ISSN 2329-9843
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (3), pp. 120-125, May, 2015. © International Scholars Journals
Full Length Research Paper
Teaching-learning quality assurance benchmarks and characteristics that promote learner outcomes among public administration students at Uganda Management Institute: An exploratory study
Benon C. Basheka*, James L. Nkataand and Maria B. Barifaijo
Uganda Management Institute. P.O.BOX 20131, PLOT 44-52 JINJA ROAD, KAMPALA-UGANDA.
*Corresponding author. E-mail: [email protected].
Accepted 27 January, 2015
Abstract
In today’s academic environment, leaders at higher educational institutions face increasing demands as stakeholders’ expectations rise and resources diminish (Randall and Coakley, 2007). This paper examines student’s perspectives on the measures of teaching –learning quality assurance benchmarks and study environment conditions, which are likely to promote attainment of the learners’ outcomes. Of the 294 students who were sampled for the study, 279 returned the completed survey instrument suggesting a response rate of 94.5%. The paper identifies critical learning and teaching quality assurance benchmarks and a number of facilitator-student behaviors considered by students as pertinent for the realization of their learning outcomes. The results are original and compare well to the existing body of local and international literature.
Key words: Learners’ outcomes, quality assurance benchmarks.
James L. Nkataand and Maria B. Barifaijo, Benon C. Basheka*
Page: 120 - 125
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 3 (3), pp. 109-116, May, 2015. © International Scholars Journals
Full Length Research Paper
Attitudes toward inclusion of children with special needs in regular schools (A case study from parents' perspective)
Elias Chalil
Psychology and Education, Lebanese American University, P. O. Box 135053. Chouran-Beirut, 1120 2801-Lebanon. E-mail: [email protected]
Accepted 25 November, 2014
Abstract
The purpose of this case study was to find out the attitudes of parents towards mainstreaming children with special needs into 2 regular private elementary schools in Sidon-Lebanon. A total of 15 parents were interviewed out of 35 whose children have learning disabilities. Sampling was purposeful where the subjects were chosen to facilitate reaching a range of data related to the targeted theme. Data collected was analyzed within the intention to detect; (a) attitude of parents towards various aspects of inclusion namely, cooperation, academic improvement and social adaptation of special and regular students and modification of teaching methods, (b) attitudes related to information on types of inclusion, types of special needs to be included and level at which inclusion is recommended. Respondents showed a positive attitude towards the various aspects of inclusion, types and levels of inclusion. Results were discussed in terms of relevant research outcome in Lebanon and other countries and in relation to implication for future research and practice. Attitudes towards Inclusion of children with special needs in regular schools (A case study from parents' perspective).
Key words: Inclusion, inclusive education, learning disabled child, special education, educational change, case studies.
Elias Chalil
Page: 109 - 116
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (3), pp. 126-132, May, 2015. © International Scholars Journals
Full Length Research Paper
An analysis on the effect of computer self-efficacy over scientific research self-efficacy and information literacy self-efficacy
Murat TUNCER
Department of Educational Sciences, University of Firat, 23119 Elazig, Turkey.
E-mail: [email protected]. Tel: +90 (0) 424 2370000. Fax: +90 (0) 424 2365064.
Accepted December 7, 2012
Abstract
Present research investigates reciprocal relations amidst computer self-efficacy, scientific research and information literacy self-efficacy. Research findings have demonstrated that according to standardized regression coefficients, computer self-efficacy has a positive effect on information literacy self-efficacy. Likewise it has been detected that information literacy self-efficacy positively affects scientific research self-efficacy. It has also been designated that computer self-efficacy has a positive impact on scientific research self-efficacy. It is suggested that the findings of present research shall provide assistance in detecting the sequence of computer, information literacy and scientific research skills development courses that shall be integrated into curriculums.
Key words: Computer self-efficacy, information literacy self-efficacy, scientific research self-efficacy, teacher training, teaching and learning.
