Subjects -> EDUCATION (Total: 2550 journals)
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EDUCATION (2189 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 7)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 12)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 33)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 65)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 65)
Accounting & Finance     Hybrid Journal   (Followers: 59)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 23)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 13)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 79)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 44)
Action Research     Hybrid Journal   (Followers: 51)
Active Learning in Higher Education     Hybrid Journal   (Followers: 371)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 15)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 246)
Adult Education Quarterly     Hybrid Journal   (Followers: 248)
Advanced Education     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 36)
Advances in High Energy Physics     Open Access   (Followers: 25)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 11)
Africa Education Review     Hybrid Journal   (Followers: 30)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 10)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 11)
African Journal of Teacher Education     Open Access   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 3)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access   (Followers: 1)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 3)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 4)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 19)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 236)
American Journal of Business Education     Open Access   (Followers: 16)
American Journal of Distance Education     Hybrid Journal   (Followers: 33)
American Journal of Education     Full-text available via subscription   (Followers: 281)
American Journal of Educational Research     Open Access   (Followers: 73)
American Journal of Health Education     Hybrid Journal   (Followers: 36)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access   (Followers: 1)
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 9)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 10)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access   (Followers: 1)
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 45)
Arts Education Policy Review     Hybrid Journal   (Followers: 7)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 3)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 24)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 14)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asian Journal of Distance Education     Open Access   (Followers: 4)
Asian Journal of Education and Social Studies     Open Access   (Followers: 2)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 2)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 15)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 245)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 49)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 2)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 31)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 4)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 43)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 11)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 476)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 6)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 343)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 10)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 5)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 9)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 7)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 12)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 254)
British Journal of Educational Studies     Hybrid Journal   (Followers: 207)
British Journal of Educational Technology     Hybrid Journal   (Followers: 208)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
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African Journal of Teacher Education
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1916-7822
Published by U of Guelph Homepage  [8 journals]
  • The medium of instruction in Ethiopian Higher Education Institutions:
           Kotebe Metropolitan University Case study.

    • Authors: Bekau Atnafu Taye
      Pages: 1 - 24
      Abstract: The aim of this article is to examine the medium of instruction in Ethiopian higher education institutions and the perceived consequences of the failure to learn a lingua franca. The study was qualitative and it used interviews and focus group discussions (FGDs). Five teachers and five students took part in the interviews and six teachers and six students participated in the FGDs. The findings of the study showed that the role of Amharic as a working language has not been given recognition despite the fact that Amharic was constitutionally granted to be a working language. Due to language barriers, students who are speakers of Oromipha and other languages from the Eastern and Western parts of Ethiopia suffer passivity in the classroom because they do not speak Amharic although Amharic has been taught as a subject in all regional states of the country. Increased identity politics seems to have generated a negative attitude towards Amharic, Ethiopia's former official lingua franca. Non-Amharic native speakers appeared to lose interest in learning Amharic while they were in primary and secondary schools. The absence of an official, common language which could be used for wider communication in higher education has resulted in having challenges among the student population.
      PubDate: 2019-04-01
      DOI: 10.21083/ajote.v8i0.4367
      Issue No: Vol. 8 (2019)
       
  • Preparing Namibian Student Teachers to Teach Literacy in Mother Tongue

    • Authors: Alina Kakunde Niipare
      Pages: 25 - 52
      Abstract: Scholars of language teaching agree that the development of initial literacy is best achieved when taught in the mother tongue. Namibia’s language policy for schools prescribes teaching using mother tongue or the predominant local language as a medium of instruction during the first three years of schooling. This study reports on a study of how Namibian lecturers prepare student teachers to teach literacy in mother tongue (Oshikwanyama and Oshindonga) dialects of Oshiwambo language. Data were collected through classroom observations, semi-structured interviews and document analysis. Content analysis was used to analyse the data. The main findings are that most of the lecturers were proficient in the languages in question and they fluently explained the literacy content in Oshikwanyama and Oshindonga. However, the preparation was constrained by a lack of prescribed books in the African languages. The study aims at filling a gap in the literature on how Namibian student teachers are prepared to teach literacy in mother tongue grounded within a sociocultural perspective.
      PubDate: 2019-04-01
      DOI: 10.21083/ajote.v8i0.4095
      Issue No: Vol. 8 (2019)
       
  • Prevalence of Psychoactive Substance Use Among Undergraduate Students at
           Chirunga College, Malawi.

