Search results for: teachers’ professional development

Authors: Kerols Seif Said Botros

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The relationship between development and human rights has been debated for a long time. Various principles, from the right to development to development-based human rights, are applied to understand the dynamics between these two concepts. Despite the measures calculated, the connection between enhancement and human rights remains vague. Despite, the connection between these two opinions and the need to strengthen human rights have increased in recent years. It will then be examined whether the right to sustainable development is acceptable or not. In various human rights instruments and this is a good vibe to the request cited above. The book then cites domestic and international human rights treaties, as well as jurisprudence and regulations defining human rights institutions, to support this view.

Keywords: sustainable development, human rights, the right to development, the human rights-based approach to development, environmental rights, economic development, social sustainability human rights protection, human rights violations, workers’ rights, justice, security.

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Authors: Majed A. Alsalem

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In our contemporary world, literacy is an essential skill that enables students to increase their efficiency in managing the many assignments they receive that require understanding and knowledge of the world around them. In addition, literacy enhances student participation in society improving their ability to learn about the world and interact with others and facilitating the exchange of ideas and sharing of knowledge. Therefore, literacy needs to be studied and understood in its full range of contexts. It should be seen as social and cultural practices with historical, political, and economic implications. This study aims to rebuild and reorganize the instructional designs that have been used for deaf and hard-of-hearing (DHH) students to improve their literacy level. The most critical part of this process is the teachers; therefore, teachers will be the center focus of this study. Teachers’ main job is to increase students’ performance by fostering strategies through collaborative teamwork, higher-order thinking, and effective use of new information technologies. Teachers, as primary leaders in the learning process, should be aware of new strategies, approaches, methods, and frameworks of teaching in order to apply them to their instruction. Literacy from a wider view means acquisition of adequate and relevant reading skills that enable progression in one’s career and lifestyle while keeping up with current and emerging innovations and trends. Moreover, the nature of literacy is changing rapidly. The notion of new literacy changed the traditional meaning of literacy, which is the ability to read and write. New literacy refers to the ability to effectively and critically navigate, evaluate, and create information using a range of digital technologies. The term new literacy has received a lot of attention in the education field over the last few years. New literacy provides multiple ways of engagement, especially to those with disabilities and other diverse learning needs. For example, using a number of online tools in the classroom provides students with disabilities new ways to engage with the content, take in information, and express their understanding of this content. This study will provide teachers with the highest quality of training sessions to meet the needs of DHH students so as to increase their literacy levels. This study will build a platform between regular instructional designs and digital materials that students can interact with. The intervention that will be applied in this study will be to train teachers of DHH to base their instructional designs on the notion of Technology Acceptance Model (TAM) theory. Based on the power analysis that has been done for this study, 98 teachers are needed to be included in this study. This study will choose teachers randomly to increase internal and external validity and to provide a representative sample from the population that this study aims to measure and provide the base for future and further studies. This study is still in process and the initial results are promising by showing how students have engaged with digital books.

Keywords: deaf and hard of hearing, digital books, literacy, technology

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Authors: Adam Johnbull

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The paper discusses ICT in Education as a quest for quality learning in the 21st century. Education is the key that unlock the door to development, without adequate education of the citizenry, the development of a nation becomes a sham. Information Communication Technologies (ICTs) has revolutionized the way people work today and are now transforming education systems. As a result, if schools train children in yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient reason for ICT’s to win global recognition and attention and thus ensure desire quality in our school system. Thus, the purpose of the paper is to discuss amongst others, what is ICT. The roles of ICT’s in education, limitation and key challenges of integrating ICT to education in the enhancement of student learning and experiences in other to encourage policy makers, school administrators and teachers pay the required attention to integrate this technology in the education system. The paper concludes that regardless of all the limitation characterizing it. ICT benefit education system to provide quality education in the 21st century.

Keywords: ICTs, quest, information, global, sham, century

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Authors: E. Rak

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The aim of the paper is to identify some of the specific characteristics of employee development, as observed in the practice of small enterprises in Poland. Results suggest that a sizeable percentage of employers are not interested in improving the development of their employee base. This aspect is often perceived as insignificant. In addition, many employers have no theoretical or practical knowledge of employee development methods. Lack of sufficient financial support is reported as third on the list of the most important barriers to employee development. Employees, on the other hand, typically offload the responsibility of initiating this type of activities onto the employer. Employee development plans are typically flexible and accommodating. The original value offered by this research comes in the form of a detailed characteristics of employee development in small enterprises, accompanied by identification of specificity of human resource development in Polish companies.

