International Journal of Adult and Continuing Education

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 4 (6), pp. 001-003, June, 2018. © International Scholars Journals

Short Communication

Attitude of students and parents towards the teaching of sex education in secondary schools in Cross Rivers State

Ogunjimi, L.O.

Physical And Health Education Unit, Department Of Vocational And Special Education University Of Calabar, Calabar. E-mail: [email protected]

Accepted 11 January, 2018

Abstract

This study was conducted to investigate the disposition of students and parents towards the inclusion of sex education in the school curriculum in Cross River State. Using a random sampling technique, 602 secondary school students and 180 parents from Calabar, were selected for the study. Data were collected with the aid of self –administered questionnaire and analysed using descriptive statistical techniques. The majority of the students (90.70%) and parents (93.89%) were in support of the inclusion of sex education in the school curriculum. They believed that the teaching of sex education would compliment efforts being made towards the control of HIV/AIDS. Baseb on the results of the study, some recommendations were generated.

Key words: Attitude, Student's Attitude, Parental Attitude, Teaching, Sex Education, Cross River State, Nigeria

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 4 (5), pp. 001-010, May, 2018. © International Scholars Journals

Full Length Research Paper

Using action research to develop deep learning outcomes within a preservice teacher education context

Christopher Gordon, Ray Debus, Jane Dillon, ^xMichael Arthur-Kelly

Charles Sturt University, University of Sydney, NSW Department of Education and Training ^xUniversity of Newcastle

Accepted 18 January, 2018

Abstract

This paper describe one aspect of a recent study that investigated the impact and dimensions of several teaching and learning approaches utilised in tertiary institutions. The study aimed to reduce reliance on surface learning techniques and improve deep learning processes amongst a cohort of undergraduate students studying in a Bachelor of Education (Early Childhood) at a regional university in NSW, Australia. The quantitative results of the study have been reported elsewhere and this paper details the whole of course interventions and results of the action research component.

Keywords: Action research, deep learning, preservice teacher education

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 4 (4), pp. 001-009, April, 2018. © International Scholars Journals

Review

Ensuring quality during monitoring of the learning environment of government primary schools achieved through the UEI-PDP for teachers and head teachers

¹Fehmida Goderya-Shaikh, ²Margaret Madden and ³Ismail Saad

¹Notre Dame Institute of Education (NDIE), Karachi, Pakistan, ²Notre Dame Institute of Education (NDIE), Karachi, Pakistan, ³United Education Initiative, Karachi, Pakistan

Accepted 18 January, 2018

Abstract

A positive change in the learning environment in schools is visible through ongoing professional development of teachers and administrators. Monitoring the professional development program and providing support to teachers and administrators to transfer their learnings into the school environment ensures some measures of quality. Quality issues led to the launching of the Professional Development Program (PDP) for Primary School Teachers (PSTs) of Sindh by the United Educational Initiative (UEI), a consortium of five Governmental and Non-Governmental Organizations, working under the supervision of Education Sector Reform Assistance (ESRA). Implementation of the UEI-PDP in four districts of Sindh, is ensured by a team of professionals in each district. Recognising that capacity building of district education employees would improve the educational system in the country, 130 Master Trainers were selected, on merit, from the District Education Office for the training of 17,000 teachers and 3000 Head teachers/administrators over a period of two years. This paper developed the design of a Monitoring Process for a Professional Development Program for Primary School Teachers and Administrators. Data was collected through Pre/Post-observations, Interviews, Questionnaires and Reports. Such tools make it possible for the monitoring teams to observe, to inquire further, and, along with the Managers, Master Trainers and School Support Team, seek to explain the progress of the program and take corrective action where indicated. Both formative evaluations as well as summative evaluation techniques are utilized for evaluating the program. The monitoring process that assisted in formative evaluations is described. In order to assist in summative evaluation, data collected through the monitoring process was further developed to categorize the schools where teachers and head teachers are trained. It is hoped that the categorization of the schools may lead to further improvements in those schools which fall in the group for need improvement. It may also initiate further research as to reasons behind why some schools are in the good category and why others fall in the average category.

Key Words: Quality, monitoring, positive change, professional development.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 4 (3), pp. 001-009, March, 2018. © International Scholars Journals

Review

Focusing crimes of honour through drama

Girma Berhanu and Dennis Beach

Department of Education, Göteborg University, Box 300, SE 405 30, Göteborg, Sweden.