    • Authors: John Kuyokwa, Symon Ernest Chiziwa, Nertha Semphere
      Pages: 53 - 68
      Abstract: The purpose of this study was to determine the prevalence of use of psychoactive substances among undergraduate students at Chirunga College in Malawi.  The study was guided by Ajzen’s Theory of Planned Behaviour. Mixed research methodologies were used, in which both quantitative and qualitative research methodologies were employed in data generation and analysis. SPSSv20 and Excel were used in quantitative data analysis and qualitative data was analyzed thematically. The study involved 147 participants and the findings revealed that (34%) of students used psychoactive substances. It recommends that undergraduate students who use psychoactive substances like any other user of these substances, require help. Accordingly, as an institution of higher learning, Chirunga College has to take the necessary steps to address this problem; including introducing counselling and psychotherapy services at the institution
      PubDate: 2019-04-01
      DOI: 10.21083/ajote.v8i0.4376
      Issue No: Vol. 8 (2019)
       
  • Core Self-Evaluations among Prisoners on Formal and Vocational Training in
           Uganda’s Luzira Prison

    • Authors: Aheisibwe Irene, Loyce Kiiza Kobusingye
      Pages: 69 - 85
      Abstract: The study examined the core self-evaluations of prisoners on formal and vocational education in Luzira Prison in Uganda. A cross-sectional survey design using a quantitative approach with.800 participants selected purposively was used. Core self-evaluations were measured using Judge, Erez, Bono and Thoresen’s scale, while data were analyzed using one-way analysis of variance (ANOVA) and post hoc test.  The study yielded statistically significant variations among education levels, (F [4, 795] =3.18, p <.05) where a post hoc test revealed significant difference between Degree holders (M = 2.86, SD = .27), on the one hand, and  O’Level (M = 3.00, SD = .29), A ‘level (M = 3.039, SD   = .32) and Diploma (M = 3.00, SD = .29) level students, on the other. The study demonstrates the significance of core self-evaluation to the life prospects of the prison inmate and recommends that prisoners' core self-evaluations be nurtured. It supports studies that correlate core self-evaluations to ultimate reduction in prison congestion and government expenditure.  
      PubDate: 2019-04-12
      DOI: 10.21083/ajote.v8i0.5135
      Issue No: Vol. 8 (2019)
       
  • An Assessment of Ghana’s Enacted Kindergarten Curriculum

    • Authors: Seidu Sofo, Eugene F. Asola, Reginald Ocansey
      Pages: 86 - 110
      Abstract: Drawing on the policy enactment theory, the present study assessed the enacted kindergarten (KG) curriculum in Ghana. Participants were 101 kindergarten teachers in one district of the Upper West Region of Ghana. They completed the Kindergarten Enacted Curriculum Scale (KECS) once. The KECS included 13 items (KG1) and 17 items (KG2) that assessed the extent to which participants taught content in four subscales: literacy and numeracy (LN), psychosocial skills (PS), environmental studies (ES), and physical development (PD). Participants responded to items on a 4-point Likert scale as major focus (scored 3), minor focus (scored 2), touched on briefly (scored 1), and not taught (scored 0). Descriptive and inferential statistics were computed for the entire scale and for each subscale. Results indicated that most participants focused on the LN and ES subscales; with the most neglected content areas being the PS and PD subscales. Most KG1 teachers focused on LN (Listening/Speaking—97.7%), with the lowest percentage in PS (Getting Along/Others— 25.0%) and PD (Physical Exercise—29.5%). Similarly, KG2 teachers focused on ES (Healthy Individual-93.0%), and the lowest percentage in PS (Knowing/Living with Others–39.3%) and PD (Spatial Awareness—42.1%). PS was positively correlated with PD, ES, and KECS. Inferential tests revealed gender differences for the PD subscale. Data indicated grade level differences in teaching LN and PD. These findings suggest that kindergarten teachers in this study continued to focus on academics (LN and ES), despite the emphasis of the KG curriculum being on the holistic development of the young child.  Keywords: Assessment, curriculum, kindergarten, Ghana, teachers  
      PubDate: 2019-04-21
      DOI: 10.21083/ajote.v8i0.5174
      Issue No: Vol. 8 (2019)
       