Keywords: employee development, human resources development, small enterprises, trainings

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Authors: Alain Gholam

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Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The study used mixed methods. It was guided by the following two research questions: 1). To what extent do visual thinking inspire learning in the classroom, and make time for students’ questions, contributions, and thinking? 2). How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Eight student teachers enrolled in the teaching methodology course at the American University in Dubai (Spring 2017) participated in the following study. First, they completed a survey that measured to what degree they believed visual thinking routines inspired learning in the classroom and made time for students’ questions, contributions, and thinking. In order to build on the results from the quantitative phase, the student teachers were next involved in a qualitative data collection phase, where they had to answer the question: How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Results revealed that the implementation of visual thinking routines in the classroom strongly inspire learning in the classroom and make time for students’ questions, contributions, and thinking. In addition, student teachers explained how visual thinking routines allow for organization, variety, thinking, and documentation. As with all original, new, and unique resources, visual thinking routines are not free of challenges. To make the most of this useful and valued resource, educators, need to comprehend, model and spread an awareness of the effective ways of using such routines in the classroom. It is crucial that such routines become part of the curriculum to allow for and document students’ questions, contributions, and thinking.

Keywords: classroom display, student engagement, thinking classroom, visual thinking routines

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Authors: Amani M. Al-Hussan

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The current study aimed to explore the effects of science teaching strategies course (CURR422) on developing academic self efficacy and motivation towards teaching it in female primary classroom teachers in College of Education in Princess Nora Bint AbdulRahman University. The study sample consisted (48) female student teachers. To achieve the study aims, the researcher designed two instruments: Academic Self Efficacy Scale & Motivation towards Teaching Science Scale while maintaining the validity and reliability of these instruments.. Several statistical procedures were conducted i.e. Independent Sample T-test, Eta Square, Cohen D effect size. The results reveal that there were statistically significant differences between means of pre and post test for the sample in favor of post test. For academic self efficacy scale, Eta square was 0.99 and the effect size was 27.26. While for the motivation towards teaching science scale, Eta was 0.99 and the effect size was 51.72. These results indicated high effects of independent variable on the dependent variable.

Keywords: academic self efficiency, achievement, motivation, primary classroom teacher, science teaching strategies course, evaluation

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Authors: Maho Komura

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The purpose of this study was to determine from a questionnaire survey of teachers the status of implementation of individualized support for the pupils with suspected developmental disabilities in regular elementary school classes in Japan. In inclusive education, the goal is for all pupils to learn in the same place as much as possible by receiving the individualized support they need. However, in the Japanese school culture, strong "homogeneity" sometimes surfaces, and it is pointed out that it is difficult to provide individualized support from the viewpoint of formal equality. Therefore, we decided to conduct this study in order to examine whether there is a difference in the frequency of implementation depending on the content of individualized support and to consider the direction of future individualized support. The subjects of the survey were 196 public elementary school teachers who had been in charge of regular classes within the past five years. In the survey, individualized support was defined as individualized consideration including rational consideration, and did not include support for the entire class or all pupils enrolled in the class (e.g., reducing the amount of homework for pupils who have trouble learning, changing classroom rules, etc.). (e.g., reducing the amount of homework for pupils with learning difficulties, allowing pupils with behavioral concerns to use the library or infirmary when they are unstable). The respondents were asked to choose one answer from four options, ranging from "very much" to "not at all," regarding the degree to which they implemented the nine individual support items that were set up with reference to previous studies. As a result, it became clear that the majority of teachers had pupils with developmental disabilities or pupils who require consideration in terms of learning and behavior, and that the majority of teachers had experience in providing individualized support to these pupils. Investigating the content of the individualized support that had been implemented, it became clear that the frequency with which it was implemented varied depending on the individualized support. Individualized support that allowed pupils to perform the same learning tasks was implemented more frequently, but individualized support that allowed different learning tasks or use of places other than the classroom was implemented less frequently. It was suggested that flexible support methods tailored to each pupil may not have been considered.

Keywords: inclusive education, ndividualized support, regular class, elementary school

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Authors: Oscar E. Cariceo

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In Chile, social workers´ professional training is developed in the undergraduate level, mainly. Despite the fact that several schools have been launched Master of Social Work programs, the Bachelor in Social Work is the minimum qualification to start a professional career. In the current Chilean higher education system, there exist different financial aid options in order to guarantee equal access to higher education. These policies, which are student loans and scholarships, basically, are applied and distributed by Government agencies. They are linked to academic performance and socio-economic needs, in terms of standardized test scores and social vulnerability criteria. In addition, institutions that enroll students with high scores, also receive direct financial support. In other words, social work students must compete for the resources to pay for college tuitions and fees with other students from different programs and knowledge fields and, as a consequence, they can indirectly enhance schools´ money income. This work aims to describe the reality of social work students to access to financial aid in Chile. The analysis presents the results of the University Selection Test of students, who were accepted in social work undergraduate programs during 2014 related to their qualifications to apply to three main financial aid programs, and their contribution to attracting resources to their schools. In general, data show that social work students participate in a low proportion in the distribution of financial aid, both student loans and scholarships. Few of them reach enough scores to guarantee direct financial resources to their institutions. Therefore, this situation has deep implications on equal access to higher education for vulnerable students and affects equal access to training options for young social workers, due to the highly competitive financial aid system.

