the in-service professional development. The study may encourage stakeholders in the MOE (Ministry of Education) to take the lead in adopting the Lesson Study approach within the current in-service professional programme. Keywords: Professional development, Lesson Study, Bloom Taxonomy, mediation, scaffolding DOI: 10.7176/JEP/14-26-07 Publication date: September 30 th 2023
{"title":"The Effectiveness of Lesson Study as a Professional Development Approach for Omani Teachers","authors":"","doi":"10.7176/jep/14-26-07","DOIUrl":"https://doi.org/10.7176/jep/14-26-07","url":null,"abstract":"This study is proposed to adopt Lesson Study (LS) as a collaborative professional development approach. Therefore, the main purpose of this study is to investigate whether the Lesson Study approach has an effect on teacher’s professional development across the Lesson Study classroom conferences. Data collected through mixed methods resources including audio-recording of classroom observations, audio recording of post-class conferences and my field notes. The data disclosed an increase improvement in teachers’ teaching quality practices throughout the Lesson Study cycles. The study revealed also that there was a gradual increase in the teachers’ critical reflection. This study, as one of the initial trials to be implemented in the Omani context, may contribute to the in-service professional development. The study may encourage stakeholders in the MOE (Ministry of Education) to take the lead in adopting the Lesson Study approach within the current in-service professional programme. Keywords: Professional development, Lesson Study, Bloom Taxonomy, mediation, scaffolding DOI: 10.7176/JEP/14-26-07 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Hepatic abscesses are confined masses of pus in the liver that generally form following liver trauma or abdominal infections. They can be classified by the causing organism as bacterial or amoebic (pyogenic abscesses), parasitic (hydatiform) or fungal. By location, most solitary abscesses form on the right lobe due to greater blood circulation, thus left sided abscesses are less commonly found. Intraabdominal inflammatory processes with bacterial infestation may use the the portal system to disperse the pathogen into the liver. Other mechanisms follow a more direct route. Acute cholangitis, or infection of the biliary tree can form a liver abscess per continuitatem. Risk factors for a liver abscess include all the risk factors for cholangitis or intraabdominal infections such as: appendicitis, cholecystitis, diverticulitis, bacteremia, endocarditis, biliary tract malformations, cysts and strictures or hepatocalculosis. Culprit pathogens include: E. Coli, Streptococcus, Staphylococcus, Klebsiella, E. Histolytica, but usually liver abscesses are multimicrobial. Liver metastases may also cause a liver abscess, which is not to be overlooked. Case presentation The patient is a 32 years old female who was transferred from a regional hospital. She had the complaints of abdominal pain of the right upper quadrant, high temperature (39-40°C) for three weeks. The patient was treated with a wide range of antibiotics, but no improvement was noted. An abdominal CT scan evidenced a large multi-cameral hepatic abscess involving segments VI-VII and VIII. The patient was transferred to the Intensive Care Department where she was resuscitated due to the severe septic state. She underwent the procedure of surgical drainage and resection of hepatic segments VI-VII. On the 10 th postoperative day she was discharged in good health. Discussion Size and location are important determining factors in the treatment strategy. For most of the cases of abscesses small and responsive to medical therapy the preferred route is the percutaneous drainage. However, it is in the surgeon’s discretion to decide whether an open approach is more beneficial for the patient. Conclusion Surgical drainage remains a cornerstone in the treatment of liver abscesses, especially those unresponsive to medical therapy. Patients with delayed diagnosis are more likely to need drainage or surgery. Our case underlines the importance the involvement of a multidisciplinary team and especially the surgeons in the treatment of patients with liver abscesses, as in advanced stages empiric medical therapy may be ineffective. Keywords: General Surgery, Liver Abscess, Pyogenic Abscess, Liver Resection, Segmental Resection. DOI: 10.7176/JEP/14-27-04 Publication date: September 30 th 2023