Murat TUNCER
Page: 126 - 132
Review
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 3 (3), pp. 098-103, May, 2015. © International Scholars Journals
Review
The professional learning community in special education schools: The principal's role
Yonath Amos,* Yitzhak R. A and Dayan Ada
Neri Bloomfeld School of Design and Education, Haifa, Israel
*Corresponding author. E-mail: [email protected]
Accepted 13 December, 2014
Abstract
The concept of a professional learning community is characterized by the networks of learning processes which exist among its members, where teachers continuously deliberate with one another on how to solve problems that relate to teaching and learning. Interestingly, whereas a growing number of studies have focused on how to promote collective thinking and learning networks among general public school teachers, as well as between general and special education personnel in inclusive contexts, the notion of professional learning communities has not been explicitly deliberated and empirically investigated in the context of special education schools. The present article attempts to fill in this gap in the professional literature and explore the concept of a professional learning community in special education schools. The conceptual framework of the professional learning community is described, followed by an explanation of the importance of learning communities in special education, focusing on the principal's role in nurturing a learning community in special education schools.
Key words: Professional learning community, special education, principals.
Yonath Amos, * Yitzhak R. A and Dayan Ada
Page: 98 - 103
Case Study
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 3 (3), pp. 091-097, May, 2015. © International Scholars Journals
Case Study
Survey of computer aided design software users in Jeddah, the kingdom of Saudi Arabia: A case study
Ibrahim .Y. Vaid
Effat University, Jeddah, Kingdom of Saudi Arabia (KSA).
E-mail: [email protected].
Accepted 17 July, 2013
Abstract
The purpose of this paper is to explore the most used computer aided design software by architects, interior designers, and design-build (AIDB) companies in Jeddah, the Kingdom of Saudi Arabia (KSA). The findings would help local higher educational institutes in deciding on what computer aided design software to teach most often, so that graduates would have a smooth transition from school life to the real-world. The paper would also help new businesses and those who are in the process of starting new businesses to invest in the right computer aided design software. Face-to-face surveys were conducted with local AIDB companies to find out what software they are using the most and why they prefer to use it.
Key words: Computer aided design software, Saudi female, Jeddah, higher educational institutes, universities.
Ibrahim .Y. Vaid
Research Article
International Journal of Educational Research and Reviews ISSN: 2329-9843 Vol. 3 (2), pp. 038-046, April, 2015. © International Scholars Journals
Full Length Research Paper
Access to guidance and counseling services and its influence on Students’ school life and career choice
Mghweno Penueli Eliamani1*, Mghweno Leonard Richard2, and Baguma Peter3
1* Bugema University, School of Social Sciences, P.O. Box 6529, Kampala, Uganda.
2 Bugema University, School of Education, Kampala, Uganda.
3 Makerere University, Institute of Psychology, Kampala, Uganda.
*Correspondent author. E-mail: [email protected]
Accepted 19 December, 2013
Abstract
A study was conducted to examine the influence of secondary school students’ access to guidance and counseling services on school life, attitude towards studies and career choices. The study used descriptive and correlation designs with both qualitative and quantitative approaches. Data was collected using self-administered questionnaire from 152 students; and interview guide to 16 administrators and teachers who are directly involved in guidance and counseling services. The findings reveal that the services offered in the selected schools included: academic, health, moral, and spiritual matters. Although no trained counselor was found, the services offered proved to be moderately effective in influencing students’ study life; and effective in shaping students’ attitude towards studies and career choice. Out of 152 student respondents, only 10(6.6%) reported that they have not been counseled at any moment. Accessing the services showed significant correlation with students’ attitude towards studies and career choice (p = 0.00 at α = 0.05). Likewise, significant relationship was observed between students’ attitude towards studies and career choice (p = 0.015 at α = 0.05). It was concluded that accessing guidance and counseling services has an effect in shaping students’ attitude towards studies and career choice.
Key words: Guidance, counseling, career, attitude, Same district, access.
Mghweno Penueli Eliamani*, Mghweno Leonard Richard and Baguma Peter
Page: 38 - 46