Keywords: social work, professional training, higher education, financial aid, equity

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Authors: Rhoda N. Kayongo

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As behavior analysts in education continue to debate on how higher institutions can continue to benefit from their social and academic related programs, higher education is facing challenges in the area of character development. This is manifested in the percentages of college completion rates, teen pregnancies, drug abuse, sexual abuse, suicide, plagiarism, lack of academic integrity, and violence among their students. Attending college is a perceived opportunity to positively influence the actions and behaviors of the next generation of society; thus colleges and universities have to provide opportunities to develop students’ values and behaviors. Prior studies were mainly conducted in private institutions and more so in developed countries. However, with the complexity of the nature of student body currently due to the changing world, a multidimensional approach combining multiple factors that enhance character development outcomes is needed to suit the changing trends. The main purpose of this study was to identify opportunities in colleges and develop a model for predicting character development outcomes. A survey questionnaire composed of 7 scales including in-classroom interaction, out-of-classroom interaction, school climate, personal lifestyle, home environment, and peer influence as independent variables and character development outcomes as the dependent variable was administered to a total of five hundred and one students of 3rd and 4th year level in selected public colleges and universities in the Philippines and Rwanda. Using structural equation modelling, a predictive model explained 57% of the variance in character development outcomes. Findings from the results of the analysis showed that in-classroom interactions have a substantial direct influence on character development outcomes of the students (r = .75, p < .05). In addition, out-of-classroom interaction, school climate, and home environment contributed to students’ character development outcomes but in an indirect way. The study concluded that in the classroom are many opportunities for teachers to teach, model and integrate character development among their students. Thus, suggestions are made to public colleges and universities to deliberately boost and implement experiences that cultivate character within the classroom. These may contribute tremendously to the students' character development outcomes and hence render effective models of behaviour analysis in higher education.

Keywords: character development, tertiary institutions, predictive model, behavior analysis

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Authors: Azzeddine Atibi, Khadija El Kababi, Salim Ahmed, Mohamed Radid

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The principal objective of this study is to undertake a comprehensive comparative analysis of distance learning and blended learning modalities, with a particular emphasis on evaluating their effectiveness during the confinement period mandated by the COVID-19 pandemic. This investigation is rooted in the firsthand experiences of educators at the high school and secondary levels within both private and public educational institutions. To acquire the requisite data, we meticulously designed and distributed a survey to these educators, soliciting detailed narratives of their professional experiences throughout this challenging period. The survey aims to elucidate the specific difficulties encountered by teachers, as well as to highlight the innovative pedagogical strategies they devised in response to these challenges. By synthesizing the insights garnered from this survey, our goal is to foster an exchange of experiences among educators and to generate informed recommendations that will inform future educational reforms. Ultimately, this study aspires to contribute to the ongoing discourse on optimizing educational practices in the face of unprecedented disruptions.

Keywords: distance learning, blended learning, covid 19, secondary/ high school, teachingperformance, evaluation

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Authors: Thelma Mort

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This empirical, qualitative research uses interviews of four intermediate phase English language student teachers at one university in South Africa and is an exploration of student teacher learning on their teaching practicum in their penultimate year of the initial teacher education course. The country’s post-apartheid language in education policy provides a context to this study in that children move from mother tongue language of instruction in foundation phase to English as a language of instruction in Intermediate phase. There is another layer of context informing this study which is the school context; the student teachers’ reflections are from their teaching practicum in resource constrained schools, which make up more than 75% of schools in South Africa. The findings were that in these schools, deep biases existed to local languages, that language was being used as a proxy for social class, and that conditions necessary for language acquisition were absent. The student teachers’ attitudes were in contrast to those found in the schools, namely that they had various pragmatic approaches to overcoming obstacles and that they saw language as enabling interdisciplinary work. This study describes language issues, tensions created by policy in South African schools and also supplies a regional account of learning to teach in resource constrained schools in Cape Town, where such language tensions are more inflated. The central findings in this research illuminate attitudes to language and language education in these teaching practicum schools and the complexity of learning to be a language teacher in these contexts. This study is one of the few local empirical studies regarding language teaching in the classroom and language teacher education; as such it offers some background to the country’s poor performance in both international and national literacy assessments.