{"title":"Hepatic Resection for Liver Abscess – Case Report","authors":"","doi":"10.7176/jep/14-27-04","DOIUrl":"https://doi.org/10.7176/jep/14-27-04","url":null,"abstract":"Background Hepatic abscesses are confined masses of pus in the liver that generally form following liver trauma or abdominal infections. They can be classified by the causing organism as bacterial or amoebic (pyogenic abscesses), parasitic (hydatiform) or fungal. By location, most solitary abscesses form on the right lobe due to greater blood circulation, thus left sided abscesses are less commonly found. Intraabdominal inflammatory processes with bacterial infestation may use the the portal system to disperse the pathogen into the liver. Other mechanisms follow a more direct route. Acute cholangitis, or infection of the biliary tree can form a liver abscess per continuitatem. Risk factors for a liver abscess include all the risk factors for cholangitis or intraabdominal infections such as: appendicitis, cholecystitis, diverticulitis, bacteremia, endocarditis, biliary tract malformations, cysts and strictures or hepatocalculosis. Culprit pathogens include: E. Coli, Streptococcus, Staphylococcus, Klebsiella, E. Histolytica, but usually liver abscesses are multimicrobial. Liver metastases may also cause a liver abscess, which is not to be overlooked. Case presentation The patient is a 32 years old female who was transferred from a regional hospital. She had the complaints of abdominal pain of the right upper quadrant, high temperature (39-40°C) for three weeks. The patient was treated with a wide range of antibiotics, but no improvement was noted. An abdominal CT scan evidenced a large multi-cameral hepatic abscess involving segments VI-VII and VIII. The patient was transferred to the Intensive Care Department where she was resuscitated due to the severe septic state. She underwent the procedure of surgical drainage and resection of hepatic segments VI-VII. On the 10 th postoperative day she was discharged in good health. Discussion Size and location are important determining factors in the treatment strategy. For most of the cases of abscesses small and responsive to medical therapy the preferred route is the percutaneous drainage. However, it is in the surgeon’s discretion to decide whether an open approach is more beneficial for the patient. Conclusion Surgical drainage remains a cornerstone in the treatment of liver abscesses, especially those unresponsive to medical therapy. Patients with delayed diagnosis are more likely to need drainage or surgery. Our case underlines the importance the involvement of a multidisciplinary team and especially the surgeons in the treatment of patients with liver abscesses, as in advanced stages empiric medical therapy may be ineffective. Keywords: General Surgery, Liver Abscess, Pyogenic Abscess, Liver Resection, Segmental Resection. DOI: 10.7176/JEP/14-27-04 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Present article aims to explain the basis nuances pertaining to the concept of Universal Design for Learning (UDL) and its possible application in inclusive class room setting. UDL is an instructional approach with flexible, interactive, proactive and multiple means of engagement in content delivery, students’ reactions and assessment mechanism during the teaching and learning process. It incorporates the philosophy of need based shifting of pedagogical aspects from text to audio-visual, traditional to blended & OER, one size fit curricula for all to need based varying, passive to interactive, mono content delivery & assessment system to multiple one. It also envisages for providing equal learning opportunities to all types of learners with regards to their varying abilities. Removal of architectural, pedagogical and curricular barriers from academic institutions is the fundament and inherent aspects of UDL. It addresses one’s right to access the quality education as per his learning styles and approaches. However, inclusive education is also regarded for providing equal learning opportunities but with the limitations of not offering much options regarding pedagogical aspect of teaching and learning as UDL supposed to provide. In true sense, UDL has the potential to meet out the diverse need of learners of inclusive classroom setting and it may be regarded as the paradigm shift in inclusive education. Keywords: Universal Design for Learning; Inclusive Education; Challenges DOI: 10.7176/JEP/14-25-01 Publication date: September 30 th 2023
{"title":"Universal Design for Learning (UDL): A Paradigm Shift in Inclusive Education","authors":"","doi":"10.7176/jep/14-25-01","DOIUrl":"https://doi.org/10.7176/jep/14-25-01","url":null,"abstract":"Present article aims to explain the basis nuances pertaining to the concept of Universal Design for Learning (UDL) and its possible application in inclusive class room setting. UDL is an instructional approach with flexible, interactive, proactive and multiple means of engagement in content delivery, students’ reactions and assessment mechanism during the teaching and learning process. It incorporates the philosophy of need based shifting of pedagogical aspects from text to audio-visual, traditional to blended & OER, one size fit curricula for all to need based varying, passive to interactive, mono