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Exploring the Value of the Indigenous Knowledge of Ubuntu in Early Childhood Education in South Africa 探索乌班图土著知识在南非幼儿教育中的价值
IF 0.4 Q3 Social Sciences Pub Date : 2023-08-22 DOI: 10.1080/18146627.2023.2243379
K. Padayachee, S. Maistry, Geoff Harris, D. Lortan
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引用次数: 0
The Politics of Mother Tongue Education in Ethiopia 埃塞俄比亚母语教育的政治
IF 0.4 Q3 Social Sciences Pub Date : 2023-07-19 DOI: 10.1080/18146627.2023.2230359
Yonattan Araya Zemaryam
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引用次数: 0
Understanding the Pedagogical Role of Service-Learning for Preparing Citizen Leaders in Higher Education 理解服务学习在高等教育中培养公民领袖的教学作用
IF 0.4 Q3 Social Sciences Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2225751
Rani Gul, I. Ahmad, Muhammad Tufail
Abstract This paper presents a survey that explored the impact of service-learning in the realm of higher education on the readiness of students for their forthcoming leadership positions as citizen leaders. A narrative review approach was adopted. A significant amount of research has been conducted on service-learning outcomes; however, few studies have investigated the role of service-learning in developing civic leadership of higher education students. The primary aim of this study was to assess the current body of literature regarding the pedagogical significance of service-learning in fostering engaged citizen leaders within higher education. The findings of this investigation demonstrate the effectiveness of service-learning as a valuable tool for cultivating leadership abilities among students in higher education. Notable skills enhanced through this approach include problem-solving, critical thinking, public speaking, decision-making, and interpersonal proficiency. These are also considered the top employability skills in the current job market. Based on the findings, the paper supports the integration of service-learning as a useful educational approach in higher education curricula to develop leadership skills of graduates.
摘要本文提出了一项调查,探讨了高等教育领域的服务学习对学生为即将到来的公民领导职位做好准备的影响。采用了叙述审查方法。对服务学习成果进行了大量的研究;然而,很少有研究调查服务学习在培养高等教育学生公民领导能力中的作用。本研究的主要目的是评估目前有关服务学习在高等教育中培养参与型公民领袖的教学意义的文献。本研究结果显示服务学习是培养高等教育学生领导能力的有效工具。通过这种方法显著提高的技能包括解决问题、批判性思维、公开演讲、决策和人际交往能力。这些也被认为是当前就业市场上最具就业能力的技能。基于研究结果,本研究支持在高等教育课程中整合服务学习作为培养毕业生领导技能的有效教育方法。
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引用次数: 0
Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities 重塑农村学校的需求:教师和家长参与学校活动的经验
IF 0.4 Q3 Social Sciences Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2181727
H. Mbhiza, T. Nkambule
Abstract The nature of the relationship between parents, teachers, and the school are continuously important because of teachers’ changing social expectations. While formal education is traditionally viewed as the job of teachers, they cannot be expected to address all educational issues that are influenced by multifaceted social issues. We explore parents’ and teachers’ understanding and experiences of parental involvement, and the nature of parental involvement in rural schools. We used the phenomenological approach; semi-structured interviews were administered to comprehend teachers’ and parents’ experiences of parental involvement in school activities. Complex parental views of schooling shaped the manner of involvement in school activities, and the nature of partnerships that were imbalanced. Teachers’ discourses of parental involvement were unsurprisingly influenced by associating classroom spaces with professional qualifications and curriculum pressure, resulting in the exclusion of parents from classroom activities. The dominant nature of parental involvement that teachers mentioned was that parents’ participation was limited to helping outside the classroom to ensure the upkeep of the schools. The findings also revealed that parents’ dominant experiences relate to viewing schools as inaccessible spaces without invitation or permission, as they view themselves as outsiders, and questioned the nature of communication channels.
