This study evaluated school quality indicators and teachers job performance in Cross River State. One research question and four null hypotheses were raised following factorial research design. Proportionate random sampling technique was employed in selecting a sample of 1,463 teachers representing 30 percent from a population of 4,878 teachers distributed across 271 public secondary schools in Cross River State. “School Quality Indicators Questionnaire (SQIQ) and Teachers’ Job Performance Questionnaire (TJPQ)” were the instruments used for data collection. (...) Prepared data were analyzed using descriptive statistics; while the null hypotheses were all tested at .05 alpha level using Pearson Product Moment Correlation and Multiple regression analyses as appropriate with the aid of Minitab statistical software v18. Findings revealed that, quality of school facilities, leadership, and supervision jointly accounted for 90.6 percent (Pred. R2 = .9063) of the total variance of teachers’ job performance; there is significant relationship between quality of school facilities (r = .478, p< .05), quality of leadership (r = .928, p< .05) quality of supervision (r = .881, p< .05) respectively with secondary school teachers’ job performance; quality of school facilities, leadership, and supervision have significant composite influence (F=4800.58, p<.05) on secondary school teachers’ job performance; quality of leadership was the highest predictor (t=45.38, p< .05) of teachers’ job performance, followed by quality of school supervision (t = 27.29, p <.05). Based on these findings, conclusions and recommendations were made for improvement. Keywords:. (shrink)

Main Objective of the Study -/- This study aims at describing the quality of Open High School Program based on the evaluation criteria popularized by Stufflebeam and Shinkfield (2014). It was contextualized to suit the needs of the researcher to investigate further on how well is OHSP doing so far. Brief Description of the Research Method -/- This study used quantitative method. The research design was descriptive-evaluative. Analyses of significant differences among the responses were done. There were 257 (...) respondents who were school administrators, OHSP coordinators, guidance counselors, class advisers and subject teachers. They came from 20 public secondary schools in Quezon Province. A real time online questionnaire via Google Form was used. Major Findings -/- Successful completion and cost per student were significant across all categories. When categorically assessed, their significant differences showed indications of quality, while eleven (11) others failed. Looking at slight differences, entails a critical point of analysis which suggests that quality is achieved when certain standards are clearly defined, complied, raised and continuously improved. Conclusions -/- OHSP meets some quality standards and it is not relative to SBM level of practice, type of institution, nature and classification of schools or even the years of implementing it. However, it can be achieved through time with the intention to improve effort, performance, adequacy, efficiency and process. Recommendations -/- Management of OHSP is recommended to follow maintenance and improvement activities focused on enrollment and mainstreaming process, quality assurance examination, fiscal management, curriculum, instruction and assessment, and partnership and networking. (shrink)

In the past years, many students had problems with their finances, especially their expenses for education. Many of the students are affected by the crisis financially, emotionally, and by their wellbeing. That is why the government provides programs that will help the students with their problems with school expenses, and that is through the Tertiary Education Subsidy (TES) of the Commission on Higher Education (CHED). Further, the primary goal of this study is to explore the TES Grantees' lived experiences, (...) challenges, and coping mechanisms. Furthermore, these are the study's findings: (1) The grantees find the TES very helpful regarding finances that will tackle their academic needs, such as tuition fees and school learning materials. (2) Many students value government assistance that motivates them to maintain their grades. (shrink)

This study assessed quality assurance practices and students’ performance evaluation in universities of South-South Nigeria using an SEM approach. Three null hypotheses guided the study. Based on factorial research design, and using a stratified random sampling technique, a sample of 878 academic staff were drawn from a sampling frame of 15 universities in South-South Nigeria. Quality Assurance Practices Students’ Performance Evaluation Scale (QAPSPES) with split-half reliability estimates ranging from .86–.92, was used as the instruments for data collection. Multiple (...) regression and Confirmatory Factor Analyses (CFA) were used for the analysis of data, model building, and testing of the hypotheses at .05 alpha level. Findings showed a significant composite and relative influence (F=48.19, P<.05) of school management, staff, and students’ quality assurance practices on students’ performance evaluation. The results also indicated that there were positive and significant covariances between the four variables of this study, with the CFI, RMSEA, TLI, and SRMR values indicating a good model fit. It was recommended, based on the findings of this study that, each school should organize quality assurance orientation campaigns for new students and set up quality assurance committees at the school, faculty and departmental levels for optimal performance in schools. (shrink)

The study investigated principals’ supervisory techniques for combating corruption and the attainment of quality school governance. Two null hypotheses were formulated. The ex-post facto research design was adopted for the study. Census technique was used to draw the entire population of 81 principals from all the public secondary schools in Aba Education Zone of Abia State. Data collection was carried out with the use of a research instrument titled: “Principals’ Supervisory Techniques for Combating Corruption and Attainment of (...) class='Hi'>Quality School Governance Questionnaire (PSTCCAQSGQ)”. The instrument was validated by two experts of Test and Measurement in the Department of Educational Foundations, University of Calabar. The reliability value obtained was .88 using Cronbach Alpha technique. One-way analysis of variance was used in testing the null hypotheses at .05 level of significance. Findings revealed that there is a significant influence of principals’ clinical and demonstration techniques of supervision for combating corruption on quality school governance. Based on the findings, it was concluded that school governance should be enhanced with supervisory techniques by principals for the attainment of anti-corruption culture in Aba education zone of Abia State, Nigeria. (shrink)