Keywords: language teaching, narrative, post apartheid, South Africa, student teacher

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Authors: Ronald L. Kaunda

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The education system in Zambia still bears scars of colonialism in the area of policy, curriculum and implementation. This historical context resulted in the failure by the Government of the Republic of Zambia to achieve literacy goals expected among school going children. Specifically, research shows that the use of English for initial literacy and Western based teaching methods to engage learners in literacy activities at lower levels of education including preschool has exacerbated this situation. In 2014, the Government of the Republic of Zambia implemented a new curriculum that, among others things, required preschool teachers to use local and cultural materials and familiar languages for early literacy teaching from preschool to grade 4. This paper presents findings from a study that sought to establish ways in which preschool teachers use Zambian Indigenous knowledge systems and Indigenous teaching strategies to support literacy development among preschool children. The study used Indigenous research methodology for data collection and iterative feature of Constructivist Grounded Theory (CGT) in the data collection process and analysis. This study established that, as agents of education, preschool teachers represented community adult educators because of some roles which they played beyond their academic mandate. The study further found that classrooms as venues of learning were equipped with learning corners reflecting Indigenous literacy materials and Indigenous ways of learning. Additionally, the study found that learners were more responsive to literacy lessons because of the use of familiar languages and local contextualized environments that supported their own cultural ways of learning. The study recommended that if the education system in Zambia is to be fully inclusive of Indigenous knowledge systems and cultural ways of learning, the education policy and curriculum should include conscious steps on how this should be implemented at the classroom level. The study further recommended that more diverse local literacy materials and teaching aids should be produced for use in the classroom.

Keywords: agents of learning, early literacy, indigenous knowledge systems, venues of education

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Authors: Pepe Marais, Krishna Govender

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This study aimed to investigate the impact of “purpose” as a principal leadership skill on the performance of two township schools using a quantitative research design and collecting data from the school principals, teachers and matric learners, using the 28-scale Servant Leadership Test as well as Gallup’s Q12 Employee Engagement survey. The questionnaires addressed the key objectives, namely, the extent to which the principals of the participating schools exhibited servant leadership and their understanding of “purpose” as one word in leadership and how teachers and learners perceived the impact of a “one-word” purpose-driven leader on the performance of the selected schools. Although no relationship could be demonstrated between ‘’purpose’’ and the performance of the two township schools, it became evident that a significant increase in Servant Leadership leads to a significant increase in engagement and performance, as measured by the matric pass rate. It is recommended that workshops be facilitated with principals and teachers in order to entrench ‘’purpose’’ deeper throughout the schools. In addition, Servant Leadership training has to be conduced to increase the leadership ability of the school principals. Future research in the area of ‘’purpose as one word’’, as well as Servant Leadership as a principal skillset within South Africa’s public school leadership, is recommended.

Keywords: school leadership, servant leadership, one-word purpose, engagement, leadership

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Authors: Mohammad S. Razai, Jan Williams, Rachel Nestel, Dermot Dalton

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Purpose: This descriptive qualitative study aimed to obtain parents recommendations for improving the notification process and communication of positive newborn screening result for cystic fibrosis (CF). Methods: Thematic analysis of semi-structured open-ended interviews with 11 parents of 7 children with confirmed diagnosis of CF between 2 months — 2 years of age. Results: Parents preferred face to face disclosure of positive NBS results by a pediatrician with CF professional qualification. They trusted a pediatrician more than any other professional in providing accurate, credible and comprehensive information about the diagnosis and its implications. Parents recommended that health professionals be knowledgeable and provide clear, succinct and understandable information. Providers should also explore parents concerns and acknowledge feelings and emotions. Most parents reported that they preferred to be notified immediately as soon as the results were available. Several parents preferred to be told once the diagnosis was certain. Most parents regarded open access to CF team as the most significant part of care coordination. In addition to health professionals, most parents used internet as an important source of information, interaction and exchange of experiences. Most parents also used social networking sites such as Facebook groups and smart phone apps. Conclusion: This study provides significant new evidence from parental perspective in emphasizing the pivotal role of good communication skills deployed by a knowledgeable CF specialist in person. Parents use of social media and internet has replaced some traditional methods of information exchange and may reduce the need for professional input for newly diagnosed CF patients.

Keywords: care coordination, cystic fibrosis, newborn screening, notification process, parental preferences, professional-paren communication

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Authors: Leena Ahmad Khaleel Alfarani, Maggie McPherson, Neil Morris

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Over the last decade, m-learning has been widely accepted and utilized by many western universities. However, Saudi universities face many challenges in utilizing such technology, a central one being to encourage teachers to use such technology. Although there are several factors that affect faculty members’ participation in the adoption of m-learning, this paper focuses merely on two factors, the usefulness and ease of using m-learning. A sample of 279 faculty members in one Saudi university has responded to the online survey. The results of the study have revealed that there is a statistically significant relationship (at the 0.05 level) between both usefulness and ease of using m-learning factors and the intention of teachers to use m-learning currently and in the future.