由于教师的社会期望不断变化,家长、教师和学校之间的关系的性质一直很重要。虽然正规教育传统上被视为教师的工作,但不能指望他们解决受多方面社会问题影响的所有教育问题。我们探讨了家长和教师对家长参与的理解和经验,以及农村学校家长参与的性质。我们使用现象学方法;采用半结构式访谈,了解教师和家长参与学校活动的经验。父母对学校教育的复杂看法塑造了孩子参与学校活动的方式,以及不平衡的伙伴关系的性质。不出所料,教师关于家长参与的话语受到将课堂空间与专业资格和课程压力联系起来的影响,导致家长被排除在课堂活动之外。老师们提到的家长参与的主要性质是家长的参与仅限于课堂外的帮助,以确保学校的维护。调查结果还显示,家长们的主要经历与将学校视为未经邀请或许可就无法进入的空间有关,因为他们将自己视为局外人,并质疑沟通渠道的本质。
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引用次数: 1
Selection Criteria and Outcomes in a Problem-Based Learning Bachelor of Pharmacy Programme in South Africa 选择标准和结果在一个基于问题的学习药学学士课程在南非
IF 0.4 Q3 Social Sciences Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2197151
L. A. Mabope, B. Summers, A. Wium, J. Meyer
Abstract Failure and low completion rates are a general concern at universities. We investigated the relationship between students’ admission profiles, undergraduate academic outcomes and completion rates in a four-year Bachelor of Pharmacy (BPharm) programme in South Africa. The programme uses a unique student selection method and problem-based learning pedagogy. A retrospective cohort study, including 112 BPharm students, compared selection marks with annual cumulative final marks for each of the four years of study. The relationship between admission and cumulative marks were determined using Pearson’s correlation (p˂0.05 considered significant). The overall pass rate was high (93%) irrespective of the number of years taken to graduate, whereas 64.3% of students graduated in the minimum time of four years. Matriculation life sciences admission marks correlated with cumulative academic final marks in the second (p=0.032), third (p=0.005), and fourth (p=0.041) years of study. Physical sciences matriculation marks correlated with the fourth-year cumulative final marks (p=0.015). Correlation between the admission marks and academic outcomes was moderate, suggesting that the problem-based learning BPharm programme is able to level students’ admission profiles and academic outcomes. However, other factors could have influenced academic success/failure during the post-admission period. Current understanding of students’ success could benefit from qualitative studies exploring these factors.
不及格和低完成率是大学普遍关注的问题。我们调查了南非四年制药学学士(BPharm)课程中学生的入学概况、本科学业成果和完成率之间的关系。该计划采用独特的学生选拔方法和基于问题的学习教学法。一项回顾性队列研究,包括112名BPharm学生,比较了四年学习中每一年的选择分数和年度累积最终分数。入学和累积分数之间的关系使用Pearson相关来确定(p小于0.05认为显著)。无论花多少年毕业,总体通过率都很高(93%),而64.3%的学生在最短的四年时间内毕业。生命科学的入学分数与学习第二年(p=0.032)、第三年(p=0.005)和第四年(p=0.041)的累积期末成绩相关。物理科学预科成绩与四年累计期末成绩相关(p=0.015)。录取分数与学业成绩之间的相关性是中等的,这表明基于问题的学习BPharm课程能够提高学生的录取情况和学业成绩。然而,在入学后的一段时间里,其他因素可能会影响学业成功或失败。目前对学生成功的理解可以从探索这些因素的定性研究中受益。
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引用次数: 0
Emergency Blended Synchronous Learning Model during the COVID-19 Pandemic: A Qualitative Analysis 新冠肺炎大流行期间的紧急混合同步学习模型:定性分析
IF 0.4 Q3 Social Sciences Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2210756
A. Hadizadeh, Mehmet Kanık
Abstract The COVID-19 pandemic impacted various aspects of our lives causing economic, social and psychological challenges all around the world. A sector that immediately responded to this unprecedented change was education, which migrated to online platforms. This study explored the attitudes, perceptions, and experiences of a group of students participating in an emergency blended synchronous learning model during the pandemic in Northern Cyprus. The study adopted a qualitative study by surveying a group of 68 undergraduate students’ experiences through analysing their reflective accounts regarding the instructional mode of education that they received over the fall academic semester in 2020. The results of the study indicated that the new mode of instruction adopted in the context of the study not only presented technological, social, and psychological challenges for the students but also provided them with various learning opportunities and options during the COVID-19 pandemic. The findings of the study offer some implications for the use of technology in education in general and language teaching in particular.