content delivery & assessment system to multiple one. It also envisages for providing equal learning opportunities to all types of learners with regards to their varying abilities. Removal of architectural, pedagogical and curricular barriers from academic institutions is the fundament and inherent aspects of UDL. It addresses one’s right to access the quality education as per his learning styles and approaches. However, inclusive education is also regarded for providing equal learning opportunities but with the limitations of not offering much options regarding pedagogical aspect of teaching and learning as UDL supposed to provide. In true sense, UDL has the potential to meet out the diverse need of learners of inclusive classroom setting and it may be regarded as the paradigm shift in inclusive education. Keywords: Universal Design for Learning; Inclusive Education; Challenges DOI: 10.7176/JEP/14-25-01 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For a long time, under the influence of the traditional ideology that emphasizes knowledge supremacy, sports activities have been treated unequally, often equated with " play ". However, in recent years, the decline in the physical fitness of children and adolescents has drawn extra attention to sports activities. Early childhood is a critical period for children's physical development, and outdoor sports activities in kindergarten play a crucial role in enhancing children's physical fitness and promoting their overall development.Children's physical activities provide children's physical development to maintain health, so that children promote the development of sports skills through physical exercise. This study explored the current situation of kindergarten physical activity around time, space, content and teacher attitude through observation method and interview method. Study found that kindergarten physical activity type is single, kindergarten sports equipment utilization is low, insufficient venues, lack of effective teachers' guidance, analysis the main cause of the above problems is: kindergarten does not pay attention to physical activities, teachers did not scientific use of materials, sports space is limited, inadequate teacher guidance. It puts forward the strategies of improving the kindergarten physical activity curriculum, strengthening the management, improving the utilization efficiency of sports equipment, reasonably planning the site, expanding the activity space, creating good conditions, introducing professional teachers, and improving the professional quality of teachers. Keywords: kindergarten; physical activity; teaching status DOI: 10.7176/JEP/14-26-01 Publication date: September 30 th 2023
{"title":"An Overview and Strategies for Kindergarten Sports Activities: Assessing the Current Situation and Identifying Countermeasures","authors":"","doi":"10.7176/jep/14-26-01","DOIUrl":"https://doi.org/10.7176/jep/14-26-01","url":null,"abstract":"For a long time, under the influence of the traditional ideology that emphasizes knowledge supremacy, sports activities have been treated unequally, often equated with \" play \". However, in recent years, the decline in the physical fitness of children and adolescents has drawn extra attention to sports activities. Early childhood is a critical period for children's physical development, and outdoor sports activities in kindergarten play a crucial role in enhancing children's physical fitness and promoting their overall development.Children's physical activities provide children's physical development to maintain health, so that children promote the development of sports skills through physical exercise. This study explored the current situation of kindergarten physical activity around time, space, content and teacher attitude through observation method and interview method. Study found that kindergarten physical activity type is single, kindergarten sports equipment utilization is low, insufficient venues, lack of effective teachers' guidance, analysis the main cause of the above problems is: kindergarten does not pay attention to physical activities, teachers did not scientific use of materials, sports space is limited, inadequate teacher guidance. It puts forward the strategies of improving the kindergarten physical activity curriculum, strengthening the management, improving the utilization efficiency of sports equipment, reasonably planning the site, expanding the activity space, creating good conditions, introducing professional teachers, and improving the professional quality of teachers. Keywords: kindergarten; physical activity; teaching status DOI: 10.7176/JEP/14-26-01 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study analyzed the efficacy of response-based teaching tactics in enhancing students' levels of engagement, motivation, problem-solving skills, and critical thinking by utilizing data and a mixed-methods