{"title":"The Influence of the Education Level on the Use of Internet-Based Psychological Intervention in The Face of COVID-19 On the Wazi Web Platform","authors":"","doi":"10.53819/81018102t7014","DOIUrl":"https://doi.org/10.53819/81018102t7014","url":null,"abstract":"","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141675125","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}
{"title":"School Dropout and Students’ Academic Performance in Public Twelve Years Basic Education Schools of Rwanda","authors":"","doi":"10.53819/81018102t5318","DOIUrl":"https://doi.org/10.53819/81018102t5318","url":null,"abstract":"","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":"5 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982399","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}
Pub Date : 2024-05-06DOI: 10.1177/00220574241249454
Bryan R. Drost, Anita C. Levine
From late spring of 2020 to the present, the U.S. educational conversation about learning in K-12 public schools during the pandemic has been about the fact that students did not learn as much, widening the achievement gap due to digital learning. Some K-12 public schools and school districts have reported no learning loss. This exploratory study examined elements shared by teachers, administrators, and parents that accounted for potential reasons why these individual K-12 public school districts did not experience the learning loss during digital learning that has been at the center stage of the narrative about educational experiences during the pandemic. Analysis of the results showed four elements that were central to these school districts’ experiences: having an instructional framework; determining a clear pedagogical function; connecting technology to the pedagogical function; capitalizing on formative assessments. Data also revealed that the participants tended to believe that a focus on pedagogy before technology integration was crucial.
{"title":"The Alternative Narrative: When Digital Learning Worked During the Pandemic","authors":"Bryan R. Drost, Anita C. Levine","doi":"10.1177/00220574241249454","DOIUrl":"https://doi.org/10.1177/00220574241249454","url":null,"abstract":"From late spring of 2020 to the present, the U.S. educational conversation about learning in K-12 public schools during the pandemic has been about the fact that students did not learn as much, widening the achievement gap due to digital learning. Some K-12 public schools and school districts have reported no learning loss. This exploratory study examined elements shared by teachers, administrators, and parents that accounted for potential reasons why these individual K-12 public school districts did not experience the learning loss during digital learning that has been at the center stage of the narrative about educational experiences during the pandemic. Analysis of the results showed four elements that were central to these school districts’ experiences: having an instructional framework; determining a clear pedagogical function; connecting technology to the pedagogical function; capitalizing on formative assessments. Data also revealed that the participants tended to believe that a focus on pedagogy before technology integration was crucial.","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":"53 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141008302","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}
{"title":"Instructional Materials Usage and Learner’s Academic Performance in Rwanda Secondary Schools","authors":"","doi":"10.53819/81018102t5315","DOIUrl":"https://doi.org/10.53819/81018102t5315","url":null,"abstract":"","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":"47 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656886","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}
{"title":"Teaching and Learning Resource Usage and Academic Performance of Visually Impaired Students in Basic Education Schools of Rwanda","authors":"","doi":"10.53819/81018102t5314","DOIUrl":"https://doi.org/10.53819/81018102t5314","url":null,"abstract":"","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140714205","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 investigated the relationship between political staff promotions, the vice chancellor's leadership style, and the performance of private universities in Kenya, highlighting their significant roles in shaping the educational landscape. Despite the renowned flexibility, autonomy, and competitiveness of private universities, these institutions in Kenya encountered challenges due to political staff promotions and leadership dynamics, potentially impacting their performance and standing in the competitive educational sector. The research was prompted by concerns over the suboptimal performance of private universities in Kenya, with issues such as quality of education, financial constraints, fierce competition, and governance problems being key contributing factors. The study aimed to explore the effects of political staff promotions and the leadership style of vice chancellors on the performance of these institutions, seeking to understand the dynamics influencing their success or shortcomings. Employing Transformational Leadership Theory and Resource Based View Theory as its foundation, the research utilized a descriptive design for an in-depth analysis. Data were collected from a purposively selected sample of five prominent private universities in Kenya through questionnaires and interviews targeting