JournalTOCs

Journal of Education and Training
Number of Followers: 3

This is an Open Access Journal

Open Access journal
ISSN (Print) 2330-9709
Published by Macrothink Institute

[47 journals]

Quality Personnel the Bane of the University Students Participation in
National Competition': The Case of Kenya
- Authors: Janet Chumba, Simon Munayi, Jacob S. Nteere
  Pages: 50 - 55
  Abstract: Kenyan university students have performed relatively poorly compared to their counterparts in Australia and the United Kingdom when it has come to International sports participations. Could this be attributed to the personnel handling sports at the Kenyan Universities' This study went out to look at the perceptions of the students participating in sports at public and private universities in Kenya. Further, the study went out to look at the qualifications and quantification of personnel in both private and public universities in Kenya. The study used a descriptive research design. A questionnaire was used on 268 students responded. An interview schedule was used on 10 directors and chairmen of sports directorates and departments. A further 28 sports personnel in public and private universities in Kenya were also used in the study. The results indicate that personnel in Kenyan University had diverse field of training. There was need to arrest this diversity and create a more focused sports trained personnel if the Kenyan university expect to make the same impact as that of Australia and the United Kingdom in international sport. Results also show that private universities in Kenya have better and available personnel than the public universities.
  PubDate: 2020-02-22
  DOI: 10.5296/jet.v7i1.16008
  Issue No: Vol. 7, No. 1 (2020)
School Inspection Practices - Evidence from Secondary Schools in Western
Uganda
- Authors: Jerry Bagaya, Betty Akullu Ezati, Wycliffe Scot Wafula, Palle Damkjær Rasmussen
  Pages: 56 - 76
  Abstract: The study examined inspection practices in secondary schools in Western Uganda. Towards achieving this objective, a Concurrent Triangulation Mixed Methods Design, involving questionnaire survey and interview, with a total of 399 participants in the categories of teachers, head teachers, school inspectors from 36 secondary schools in four districts of Western Uganda, was adopted. Quantitative data to test the resultant hypothesis were analysed using Chi Square Goodness of Fit Test while qualitative data were analysed using Qualitative Content Analysis. The study revealed that inspection practices in secondary schools were perceived as largely ineffective. The study concluded that despite the value attached to school inspection in the theoretical, political, and institutional and policy debates, inspectors continue to think and act according to the traditional notions of school inspection as evidenced by practices hinged on control. The major implication of the study is that understanding the practices before, during and after school inspection will allow policy makers, inspectors, teachers and headteachers to design better practices and benefit from them. The study also proposes a theoretical model for effective school inspection that requires further research and measurement to determine its validity so that lessons can be learnt that can assist inspectors in the future.
  PubDate: 2020-02-22
  DOI: 10.5296/jet.v7i1.16181
  Issue No: Vol. 7, No. 1 (2020)
Leadership: The Effect of Gender on the Openness in Experience and on the
Practices of Educational Leadership in Differentiated Teaching
- Authors: Athanasia Gaitanidou, Vassiliki Derri, Athanasios Laios, Evangelos Bebetsos, Fotios Kalfopoulos
  Pages: 1 - 11
  Abstract: In last decades researches have been undertaken on educational leadership and the linking of the various leadership models with the improvement of school units. Leader's characteristics are an important factor in the leadership's interpretation. The aim of the present study was to look for possible differences in the behaviors of the educational leadership: (a) differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content, (b) the personality trait, the openness in experience of male and female principals, and (c) assess the impact of personality traits, receptivity to experience, behaviors of educational leadership in diversified teaching with regard to the kinesthetic type of intelligence and the cross-thematic teaching content. The survey involved 194 principals from all regions of Greece. The quantitative analysis of the data confirmed the practice of teaching practices in differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content by women to a greater extent but not statistically significant. Differences between the male and female principals were statistically significant in the personality trait “Openness in experience” in favor of women. The "Openness in experience" feature interpreted 12.3% of the "Instructional leadership in kinetic cross-thematic approaches", F (1, 192) = 26.909, p <0.001. This study is of great importance for the selection and training of primary school unit principals in guiding differentiated teaching, in terms of learning profile and cross-thematic content.