research methodology. There was a total of 30 students in the sample, 15 of whom were assigned to each of the two groups (response-based techniques and conventional instruction). Researchers also looked at how factors like teacher background and technological sophistication influenced the success of these techniques in the classroom. The students participated in a pre-test to define a starting point and a post-test to evaluate growth throughout the study. The efficacy of the response-based tactics was determined by statistical analysis using t-tests, ANOVA, and Cohen's d. Teacher and student demographics, as well as information about classroom practises and the usage of technology, were gathered through an online survey. Student perceptions of their own problem-solving and critical-thinking skills, as well as their level of classroom participation and motivation, were also probed in the survey. Both quantitative and qualitative approaches were employed to gather and analyze the data for this study. In terms of improving students' interest, motivation, problem-solving skills, and critical thinking, the results demonstrated that response-based teaching tactics were superior to more conventional methods. However, it was discovered that teacher traits and technology use influenced the efficacy of the response-based tactics. The findings also suggested that response-based teaching tactics might be useful in online classrooms, with the caveat that the success of such strategies would depend on the specific nature of the strategies employed and the specific features of the technology tools used. Conclusions from the study indicate that using response-based teaching methodologies can improve students' interest, motivation, problem-solving skills, and critical-thinking capacities. This study's methodology and statistical methods can serve as a foundation for other studies in this field. Keywords: response-based teaching strategies, traditional teaching approaches, student engagement, student motivation, problem-solving skills, critical thinking abilities DOI: 10.7176/JEP/14-27-10 Publication date: September 30 th 2023
{"title":"The Effectiveness of Using Response- based Strategy in Enhancing Students' Levels of Engagement, Motivation, Problem-solving Skills, and Critical Thinking","authors":"","doi":"10.7176/jep/14-27-10","DOIUrl":"https://doi.org/10.7176/jep/14-27-10","url":null,"abstract":"The study analyzed the efficacy of response-based teaching tactics in enhancing students' levels of engagement, motivation, problem-solving skills, and critical thinking by utilizing data and a mixed-methods research methodology. There was a total of 30 students in the sample, 15 of whom were assigned to each of the two groups (response-based techniques and conventional instruction). Researchers also looked at how factors like teacher background and technological sophistication influenced the success of these techniques in the classroom. The students participated in a pre-test to define a starting point and a post-test to evaluate growth throughout the study. The efficacy of the response-based tactics was determined by statistical analysis using t-tests, ANOVA, and Cohen's d. Teacher and student demographics, as well as information about classroom practises and the usage of technology, were gathered through an online survey. Student perceptions of their own problem-solving and critical-thinking skills, as well as their level of classroom participation and motivation, were also probed in the survey. Both quantitative and qualitative approaches were employed to gather and analyze the data for this study. In terms of improving students' interest, motivation, problem-solving skills, and critical thinking, the results demonstrated that response-based teaching tactics were superior to more conventional methods. However, it was discovered that teacher traits and technology use influenced the efficacy of the response-based tactics. The findings also suggested that response-based teaching tactics might be useful in online classrooms, with the caveat that the success of such strategies would depend on the specific nature of the strategies employed and the specific features of the technology tools used. Conclusions from the study indicate that using response-based teaching methodologies can improve students' interest, motivation, problem-solving skills, and critical-thinking capacities. This study's methodology and statistical methods can serve as a foundation for other studies in this field. Keywords: response-based teaching strategies, traditional teaching approaches, student engagement, student motivation, problem-solving skills, critical thinking abilities DOI: 10.7176/JEP/14-27-10 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education for girls has a profound effect on society. A well-educated girl has a greater chance of growing up healthy, secure, and empowered