vice chancellors, deans, and lecturers. This methodological approach facilitated a detailed examination of the research variables and their interrelations. The findings indicated that political staff promotions had insignificant impact on university performance, with a non-significant p-value of 0.666 (B = -0.174), suggesting that political considerations, while present, did not substantially affect institutional effectiveness. In contrast, the vice chancellor's leadership style showed a significant positive correlation with university performance, evidenced by a significant p-value of 0.020 (B = 0.475), indicating the role of effective leadership in driving institutional success. This underlined the potential of strong, visionary leadership to guide private universities towards higher levels of excellence and competitiveness. The study recommends a focus on leadership development, the implementation of transparent promotion processes, and efforts to improve teaching quality and infrastructure. By addressing these areas, private universities in Kenya could strengthen their foundations, better navigate existing challenges, and seize opportunities for ongoing improvement and significant contributions to the wider educational sector. Keywords: Leadership style, university performance, political staff promotions, higher education management, private universities in Kenya
{"title":"Political Staff Promotions, Vice Chancellor’s Leadership Style and Performance of Private Universities in Kenya","authors":"Domeniter Naomi Kathula","doi":"10.53819/81018102t4257","DOIUrl":"https://doi.org/10.53819/81018102t4257","url":null,"abstract":"This study investigated the relationship between political staff promotions, the vice chancellor's leadership style, and the performance of private universities in Kenya, highlighting their significant roles in shaping the educational landscape. Despite the renowned flexibility, autonomy, and competitiveness of private universities, these institutions in Kenya encountered challenges due to political staff promotions and leadership dynamics, potentially impacting their performance and standing in the competitive educational sector. The research was prompted by concerns over the suboptimal performance of private universities in Kenya, with issues such as quality of education, financial constraints, fierce competition, and governance problems being key contributing factors. The study aimed to explore the effects of political staff promotions and the leadership style of vice chancellors on the performance of these institutions, seeking to understand the dynamics influencing their success or shortcomings. Employing Transformational Leadership Theory and Resource Based View Theory as its foundation, the research utilized a descriptive design for an in-depth analysis. Data were collected from a purposively selected sample of five prominent private universities in Kenya through questionnaires and interviews targeting vice chancellors, deans, and lecturers. This methodological approach facilitated a detailed examination of the research variables and their interrelations. The findings indicated that political staff promotions had insignificant impact on university performance, with a non-significant p-value of 0.666 (B = -0.174), suggesting that political considerations, while present, did not substantially affect institutional effectiveness. In contrast, the vice chancellor's leadership style showed a significant positive correlation with university performance, evidenced by a significant p-value of 0.020 (B = 0.475), indicating the role of effective leadership in driving institutional success. This underlined the potential of strong, visionary leadership to guide private universities towards higher levels of excellence and competitiveness. The study recommends a focus on leadership development, the implementation of transparent promotion processes, and efforts to improve teaching quality and infrastructure. By addressing these areas, private universities in Kenya could strengthen their foundations, better navigate existing challenges, and seize opportunities for ongoing improvement and significant contributions to the wider educational sector. Keywords: Leadership style, university performance, political staff promotions, higher education management, private universities in Kenya","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":"80 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140712813","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 was conducted to investigate the lexical variances observed in the Ewe language spoken among the Ho group. This study aims to examine the observed variations in speech patterns among both indigenous individuals and immigrants residing in the vicinity of Ho, the capital city of the Volta Region. The data analysis used the application of Labov's variationist theory from 1996 and Giles' speech accommodation theory from 1973. Information was gathered from native communities and those who had migrated to the area under investigation. The research employed a qualitative methodology and utilized purposive sampling procedures. The data were acquired through the utilization of observational methods, interviews, and the analysis of live radio broadcasts. Investigations have uncovered substantial regional and social disparities in the Ewe language spoken in Ho, leading to the utilization of distinct linguistic characteristics in everyday communication. The dialects within the speech community exhibit lexical, phonological, and grammatical diversity. There are some lexicons that the three dialects share, while others are unique to only two of the three dialects. Additionally, there are certain lexicons that are different from one dialect to another. The study provides confirmation that the dialectal backgrounds of language users within the speech community do not have an impact on the issue of mutual understanding. This is evident from the fact that the Eedome, Aŋlↄ and Tↄŋu dialects can be considered as being mutually intelligible. Keywords: Lexical, variation, ewe language, Eedome and Tↄŋu or Aŋlↄ, Tↄŋu, Ho