Keywords: mobile learning, diffusion of innovation theory, technology acceptance, faculty adoption

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Authors: Malak Alqaydhi

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A problem in the Saudi Arabia education system is that there is a lack of curriculum- based Social, emotional learning (SEL) teaching practices with the pedagogical concept of SEL yet to be practiced in the Kingdom of Saudi Arabia (KSA). Furthermore, voices of teachers and parents have not been captured regarding the use of SEL, particularly in preschools. The importance of this research is to help determine, with the input of teachers and mothers of preschoolers, the efficacy of a culturally adapted SEL program. The purpose of this research is to determine the most appropriate SEL intervention method to appropriately apply in the cultural context of the Saudi preschool classroom setting. The study will use a mixed method exploratory sequential research design, applying qualitative and quantitative approaches including semi-structured interviews with teachers and parents of preschoolers and an experimental research approach. The research will proceed in four phases beginning with a series of interviews with Saudi preschool teachers and mothers, whose voices and perceptions will help guide the second phase of selection and adaptation of a suitable SEL preschool program. The third phase will be the implementation of the intervention by the researcher in the preschool classroom environment, which will be facilitated by the researcher’s cultural proficiency and practical experience in Saudi Arabia. The fourth and final phase will be an evaluation to assess the effectiveness of the trialled SEL among the preschool student participants. The significance of this research stems from its contribution to knowledge about SEL in culturally appropriate Saudi preschools and the opportunity to support initiatives for Saudi early childhood educators to consider implementing SEL programs. The findings from the study may be useful to inform the Saudi Ministry of Education and its curriculum designers about SEL programs, which could be beneficial to trial more widely in the Saudi preschool curriculum.

Keywords: social emotional learning, preschool children, saudi Arabia, child behavior

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Authors: S. Yelubayev, V. Ten, B. Albazarov, E. Sarsenbayev, К. Аlipbayev, A. Shamro, Т. Bopeyev, А. Sukhenko

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Currently in Kazakhstan much attention is paid to the development of space branch. Successful launch of two Earth remote sensing satellite is carried out, projects on development of components for satellite are being carried out. In particular, the project on development of star tracker experimental model is completed. In the future it is planned to use this experimental model for development of star tracker prototype. Main stages of star tracker experimental model development are considered in this article.

Keywords: development, prototype, satellite, star tracker

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Authors: M. G. N. A. S. Fernando

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This study uses a researchable framework to improve the quality of ICT education and the Teaching Learning Assessment/ Evaluation (TLA/TLE) process. It utilizes existing resources while improving the methodologies along with pedagogical techniques and e-Learning approaches used in the secondary schools of Sri Lanka. The study was carried out in two phases. Phase I focused on investigating the factors which affect the quality of ICT education. Based on the key factors of phase I, the Phase II focused on the design of an Experimental Application Model with 6 activity levels. Each Level in the Activity Model covers one or more levels in the Revised Bloom’s Taxonomy. Towards further enhancement of activity levels, other pedagogical techniques (activity based learning, e-learning techniques, problem solving activities and peer discussions etc.) were incorporated to each level in the activity model as appropriate. The application model was validated by a panel of teachers including a domain expert and was tested in the school environment too. The validity of performance was proved using 6 hypotheses testing and other methodologies. The analysis shows that student performance with problem solving activities increased by 19.5% due to the different treatment levels used. Compared to existing process it was also proved that the embedded techniques (mixture of traditional and modern pedagogical methods and their applications) are more effective with skills development of teachers and students.

Keywords: activity models, Bloom’s taxonomy, ICT education, pedagogies

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Authors: Chalise Kiran

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The prime idea of inclusive education is to mainstream every child in education. However, it will be challenging for implementation when there are policy and practice gaps. It will be even more challenging when children have disabilities. Generally, the focus will be on the policy gap, but the problem may not always be with policy. The proper practice could be a challenge in the countries like Nepal. In determining practice, the teachers’ perceptions toward inclusive will play a vital role. Nepal has categorized disability in 7 types (physical, visual, hearing, vision/hearing, speech, mental, and multiple). Out of these, hearing impairment is the study realm. In the context of a limited number of researches on children with disabilities and rare researches on CWHI and their education in Nepal, this study is a pioneering effort in knowing basically the problems and challenges of CWHI focused on inclusive education in the schools including gaps and barriers in its proper implementation. Philosophically, the paradigm of the study is post-positivism. In the post-positivist worldview, the quantitative approach with the description of the situation and inferential relationship are revealed out in the study. This is related to the natural model of objective reality. The data were collected from an individual survey with the teachers and head teachers of 35 schools in Nepal. The survey questionnaire was prepared and filled by the respondents from the schools where the CWHI study in 7 provincial 20 districts of Nepal. Through these considerations, the perceptions of CWHI focused inclusive education were explored in the study. The data were analyzed using both descriptive and inferential tools on which the Likert scale-based analysis was done for descriptive analysis, and chi-square mathematical tool was used to know the significant relationship between dependent variables and independent variables. The descriptive analysis showed that the majority of teachers have positive perceptions toward implementing CWHI focused inclusive education, and the majority of them have positive perceptions toward CWHI focused inclusive education, though there are some problems and challenges. The study has found out the major challenges and problems categorically. Some of them are: a large number of students in a single class; availability of generic textbooks for CWHI and no availability of textbooks to all students; less opportunity for teachers to acquire knowledge on CWHI; not adequate teachers in the schools; no flexibility in the curriculum; less information system in schools; no availability of educational consular; disaster-prone students; no child abuse control strategy; no disabled-friendly schools; no free health check-up facility; no participation of the students in school activities and in child clubs and so on. By and large, it is found that teachers’ age, gender, years of experience, position, employment status, and disability with him or her show no statistically significant relation to successfully implement CWHI focused inclusive education and perceptions to CWHI focused inclusive education in schools. However, in some of the cases, the set null hypothesis was rejected, and some are completely retained. The study has suggested policy implications, implications for educational authority, and implications for teachers and parents categorically.