  • The Middle Ground of Curriculum: History Teachers’ Experiences in
           Ghanaian Senior High Schools

    • Authors: Charles Adabo Oppong, Moses Allor Awinsong, Stephen Kwakye Apau
      Pages: 111 - 138
      Abstract: This study explores Ghanaian history teachers’ experiences of the "middle ground of curriculum; a crucial stage of curriculum negotiation and a process, according to  Harris (2002), that includes what “teachers individually and collectively perceived and enacted. . . prior to classroom implementation” The study employed the concurrent parallel design (Quan-qual). The researchers collected quantitative data from sixty history teachers in Cape Coast Metropolis through the census method. Six teachers were randomly selected from the sixty to participate in the qualitative phase of the study. The quantitative data was analysed descriptively (means and standard deviations) while the qualitative data was analysed based on emerging themes. The findings revealed that the history departments through departmental relation, subject conceptualisation and governance influence the ways in which teachers negotiate the formal curriculum prior to teaching. More specifically, the study established the interaction of these variables that shape history teachers’ decision-making on the middle ground of the curriculum. The study, therefore, showed that the internalisation of curriculum change is a dynamic process that is evidenced at all levels of curriculum change – the high ground, middle ground of the curriculum, and lower ground
      PubDate: 2019-05-11
      DOI: 10.21083/ajote.v8i0.4451
      Issue No: Vol. 8 (2019)
       
  • Adequacy and Utilization of ICT Resources for Teaching Business Subjects
           in Senior Secondary Schools in Osun State, Nigeria

    • Authors: Lawrence Femi Ademiluyi
      Pages: 139 - 158
      Abstract: This study sought to determine the adequacy and utilization of ICT facilities for teaching and learning business subjects in public senior secondary schools in Osun State of Nigeria. Mixed method research design involving the distribution of questionnaires and the conduct of follow-up interviews was used for the study. The population consisted of business educators teaching in public secondary schools. No sample was drawn; the entire population was studied. The results show that ICT facilities are barely available, grossly inadequate and largely unutilized in teaching business subjects in Osun State public secondary schools in spite of the much-heralded introduction of ”Opon Imo” computer tablets supposedly made available to all senior secondary school students in the state. The study opined that government and other education stakeholders should provide functional ICT facilities and personnel in public secondary schools.
      PubDate: 2019-07-30
      DOI: 10.21083/ajote.v8i0.4899
      Issue No: Vol. 8 (2019)
       
  • Employee Voice Contexts and Teacher Retention in Remote Secondary Schools
           in Tanzania

    • Authors: Raymond Mwemezi Boniface
      Pages: 159 - 193
      Abstract: Retaining teachers in their work stations is influenced by many factors which are contextually explained. Teachers’ retention practices in Tanzania and most Sub-Saharan African (SSA) countries have been ineffective partly because of being monetary based. While ‘voicing’ is regarded as a more feasible strategy for retaining teachers in these countries, conditions which favour voicing over exiting a remote school particularly in the Tanzanian context have been not systematically mapped out. This article presents and discusses seven conditions, to include: empowering, listening and cooperative leadership; habitability; friendliness outside school environment; investment potentialities; a supportive and peaceful school working environment; life as a “challenge” mindset; as well as patriotism and profession commitment, which were found to favour voicing over exiting a remote school. The findings imply that there is a need to empower teachers to influence change and reforms that matter to them, increasing teachers sense of investment in schools they are posted and in the profession (social and financial capital), checking ‘who goes into the teaching profession and with what level of struggle’; improving school-level relationships including justice practices from leaders and management, positive co-workers exchanges; training teachers to become patriotic to the nation and be committed to the teaching profession; and the need to improve cooperation and understanding between schools and their surrounding communities.
      PubDate: 2019-08-07
      DOI: 10.21083/ajote.v8i0.5040
      Issue No: Vol. 8 (2019)
       
  • Professionalism, Urban Settings, and Teachers’ Self-Efficacy in
           Developing Countries: A Ghanaian Perspective.