摘要新冠肺炎大流行影响了我们生活的各个方面,在世界各地造成了经济、社会和心理挑战。教育部门立即对这一前所未有的变化做出了回应,它转向了在线平台。这项研究探讨了在北塞浦路斯疫情期间,一群参与紧急混合同步学习模式的学生的态度、看法和经历。该研究采用了一项定性研究,调查了68名本科生的经历,分析了他们对2020年秋季学期教育模式的反思。研究结果表明,在新冠肺炎大流行期间,研究中采用的新教学模式不仅给学生带来了技术、社会和心理挑战,还为他们提供了各种学习机会和选择。这项研究的结果为技术在普通教育,特别是语言教学中的应用提供了一些启示。
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引用次数: 0
Factors Influencing Students’ Academic Performance in Junior Secondary Schools in Maun, Botswana 博茨瓦纳马翁地区影响初中学生学业成绩的因素
IF 0.4 Q3 Social Sciences Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2210754
Nonofo S. Nchinyi, Oluwatoyin Dare Kolawole, Gondo Reniko
Abstract Students’ academic performance is determined by certain intrinsic and extrinsic attributes, which are shrouded in their stages of development. The focus of this study was, therefore, to analyse factors influencing students’ performance in two randomly selected junior secondary schools in Maun, Botswana. Guided by McClelland’s motivational theory, a multi-stage sampling procedure was used to select a sample of 124 students. Demographic/socioeconomic data were obtained from the students in the study area through the use of questionnaires. Data were analysed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics (including mean and standard deviation) were used to summarise the data while Cramer’s V, Pearson product-moment correlation, multiple linear regression, and one-way analysis of variance (ANOVA) were employed to determine the relationships between explanatory variables and students’ academic performance. Results revealed that students’ academic performance is affected by both home background (e.g. family size) as well as the school environment (e.g. class size), including their study habits. The study recommends that teachers’ self-efficacy, more parental involvement, and improved government policies in educational development are critical for the attainment of high-quality education in Botswana.
学生的学习成绩是由一定的内在属性和外在属性决定的,这些属性被遮蔽在学生的发展阶段。因此,本研究的重点是分析在博茨瓦纳马翁随机选择的两所初中中影响学生表现的因素。在McClelland动机理论的指导下,采用多阶段抽样方法选取124名学生作为样本。人口统计/社会经济数据是通过问卷调查从研究地区的学生中获得的。数据分析使用社会科学统计软件包(SPSS)。采用描述性统计(包括均值和标准差)对数据进行总结,并采用Cramer ' s V、Pearson积差相关、多元线性回归和单因素方差分析(ANOVA)来确定解释变量与学生学习成绩之间的关系。结果显示,学生的学习成绩受家庭背景(如家庭规模)和学校环境(如班级规模),包括他们的学习习惯的影响。该研究建议,在博茨瓦纳,教师的自我效能感、更多的家长参与以及改善教育发展方面的政府政策对实现高质量教育至关重要。
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引用次数: 1
Non-Specialist Primary School Mathematics Teachers’ Professional Identity 小学非专业数学教师的专业认同
IF 0.4 Q3 Social Sciences Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2225750
Sonja van Putten, N. Blom, Zanele Dibane
Abstract This study explored the mathematics teacher identity (MTI) of three purposefully selected grade 6 non-specialist primary school mathematics teachers. The participants’ subject matter knowledge and didactical skills were explored by means of semi-structured interviews, lesson observations, and document analysis of lesson plans. The data were analysed using thematic analysis; themes were predetermined from the conceptual framework, and codes and categories emerged from the semi-structured interview transcriptions. The conceptual framework describes teacher identity in terms of subject knowledge, teaching and learning knowledge, and the skills and ability to care for the learners as people. The analysis of the data indicated that non-specialist primary school mathematics teachers not only lack subject matter knowledge, but also do not have the teaching skills to recognise and address the learners’ lack of understanding of concepts. In turn, this influences the teaching and learning of mathematics in their classroom and results are generally poor. In particular, the three participants demonstrated difficulties in explaining new concepts and in employing a learner-centred approach. It is recommended that in-service training workshops be tailored to teach both content and didactics as well as the skills required to become reflective practitioners to better equip non-specialist mathematics teachers for the mathematics classroom.