Keywords: children with hearing impairment, disability, inclusive education, perception

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Authors: Abel Olayinka Ogbungbemi, I. A. Omunagbe, O. R. King, O. H. Akingbade

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This study examined the influence of environmental factors on the academic performance of students in Lagos State Polytechnic. One hundred and thirty-eight students (138) questionnaire was randomly administered among 2,600 students in the 6 departments in the school of environmental studies, Lagos state Polytechnic. The result of the study established that the school environment affects learning. Hence, improper maintenance of fixtures led to lower than average student’s performance. Based on this, the school should endeavour to sustain the school facilities and dull colour points should not be used for painting, interactions between teachers and students should be encouraged, and teachers should relate to all the students irrespective of their age, level of study, department of study and gender.

Keywords: environment, learning, responsiveness, school effect

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Authors: Athanasia Chatzifotiou, Karen Tait

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Eco-school is an international initiative that offers schools the opportunity to develop practices on education for sustainable development (EfSD). Such practices need to focus on nine areas, namely: energy, water, biodiversity, school grounds, healthy living, transport, litter, waste and global citizenship. Acquiring the green flag status is the ultimate stage (silver and bronze are the other two) that is awarded by a committee external to the school and it lasts for two years. Our project focused on two such primary schools that had acquired the green flag status. The aim of our project is to describe the schools’ approach of becoming an eco-school, the practitioners’ role in promoting the values and principles of such endeavors, thus identifying the impact of EfSD. We chose the eco-schools initiative as it gives a clear and straightforward way to identify a school with an interest in EfSD. The project is important because even though EfSD attracts high attention in rhetoric, there is evidence indicating that EfSD may be neglected in practice. This paper presents part of a bigger project that aims to compare how primary schools and early years settings have approached EfSD via the eco-school initiative in the North East of England. This is a qualitative project that used a case study design to focus on the practices of two particular primary schools to gain a green flag status. A semi-structured interview was used with the lead teachers/practitioners of the schools; an audit was also conducted as part of a tour of the schools’ premises highlighting the initiatives, curriculum work, projects undertaken as well as resources available to school. A content analysis of the interview transcripts was conducted with the creation of response categories and response narratives by the two researchers first working individually and then collaboratively; the findings of the project reflected issues that concerned: a) pupils’ cognitive, physical and socio-emotional development, b) the wider community and c) the lead practitioners’ role and status in school. In relation to EfSD, our findings indicated that its impact upon these two eco-schools was rather minimal; a mismatch was identified between the eco-school practices and a holistic understanding of issues that EfSD aims to achieve. This mismatch between eco-school practices and EfSD is discussed with regard to: a) pupils’ understanding of the sustainability dimension in the topics they addressed; and b) teachers’ knowledge of sustainability and willingness to keep on such work in schools.

Keywords: eco-schools, environment, primary schools, sustainability education

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Authors: Bola George Asaad Bekledas

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Relationship between development and human rights has long been the subject of academic debate. To understand the dynamics between these two concepts, various principles are adopted, from the right to development to development-based human rights. Despite the initiatives taken, the relationship between development and human rights remains unclear. However, the compatibility between these two concepts and the idea that these efforts should be made to respect human rights guarantees have gained momentum in recent years. It is then evaluated whether the right to sustainable development is acceptable or not. The article concludes that the principles of sustainable development are directly or indirectly recognized in various human rights instruments, which is a good answer to the question posed above. This study, therefore, cites regional and international human rights agreements such as, as well as the jurisprudence and interpretative guidelines of human rights institutions, to prove this hypothesis.

Keywords: sustainable development, human rights, the right to development, the human rights-based approach to development, environmental rights, economic development, social sustainability human rights protection, human rights violations, workers’ rights, justice, security.

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Authors: Cecilia Velasco, Q.