    • Authors: Bernard Gumah, Nora Bakabbey Kulbo, Prince Clement Addo
      Pages: 194 - 217
      Abstract: In achieving the goals of education, it is imperative for teachers to have high self-efficacy which has a direct positive effect on their delivery and for the overall benefit of their pupils. This study was in three-fold. First was to access the influence of teachers’ demographics on their self-efficacy. Second, how work environment influences teachers’ self-efficacy and finally, how their self-efficacy impact students’ performances in the Bolgatanga municipality of Ghana. The efficacy dimensions studied are classroom management practices, classroom instructional practices, and student engagement. It was noted that whiles gender has no significant impact on teachers’ self-efficacy, older, more educated and highly experienced teachers had higher self-efficacy. Also, teachers in the urban area tend to have higher self-efficacy than those in rural areas. Not overlooking other factors, students’ poor performance in some rural areas can largely be attributed to the lower self-efficacy of their teachers as compared to their urban counterparts. Governments should intensify their extrinsic motivation packages to make life more comfortable for teachers working in rural areas and by bridging the rural-urban developmental gap. It is also imperative to intensify self-efficacy in teacher trainees to increase their self-confidence where ever they find themselves.
      PubDate: 2019-08-13
      DOI: 10.21083/ajote.v8i0.4611
      Issue No: Vol. 8 (2019)
       
  • Effect of Student Teams Achievement Division and Think-Pair-Share on
           Students' Achievement in Reading Comprehension

    • Authors: Eucharia Okwudilichukwu Ugwu
      Pages: 218 - 237
      Abstract:
      The study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension.   Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension      
      PubDate: 2019-10-01
      DOI: 10.21083/ajote.v8i0.5209
      Issue No: Vol. 8 (2019)
       
  • Exploring the Effectiveness of Informal Apprenticeship in a Community of
           Practice: A Case Study of Katwe, Kampala-Uganda.

    • Authors: Aheisibwe Irene, Denis Kintu
      Pages: 238 - 253
      Abstract:  Artisans trained in Katwe are capable of doing various technical tasks such as to operate, service, repair and fabricate various equipment and tools. In this study, we set out to find out the effective methods used for training. We employed a qualitative approach to collect data, analyze and present findings. The methods commonly used are; practicing through trial and error, observations, mentoring and coaching, discussions, and by real-world problem-solving. Challenges include: high cost of materials, electricity and little time for training. We concluded that the training methods used can be incorporated in the formal curriculum to improve competence.
      PubDate: 2019-10-01
      DOI: 10.21083/ajote.v8i0.5353
      Issue No: Vol. 8 (2019)
       
  • Munsaka, E., & Kalinde, B. (2017) Laying the foundation for optimal
           outcomes in Early Childhood, University of Zambia Press, Lusaka, 172 pp.
           (A5), $12.00 (paperback), ISBN 978-9982-02-099-1

    • Authors: Gabriel Walubita
      Pages: 254 - 260
      Abstract: Although the provision of quality early childhood education has been acknowledged as important both in the local and international development literature, there are few books that have been written on early childhood education in Zambia. The current review of a 161 paged A5 paperback bound book entitled “laying the foundation for optimal outcomes in early childhood education” co-authored by Ecloss Munsaka and  Bibian Kalinde is one of the first attempts to scrutinise latest resources on early childhood education challenges and prospects in Zambia. The review is timely as it responds to the recent integration of early childhood education in the mainstream Zambian education system. The review has critically examined chapters’ one up to six. The implications of the book in early childhood education practice in Zambia have been discussed.
      PubDate: 2019-10-02
      DOI: 10.21083/ajote.v8i0.5470
      Issue No: Vol. 8 (2019)
       
  • Underutilization of instructional materials for teaching and learning of
           Chemistry in Nigerian secondary schools: Ohafia Education Zone, Abia
           State’s Example.