Accepted 18 December, 2017

Abstract

This paper has been developed on the basis of research conducted in two projects. A special emphasis is however given to one of the projects concerning an evaluation of a drama pedagogical project. The evaluation is specifically aimed at the efficiency, intensity and depth of the educational drama input in mediating cultural messages from the play, The hat is Yours played by a professional Theatre group. The play was shown to all students of a junior high school during the autumn term of 2002. Data were gathered from 16 students (7 girls and 9 boys), 6 teachers, 5 performers, the director of the play and the playwright. Classroom observations were conducted during post play/performance sessions held at the specified school in classroom settings with all in all 60 students. The findings suggest that both the play and the project were viewed positively. All the students interviewed loved the performance and appreciated the efforts to instil drama as a discipline and broaden understandings of ‘cultural messages’ through imaginative learning and perspective taking and from the students’ responses and active engagement in the sessions it may be safely inferred that some form of emotional and intellectual processes are being triggered, sparked by the unique nature of the play itself. However, the pedagogical reconstructions of the play in classroom sessions also offer moments for reflection and the students’ voices are unanimously supportive of the educational drama efforts in the classroom. There were mixed opinions among the professional actors/actresses about moralising dramatic scenes and solving problems in a manner believed to be ‘right’ by one group of people or ‘civilisation. This is a thorny issue that should be debated further as should the number of issues that the play purposely left unsolved. We are also of the opinion that the effort should be further nurtured and extended to actively engage the whole school community on a regular basis. Our observation of several schools in Göteborg where the majority of the students are minority pupils and socially disadvantaged children testifies to the fact that these groups of students may genuinely benefit from drama not only as a form of aesthetic expression but also as a medium to interest them in other subjects.

Key words: Honour crimes (murder), drama pedagogy, alienation, segregation, intercultural mediation.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 4 (2), pp. 001-033, February, 2018. © International Scholars Journals

Full Length Research Paper

Academic achievements of children in immigrant families

Wen-Jui Han

Columbia University School of Social Work, 1255 Amsterdam Avenue, New York, NY 10027. Email: [email protected].

Accepted 13 October, 2017

Abstract

Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey- Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children’s immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and first-grade were also examined to explore the varying learning paces exhibited by children from different countries of origin. Results indicate that, compared to third and later generation non-Hispanic white children, children of Latin American regions tended to have lower reading and math scores, while children of Asian regions tended to have higher reading and math scores. In addition, although children of immigrants may have either higher (e.g., children from East Asia) or lower scores (e.g., children from Mexico) by first-grade compared to third and later generation non-Hispanic white children, the former generally learned skills at faster paces, thus widening (e.g., for children from East Asia) or narrowing (e.g., for children from Mexico) academic achievement gaps. Child and family characteristics accounted for a large share of the differences in children’s academic achievements. Home, school, and neighborhood environments may also matter but to a lesser extent. Research implications are discussed.

Keywords: academic achievements; immigrants; immigrant generation status; neighborhood characteristics; school environments.

International Journal of Adult and Continuing Education ISSN 2241-4517 Vol. 4 (1), pp. 001-014, January, 2018. © International Scholars Journals

Full Length Research Paper

Teaching in Higher Education: A personal account seen through a perspective of “otherness” at a Swedish University

Girma Berhanu

Department of Education, Göteborg University, Göteborg, Sweden. E-mail [email protected]

Accepted 07 October, 2017

Abstract

This study is based on personal experiences. It adopts an auto ethnographic approach and action research perspective in an attempt to describe and reflect on my experience as a teacher in a University where I have worked for just over a year; the study also examines factors that have helped me in my role as a teacher to effect change in my praxis. The paper also addresses the challenges facing higher education teachers in general (with particular reference to a teacher with a foreign background) in a western university setting. Although the study does not arrive at any specific conclusions, which was not the intention either, the reflective account and recognition of the problem revolving around the teaching process and the day to day interaction with students as well as the staff, is of paramount importance in its own right. I begin with my personal life in connection with teaching and learning. I have focused on my own feelings, thoughts and emotions, and have used what I call systematic sociological introspection and emotional recall to try to understand an experience I have lived through and I am currently experiencing at a Swedish university. It is a reflective approach to the issue of improving teaching: What does it take to improve teaching while enduring the feeling of “otherness”? How does one evaluate and arrange for the improvement of teaching in order to bring about student learning? For me this personal narrative is about moral work and ethical practice. As the problems of teachers are shared with other teachers elsewhere or in the same school, my reflexivity and personal narrative may benefit others in a similar situation. Our lives are particular but they also are typical and generalizable, since we all participate in a limited number of cultures and institutions. Some readers may well identify with this situation or know others who do.

Key Words: Teaching in higher education, “Otherness”, reflexivity and personal narrative, auto-ethnography, personal account and action research.