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This study was undertaken to find out the perceived efficiency, appropriateness effectiveness, acceptability and relevance, if at all such exist, of the Mother Tongue Based Multilingual Education Policy under the K-12 Curriculum, as seen by the stakeholders who are directly affected by this policy. The researcher believed that it is right and fitting to get the views and opinions of the people directly involved and/or concerned about this education policy. The results of the study will hopefully guide lawmakers and/or policymakers to fine-tune educational policy or policies. The locale of the study was the DepEd schools in Laguna, (San Pablo City and other nearby cities). The subjects of the study were the teachers (first phase) from the public schools of Department of Education (San Pablo City), in particular and parents (second phase) from nearby cities who are the direct stakeholders of this Policy. To determine the perception of the teachers toward Mother Tongue Based Multilingual Education Policy; its acceptability, efficiency, appropriateness, effectiveness and relevance, factor analysis was used to refine the instrument (questionnaire). To find out the significant difference between the perceptions of the primary and intermediate group of teachers, including those who teach mother tongue and non-mother tongue subjects, t-test of difference between means was employed.

Keywords: DepEd, K12 curriculum, MTBMLE, stakeholders

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Authors: Janet Lynn S. Montemayor

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Dropping survivability and rising drop-out rate in the graduate school is attributed to the demands that come along with research-related requirements. Graduate students tend to withdraw from their studies when confronted with such requirements. This act of succumbing to the challenge is primarily due to a negative mindset. An understanding of students’ view towards research is essential for teachers in facilitating research activities in the graduate school. This study aimed to develop a tool that accurately measures attitude towards research. Psychometric properties of the Research Attitude Inventory (RAIn) was assessed. A pool of items (k=50) was initially constructed and was administered to a development sample composed of Masters and Doctorate degree students (n=159). Results show that the RAIn is a reliable measure of research attitude (k=41, αmax = 0.894). Principal component analysis using orthogonal rotation with Kaiser normalization identified four underlying factors of research attitude, namely predisposition, purpose, perspective, and preparation. Research attitude among the respondents was analyzed using this measure.

Keywords: graduate education, principal component analysis, research attitude, scale development

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Authors: Sanam Mujahid, Aliza Ahmad

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Women education and empowerment has fundamental importance in the development of a civilized society however, in a developing country like Pakistan, there are serious challenges in this regard. Herein, we summarize the findings of 2012 study which revealed the key problems associated with women education and their proposed solutions. A survey tool was used to question female students and female faculty members in 20 different public sector universities of all four provinces of Pakistan. In this study, 1755 female students and 410 female faculty members responded. In addition to survey, semi-structured interview were also conducted with 25 female students and 10 female faculty members. Respondents of the survey emphasize the lack of adequate educational institutions in nearby vicinity, social exclusion including gender discrimination, shortage of female teachers, lack of resources and inefficient government policies are the major factors that influence female education. To solve these problems, the main recommendations by respondents include safe and secure learning environment for females in educational institutions, community and parental support, well qualified and sufficient number of female teachers. One of the most important proposals was the participation of females at policy level. Current study will provide a general layout to design the future educational strategies for promoting women education in all regions of Pakistan thus, developing towards modern educated society.

Keywords: women education, education strategies, developing countries, Pakistan

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Authors: Mirain Rhys, Kevin Smith

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In 2017, the Welsh Government introduced an ambitious, new strategy to increase the number of Welsh speakers in Wales to 1 million by 2050. The Welsh education system is a vitally important feature of this strategy. All children attending state schools in Wales learn Welsh as a second language until the age of 16 and are assessed at General Certificate of Secondary Education (GCSE) level. In 2013, a review of Welsh second language instruction in Key Stages 3 and 4 was completed. The report identified considerable gaps in teachers’ preparation and training for teaching Welsh; poor Welsh language ethos at many schools; and a general lack of resources to support the instruction of Welsh. Recommendations were made across a number of dimensions including curriculum content, pedagogical practice, and teacher assessment, training, and resources. With a new national curriculum currently in development, this study builds on this review and provides unprecedented detail into pupils’ and teachers’ perceptions of Welsh language instruction. The current research built on data taken from an existing capacity building research project on Welsh education, the Wales multi-cohort study (WMS). Quantitative data taken from WMS surveys with over 1200 pupils in schools in Wales indicated that Welsh language lessons were the least enjoyable subject among pupils. The current research aimed to unpick pupil experiences in order to add to the policy development context. To achieve this, forty-four pupils and four teachers in three schools from the larger WMS sample participated in focus groups. Participants from years 9, 11 and 13 who had indicated positive, negative and neutral attitudes towards the Welsh language in a previous WMS survey were selected. Questions were based on previous research exploring issues including, but not limited to pedagogy, policy, assessment, engagement and (teacher) training. A thematic analysis of the focus group recordings revealed that the majority of participants held positive views around keeping the language alive but did not want to take on responsibility for its maintenance. These views were almost entirely based on their experiences of learning Welsh at school, especially in relation to their perceived lack of choice and opinions around particular lesson strategies and assessment. Analysis of teacher interviews highlighted a distinct lack of resources (materials and staff alike) compared to modern foreign languages, which had a negative impact on student motivation and attitudes. Both staff and students indicated a need for more practical, oral language instruction which could lead to Welsh being used outside the classroom. The data corroborate many of the review’s previous findings, but what makes this research distinctive is the way in which pupils poignantly address generally misguided aims for Welsh language instruction, poor pedagogical practice and a general disconnect between Welsh instruction and its daily use in their lives. These findings emphasize the complexity of incorporating the educational sector in strategies for Welsh language maintenance and the complications arising from pedagogical training, support, and resources, as well as teacher and pupil perceptions of, and attitudes towards, teaching and learning Welsh.