to shape her own life and future. Women's empowerment can be defined as promoting women's self-esteem, their capacity to make their own choices, and their right to influence social change for themselves and others. Education plays a critical role in empowering people. After completing their education, educated girls can pursue meaningful work and contribute to their country's economy. Economic growth, political stability, and social transformation are all dependent on empowerment of girls. The purpose of this study is to assess the CDSS INFAQ Foundation's role in the education of girls and women empowerment in Karachi. The researcher concentrated on the background, services, socioeconomic problems, and challenges confronting CDSS INFAQ Foundation over the course of their 40-year existence. Additionally, the researcher examined the effect of CDSS INFAQ Foundation's Girls Education and Vocational Training Programs on the lives and personalities of trainees and students. The study included a review of pertinent literature, beginning with definitions and concepts of Girls' Education and Women Empowerment, as well as an examination of the Islamic perspective on Girls' Education and Women Empowerment. Following that, the status of women in Islam and in Pakistani society is discussed, as well as the current state of women empowerment in neighboring countries and throughout the world. The history of women empowerment in Pakistan is also discussed in order to familiarize readers with the policies implemented by the government to empower women to achieve their goals and contribute to the country's development. The exploratory research approach was used to conduct this study. This study utilizes case studies, in-depth interviews, and focus groups with the Coordinators and In-Charge of the CDSS INFAQ Foundation. To validate the hypothesis, the Pearson Chi-square test is used. It has been established that the area's literacy rate has increased as a result of IETC's high-quality education. Additionally, career opportunities for trainees have been expanded as a result of ICTLC's career counseling . Keywords: Infaq foundation, girl child education, woman empowerment, vocational training DOI: 10.7176/JEP/14-25-03 Publication date: September 30 th 2023
{"title":"An Evaluation Study on the Role of CDSS Infaq Foundation on Girl’s Education and Women Empowerment","authors":"","doi":"10.7176/jep/14-25-03","DOIUrl":"https://doi.org/10.7176/jep/14-25-03","url":null,"abstract":"Education for girls has a profound effect on society. A well-educated girl has a greater chance of growing up healthy, secure, and empowered to shape her own life and future. Women's empowerment can be defined as promoting women's self-esteem, their capacity to make their own choices, and their right to influence social change for themselves and others. Education plays a critical role in empowering people. After completing their education, educated girls can pursue meaningful work and contribute to their country's economy. Economic growth, political stability, and social transformation are all dependent on empowerment of girls. The purpose of this study is to assess the CDSS INFAQ Foundation's role in the education of girls and women empowerment in Karachi. The researcher concentrated on the background, services, socioeconomic problems, and challenges confronting CDSS INFAQ Foundation over the course of their 40-year existence. Additionally, the researcher examined the effect of CDSS INFAQ Foundation's Girls Education and Vocational Training Programs on the lives and personalities of trainees and students. The study included a review of pertinent literature, beginning with definitions and concepts of Girls' Education and Women Empowerment, as well as an examination of the Islamic perspective on Girls' Education and Women Empowerment. Following that, the status of women in Islam and in Pakistani society is discussed, as well as the current state of women empowerment in neighboring countries and throughout the world. The history of women empowerment in Pakistan is also discussed in order to familiarize readers with the policies implemented by the government to empower women to achieve their goals and contribute to the country's development. The exploratory research approach was used to conduct this study. This study utilizes case studies, in-depth interviews, and focus groups with the Coordinators and In-Charge of the CDSS INFAQ Foundation. To validate the hypothesis, the Pearson Chi-square test is used. It has been established that the area's literacy rate has increased as a result of IETC's high-quality education. Additionally, career opportunities for trainees have been expanded as a result of ICTLC's career counseling . Keywords: Infaq foundation, girl child education, woman empowerment, vocational training DOI: 10.7176/JEP/14-25-03 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：