摘要本研究探讨了三位有意选择的六年级非专业小学数学教师的数学教师身份(MTI)。通过半结构化访谈、课堂观察和课程计划的文件分析,探究参与者的主题知识和教学技能。使用专题分析对数据进行了分析;主题是从概念框架中预先确定的,代码和类别是从半结构化的访谈转录中产生的。概念框架从学科知识、教学知识以及作为人照顾学习者的技能和能力等方面描述了教师身份。数据分析表明,非专业小学数学教师不仅缺乏学科知识,而且不具备识别和解决学习者对概念缺乏理解的教学技能。这反过来又影响了他们课堂上的数学教学,结果普遍较差。特别是,三名参与者在解释新概念和采用以学习者为中心的方法方面表现出了困难。建议量身定制在职培训讲习班,教授内容和教学方法,以及成为反思型从业者所需的技能,以便更好地为数学课堂配备非专业数学教师。
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引用次数: 0
The Impact of the Free Senior High School Education Policy and Double-Track System on Quality Education Outcomes: A Quasi-Experimental Policy Evaluation Study in Ghana 免费高中教育政策和双轨制对优质教育效果的影响——加纳的准实验性政策评估研究
IF 0.4 Q3 Social Sciences Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2225754
D. Dwomoh, A. Godi, J. Tetteh, C. Amoatey, R. Appiah Otoo, Leticia Tornyevah, C. Hazlett
Abstract In the 2017/2018 academic year, the government of Ghana, through the Ministry of Education, began an educational reform policy codenamed the “Free Senior High School” (FSHS) policy to fully absorb the cost, increase enrolment, and improve the quality of education for all public senior high schools in Ghana. To accommodate more students and reduce overcrowding in schools, the government, as part of the FSHS policy, introduced the double-track system, which divides the total student population and staff into two tracks; as one of the tracks attends school, the other is on vacation and vice versa. No study has assessed this policy on education outcomes. This study assessed the impact of the FSHS policy and the double-track system on quality education outcomes and explored the challenges associated with the implementation of the policies. The study further identified strategies needed to address these challenges. The study employed a quasi-experimental study design using a pre-post data collection instrument designed to assess quality education metrics. We also used a comparative cross-sectional study design and qualitative design methodologies to evaluate the FSHS policy and the double-track system. We quantified the impact of the policies using quantile and ordinary least square regression models with cluster robust standard errors. Our evaluation of the policy showed a significant decline in quality of education outcomes and academic performance. Students who attended the double-track schools performed poorly in all the core subjects compared with non-double-track schools. The challenges associated with the implementation of the policy were financial constraints, infrastructure deficit, inadequate and delayed release of food items, lack of teaching and learning materials, inadequate contact hours, and poor implementation of the policy and the double-track system. Government must comprehensively review the FSHS policy and consider cost sharing with parents and caregivers to sustain the policy.
在2017/2018学年,加纳政府通过教育部启动了一项名为“免费高中”(FSHS)的教育改革政策,旨在充分吸收加纳所有公立高中的成本,增加入学率,提高教育质量。为容纳更多学生及纾缓学校的挤迫情况,政府在“学生及教师资助计划”的政策下,推行双轨制,将学生及教职员人数分成双轨制;当一个轨道上学时,另一个在度假,反之亦然。没有研究评估过这项政策对教育成果的影响。本研究评估学生资助计划政策及双轨制对优质教育成果的影响,并探讨推行这些政策时所面对的挑战。该研究进一步确定了应对这些挑战所需的战略。该研究采用准实验研究设计,使用旨在评估质量教育指标的前后数据收集工具。我们还使用比较横断面研究设计和定性设计方法来评估FSHS政策和双轨制。我们使用具有聚类鲁棒标准误差的分位数和普通最小二乘回归模型量化了政策的影响。我们对该政策的评估显示,教育成果质量和学业成绩显著下降。与非双轨制学校相比,双轨制学校的学生在所有核心科目上的表现都很差。与执行该政策有关的挑战是财政限制、基础设施不足、食品发放不足和延迟、缺乏教学材料、接触时间不足以及政策和双轨制执行不力。政府必须全面检讨家庭健康资助计划的政策,并考虑与家长和照顾者分担费用,以维持该政策。
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引用次数: 0
Factors Affecting Learner Motivation in Physical Science at a Public School in the Gauteng Province: The Teacher’s Role 豪登省一所公立学校物理科学学生学习动机的影响因素:教师的角色
IF 0.4 Q3 Social Sciences Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2225747
Lilian Mashupye, S. Schulze
Abstract South Africa lags behind in terms of competing globally in science and technology. Thus, the purpose of the study was to investigate teacher factors that influenced learners’ motivation to learn science in a secondary school. The study also aimed to determine whether significant differences in motivation regarding teacher influence existed among age groups and genders. The research was conducted in a public secondary school in Gauteng province, South Africa with 462 learners from Grade 8 to Grade 11. Using a quantitative approach, the learners completed a questionnaire that involved several motivation constructs (mastery and performance goal oriented). The study identified some problems that could impact on learner motivation and also found that some significant differences existed among different grades and genders. A number of recommendations were made regarding the teacher’s role in motivating science learning.
摘要南非在全球科技竞争方面落后。因此,本研究的目的是调查影响中学学生学习科学动机的教师因素。该研究还旨在确定年龄组和性别之间在教师影响动机方面是否存在显著差异。这项研究是在南非豪登省的一所公立中学进行的,共有462名8年级至11年级的学生参加。使用定量方法,学习者完成了一份问卷,其中涉及几个动机结构(掌握和表现目标导向)。研究发现了一些可能影响学习动机的问题,并发现不同年级和性别之间存在一些显著差异。就教师在激励科学学习方面的作用提出了一些建议。
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引用次数: 0
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Africa Education Review
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