Keywords: bilingual education, language maintenance, language revitalisation, minority languages, Wales

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Authors: Simon Oga Egboja, Agi Sunday

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The government of Nigeria have invested so much in our tertiary education but the desire qualitative goals and objectives are yet to be achieved because management at all level are not efficient and effective in implementing the desired educational policies and programmes due to some management challenges. This paper investigates some of the major challenges to effective management of tertiary institution in Nigeria some variable that are important to effective management includes political stability, adequate funding, establishment of information system, recruitment and appointment of qualified teachers and condition of service.

Keywords: effective management includes political stability, adequate funding, establishment of information system, recruitment and appointment of qualified teachers

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Authors: Ashleigh Cicconi

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Teachers may not have access to necessary and effective strategies for managing stress, trauma, and emotional exhaustion, which can lead to burnout. This practice-based research focused on the exploration of teacher well-being through participation in a wellness program in order to mitigate high stress levels and feelings of burnout. The purpose of this qualitative research was to explore how a multimodal, trauma-informed yoga and arts-based mindfulness program impacted stress levels and overall well-being for teachers in a school setting. The case study approach was used to investigate participant perceptions of interactions between multimodal accessibility, a trauma-informed wellness program, and teacher well-being. A sample size of 10 teachers employed full-time at a public high school in the Mid-Atlantic region were recruited via email correspondence to participate in the eight-week wellness program. Data were triangulated across semi-structured interviews, journal entries, and focus group guided questions, and transcripts were uploaded into the NVivo software application for thematic analysis. Data showed perceptions of improvements in overall well-being from participation in the wellness program and that utilizing trauma-informed practices may be an effective coping skill for stress. The multimodal design of the program was perceived to positively impact participation and accessibility to wellness strategies. Findings from this study suggest that the inclusion of trauma-informed practices within a wellness program may be effective for managing stress and trauma experienced by teachers, thereby aiding in improvement in overall well-being. Findings also suggest that multimodality may be effective for increasing participation in and accessibility to wellness strategies.

Keywords: trauma informed practices, wellness program, teacher wellbeing, accessible program, multimodal

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Authors: Ellen M. Lukasik

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In coordination and support of the Center for Innovative and Strategic Transformation of Alkane Resources (CISTAR) Research Experience for Teachers (RET) at the University of Texas at Austin and under the guidance and direction of Professor Joan Brennecke, this study examined the addition of silver in an ionic liquid used to separate cyclohexane from cyclohexene. We recreated the liquid-liquid separation experimental results from the literature on cyclohexene, cyclohexane, and [allylmim][Tf2N] to verify our method, then evaluated the separation performance of silver - ionic liquid (IL) mixtures by various characterization techniques. To introduce the concepts of this research in high school education, a lesson plan was developed to instruct students on the principles of liquid-liquid separation.

Keywords: ionic liquids, liquid-liquid separation, hydrocarbon, research experience for teachers

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Authors: Rosa Tiziana Bruno

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The connection between education and sustainability has been posited to have benefit for realizing a social development compatible with environmental protection. However, an educational paradigm based on the passage of information or on the fear of a catastrophe might not favor the acquisition of eco-identity. To build a sustainable world, it is necessary to "become people" in harmony with other human beings, being aware of belonging to the same human community that is part of the natural world. This can only be achieved within an authentic educating community and the most effective tools for building educating communities are reading literacy and storytelling. This paper is the report of a research-action carried out in this direction, in agreement with the sociology department of the University of Salerno, which involved four hundred children and their teachers in a path based on the combination of reading literacy, storytelling, autobiographical writing and outdoor education. The goal of the research was to create an authentic educational community within the school, capable to encourage the acquisition of an eco-identity by the pupils, that is, personal and relational growth in the full realization of the Self, in harmony with the social and natural environment, with a view to an authentic education for sustainability. To ensure reasonable validity and reliability of findings, the inquiry started with participant observation and a process of triangulation has been used including: semi-structured interview, socio-semiotic analysis of the conversation and time budget. Basically, a multiple independent sources of data was used to answer the questions. Observing the phenomenon through multiple "windows" helped to comparing data through a variety of lenses. All teachers had the experience of implementing a socio-didactic strategy called "Fiabadiario" and they had the possibility to use it with approaches that fit their students. The data being collected come from the very students and teachers who are engaged with this strategy. The educational path tested during the research has produced sustainable relationships and conflict resolution within the school system and between school and families, creating an authentic and sustainable learning community.

Keywords: educating community, education for sustainability, literature in education, social relations

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