    • Authors: Ngozi Obiyo
      Pages: 261 - 280
      Abstract: This study investigated the factors associated with underutilization of instructional materials for teaching and learning of Chemistry in Nigeria. A survey research design was adopted for the study. The study population comprised 86 Chemistry teachers and 1,180 Senior Secondary 2 (SS2) Chemistry students including those with special needs in the 86 public secondary schools in Ohafia Education Zone, Abia State in southeast geopolitical zone of Nigeria. The sample size was 456 respondents of 57 Chemistry teachers and 399 SS 2 Chemistry students selected through multi-stage sampling procedure. The data collection was by questionnaire and Cronbach Alpha was applied in computing the reliability estimate of 0.97. The findings indicated that the inability of teachers to improvise and their lack of manipulative skills, among others, are factors militating against the utilization of instructional materials. The researchers recommended the necessity for adequate provision of instructional materials in the schools and for teachers to ensure that these materials are effectively utilized. Students with special needs should be catered for based on their individualized education program as stipulated by the National Policy on Education in inclusive settings.
      PubDate: 2019-11-27
      DOI: 10.21083/ajote.v8i0.5047
      Issue No: Vol. 8 (2019)
       
  • Teaching efficacy beliefs of Ghanaian basic school teachers and their
           subject specializations

    • Authors: Philip Boateng, Ato Kwamina Arhin, Frank Owusu Sekyere, Asare Koto, Samuel Nti Adarkwah
      Pages: 281 - 298
      Abstract: This study explores personal teaching efficacy beliefs of basic school teachers in Ghana undergoing recertification to upgrade their qualification. The study examines whether the personal teaching efficacy of the teachers is affected by their subject specialisation. A descriptive survey design was employed for the study. Data for the study was obtained from a total of 185 in-service teachers selected randomly from a group of teachers who were undergoing recertification from diploma to bachelor degree in basic education in a teacher education university in Ghana. Teacher Sense of Efficacy Scale (TSES) was adapted and used to measure in-service teachers’ personal teaching efficacy beliefs. The findings of the study showed that in-service teachers have a high sense of personal teaching efficacy.  The study also revealed that in-service teachers’ level of self-efficacy was not affected by their subject specialization.
      PubDate: 2019-11-27
      DOI: 10.21083/ajote.v8i0.5372
      Issue No: Vol. 8 (2019)
       
  • East African Higher Education and the limitations of institutional
           reforms: A case study of selected public universities

    • Authors: Philipo Sanga
      Pages: 299 - 320
      Abstract: Globally, universities are engaged in various aspects of reforms to improve their outlook and relevance. In East Africa, despite the similarities in many dimensions of socio-economic conditions, universities vary in terms of focus and extent of engagement in educational reforms. In order to examine this phenomenon more closely, three purposely-selected East African public universities were studied. Analysis of related documents as complemented by responses from key officials of these institutions revealed several findings: the University of Dar es Salaam’s reforms seemed to conform more to characteristics of competitiveness-driven reforms, the University of Nairobi exhibits equity-driven reform, and Makerere University practises finance-driven reforms. Furthermore, the findings register limitations of effective institutional reforms such as massification of higher education, infringement of university autonomy, emerging technologies, paradox of internationalization, and the incapacity to cater to holistic students’ welfare. The study concluded that, despite the myriad of limitations that the universities face, they have numerous opportunities which if efficiently utilized will enable them run the higher education race more triumphantly. The paper recommends that strategies for reforms should not derail the universities from their mandate to serve their respective countries.
      PubDate: 2019-11-27
      DOI: 10.21083/ajote.v8i0.5361
      Issue No: Vol. 8 (2019)
       
 
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