{"title":"Lexical Variations in the Ewe Language Spoken In Ho in the Volta Region of Ghana","authors":"Jemima Sam","doi":"10.53819/81018102t4255","DOIUrl":"https://doi.org/10.53819/81018102t4255","url":null,"abstract":"The study was conducted to investigate the lexical variances observed in the Ewe language spoken among the Ho group. This study aims to examine the observed variations in speech patterns among both indigenous individuals and immigrants residing in the vicinity of Ho, the capital city of the Volta Region. The data analysis used the application of Labov's variationist theory from 1996 and Giles' speech accommodation theory from 1973. Information was gathered from native communities and those who had migrated to the area under investigation. The research employed a qualitative methodology and utilized purposive sampling procedures. The data were acquired through the utilization of observational methods, interviews, and the analysis of live radio broadcasts. Investigations have uncovered substantial regional and social disparities in the Ewe language spoken in Ho, leading to the utilization of distinct linguistic characteristics in everyday communication. The dialects within the speech community exhibit lexical, phonological, and grammatical diversity. There are some lexicons that the three dialects share, while others are unique to only two of the three dialects. Additionally, there are certain lexicons that are different from one dialect to another. The study provides confirmation that the dialectal backgrounds of language users within the speech community do not have an impact on the issue of mutual understanding. This is evident from the fact that the Eedome, Aŋlↄ and Tↄŋu dialects can be considered as being mutually intelligible. Keywords: Lexical, variation, ewe language, Eedome and Tↄŋu or Aŋlↄ, Tↄŋu, Ho","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217838","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}
Pub Date : 2024-03-10DOI: 10.1177/00220574241231695
S. Kaka, Taylor Kessner, Anthony Tuf Francis, Joshua Littenberg-Tobias, Katrina Kennett
Forty-four states have recently taken formal policy steps to limit how teachers can teach about so-called “divisive issues.” This paper examines teachers’ perceptions of what they need to be prepared to teach in states where “divisive issues” legislation exists. Teacher interview data where restrictive legislation exists were used to explore what inservice teachers need to teach within the constraints of states’ divisive issues legislation, and what teacher preparation programs should focus on when preparing new teachers to do the same. Analysis revealed, among other things, that all feel they need clear guidance from their district, and better training.
{"title":"“Divisive Issues” and Collateral Damage: The Evolving Needs of Teachers Entrenched in the Culture War","authors":"S. Kaka, Taylor Kessner, Anthony Tuf Francis, Joshua Littenberg-Tobias, Katrina Kennett","doi":"10.1177/00220574241231695","DOIUrl":"https://doi.org/10.1177/00220574241231695","url":null,"abstract":"Forty-four states have recently taken formal policy steps to limit how teachers can teach about so-called “divisive issues.” This paper examines teachers’ perceptions of what they need to be prepared to teach in states where “divisive issues” legislation exists. Teacher interview data where restrictive legislation exists were used to explore what inservice teachers need to teach within the constraints of states’ divisive issues legislation, and what teacher preparation programs should focus on when preparing new teachers to do the same. Analysis revealed, among other things, that all feel they need clear guidance from their district, and better training.","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":"55 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140255494","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}
{"title":"Influence of Teachers ‘Training on Students’ Academic Performance in Science Subjects in Secondary Schools of Musanze Districts","authors":"","doi":"10.53819/81018102t2316","DOIUrl":"https://doi.org/10.53819/81018102t2316","url":null,"abstract":"","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":"55 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597716","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}
{"title":"Effect of Class Attendance on Learners’ Performance in History Subject in Selected Public Secondary Schools in Kayonza District, Rwanda","authors":"","doi":"10.53819/81018102t2312","DOIUrl":"https://doi.org/10.53819/81018102t2312","url":null,"abstract":"","PeriodicalId":502722,"journal":{"name":"Journal of Education","volume":"124 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605305","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}
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