  PubDate: 2019-11-15
  DOI: 10.5296/jet.v7i1.15836
  Issue No: Vol. 7, No. 1 (2019)
Training Homeless Education Liaisons to Support the Academic Needs of
Homeless Students
- Authors: Vanessa Wood, Marni Finkelstein
  Pages: 12 - 28
  Abstract: The purpose of the qualitative descriptive case study was to describe how homeless education liaisons use training and resources to support the academic success of homeless students. Semi-structured interviews were conducted with 15 local homeless education liaisons in Virginia to determine how they perceive and incorporate training and community resources to encourage the academic success of students experiencing homelessness. Research revealed that they training they received met liaison needs despite needed adaptations to address legislation changes. Implications for leadership are a need to allot necessary time for liaisons to meet needs of students through understanding liaison function and resource availability. Recommendations for assisting liaisons in meeting needs of students are made.
  PubDate: 2019-12-05
  DOI: 10.5296/jet.v7i1.15275
  Issue No: Vol. 7, No. 1 (2019)
Rethinking Civic Education in Tunisia: a Focus on School Curricula and
Teacher Training
- Authors: Ezzeddine Saidi
  Pages: 29 - 34
  Abstract: The paper explores the status of civic education in Tunisian public schools. It calls for seizing the opportunities offered by Tunisia’s transition to democracy to improve the teaching and learning of civic education. Before 2011, the Tunisian educational system was not very concerned with raising young generations on the principles and values of civic engagement, participatory citizenship, democratic participation, and social justice. Decision makers did not seem to be aware of the opportunities that young generations may enjoy inside and outside the classroom to learn about these values, and to be more actively committed to other issues, such as human rights, economic development, and the rule of law. However, the Tunisian youth have always used modern technology to keep updated about National and world affairs, and the recent huge developments in the domains of social media and citizen journalism have deepened their awareness about the lack of social justice and human rights in the country. The paper focuses on the importance of civic education in the Tunisian educational system to critically reconsider its potential role in educating the young generations on the values and principles of democracy. This is achieved through a review of two major components of the teaching/learning of civic education, namely how the subject is being taught and how the teachers are being prepared.
  PubDate: 2019-12-05
  DOI: 10.5296/jet.v7i1.15284
  Issue No: Vol. 7, No. 1 (2019)
Confirming Deliberate Practice in Dietetics Education
- Authors: Kevin Haubrick, Elaine F. Molaison, Richard Mohn, Holly Huye, Alicia S. Landry
  Pages: 35 - 49
  Abstract: Objective: To develop a valid and reliable instrument to define deliberate practice in dietetics education.Design: Instrument development.Setting: Dietetics education and supervision.Participants: Twenty-three Registered Dietitians participated in the preliminary item tryout phase of the project and a total of 323 participants launched the instrument link for construct validation.Main Outcome Measure(s): Fifty-five deliberate practice statements were tested for construct validation.Analysis: Face and content validity of the instrument, along with initial reliability estimated were tested in the preliminary item tryout phase. Exploratory factor analysis was utilized to determine construct validity of the instrument.Results: Initial reliability estimates were >.70 for most categories during the preliminary item tryout phase. Exploratory factor analysis resulted in a seven-factor solution with 32 items accounting for 59.72% of the shared variance.Conclusion and Implications: Deliberate practice can be defined with the following characteristics: (1) opportunities to practice skills and hone knowledge; (2) experiential practice to demonstrate innate talent; (3) skills focused on a high level of patient centered nutrition care; (4) frequent and ongoing feedback; (5) reading and understanding evidence based practice literature; (6) professional education and networking opportunities; and (7) a non-judgmental learning environment where the student is free to make mistakes. (Abstract word count = 200).
  PubDate: 2019-12-05
  DOI: 10.5296/jet.v7i1.15985
  Issue No: Vol. 7, No. 1 (2019)