This study made use of descriptive correlational method of research that utilized standard questionnaires as primary data gathering tools, substantiated by extensive documentary analysis. The respondents of the study were teachers and principals of public secondary schools in the City Division of Malolos. The following null hypotheses were subjected for testing at .05 level of significance. “The transformational leadership of principals in the City Division of Malolos does not significantly affect students’ academic achievement” “The quality of school learning (...) environment in the City Division of Malolos does not significantly affect students’ academic achievement”. School principals who are good transformational leaders are contributors of best possible leadership outputs that facilitate more students learning and academic achievement, likewise would help teachers to become more productive in practicing their teaching professions as committed member of school organization. The very good quality of school learning environment in the City Division of Malolos can be a springboard to the achievement of 21st century classroom experience. Principals’ transformational leadership significantly influences the academic achievement of students in English, Math, and Science. The quality of school learning environment significantly influences the academic achievement of students in English, Math, and Science. Implications drawn from the findings of the study are good insights that may be used in further improving the quality academic achievement of students in public secondary schools. (shrink)

The growth of individuals and society heavily relies on education. Certain hindrances may prompt some students to halt their academic pursuits temporarily. This is known as "Balik-aral." The exploration of the quality of life, lived experiences, and challenges of grade 12 Balik-aral students was undertaken by the authors to break their silence and help them by developing recommendations that could be presented to the school's key stakeholders. A phenomenological approach was used to understand the phenomenon in a study (...) involving five grade 12 balik-aral students from different strands currently enrolled in a public school in Cebu City, Philippines. A structured interview was used to collect data, and significant themes emerged during data analysis using Colaizzi's method. The study revealed several sub-themes, including age disparities and pressure to obtain the diploma while maintaining quality of life. Additionally, key informants emphasized the sense of community and an immersive learning environment in their lived experiences as balik-aral students. Finally, competing priorities and scarcity of resources emerged as significant challenges for those involved in the study. Consequently, the investigation has determined that balik-aral students must be treated equitably to foster their engagement with their peers and enhance their self-assurance, ultimately leading to academic success. (shrink)

Teachers encountered numerous challenges posed by the COVID-19 outbreak. Herewith, this study aimed to determine the challenges encountered by Filipino teachers in the new normal and their coping mechanisms. This study employed a qualitative inquiry to determine the challenges encountered and coping mechanisms employed by teachers amid modular instruction, involving 10 teachers from five secondary schools in the Philippines who participated voluntarily. Data were gathered through a written narrative from each participant and were analyzed thematically. Themed findings showed that these (...) teachers are greatly challenged in terms of learning quality transfer, module distribution and retrieval, students’ difficulties in following instruction, power disruption, internet connection, and health risks posed by the pandemic. Nevertheless, these teachers dealt with these difficulties by employing their own coping techniques. Teaching can be challenging and frustrating, especially in these difficult times, but as these teachers demonstrated, everything is possible. Hence, educators must be ready for any situation that may arise. This situation is unlikely to get better anytime soon; instead, teachers will need to adjust to and accept this reality. (shrink)

In this paper I examine in detail the continued – and curious – popularity of religious schools in an otherwise ‘secular’ twenty-first century Europe. To do this I consider a number of motivations underwriting the decision to place one’s child in a religious school and delineate what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic schools. I then argue that institutional racism is an explanatory variable that empirical researchers typically avoid, though (...) it informs both parental assessments of school quality as well as selective mechanisms many mainstream religious schools use to function as domains of exclusion. I then distinguish between religious schools in a dominant position from those serving disadvantaged minorities and argue that the latter are able to play a crucially important function other schools only rarely provide and hence that vulnerable minorities may have reason to value. (shrink)

Rationale and objectives: Medical humanities are becoming increasingly recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We reviewed medical school curricula in Canada, the UK and the US. We also explored the relationship between medical school ranking and the inclusion of medical humanities in the curricula. -/- Methods: We searched the curriculum websites of all accredited medical schools in Canada, the UK and the US (...) to check which medical humanities topics were taught, and whether they were mandatory or optional. We then noted rankings both by Times Higher Education and U.S. News and World Report and calculated the average rank. We formally explored whether there was an association between average medical school ranking and medical humanities offerings using Spearman's correlation and inverse variance weighting meta-analysis. -/- Results: We identified 18 accredited medical school programmes in Canada, 41 in the UK, and 154 in the US. Of these, nine (56%) in Canada, 34 (73%) in the UK and 124 (80%) in the US offered at least one medical humanity that was not ethics. The most common medical humanities were medical humanities (unspecified), history, and literature (Canada); sociology and social medicine, medical humanities (unspecified), and art (UK); and medical humanities (unspecified), literature and history (US). Higher ranked medical schools appeared less likely to offer medical humanities. -/- Conclusions: The extent and content of medical humanities offerings at accredited medical schools in Canada, the UK and the US varies, and there appears to be an inverse relationship between medical school quality and medical humanities offerings. Our analysis was limited by the data provided on the Universities' websites. Given the potential for medical humanities to improve medical education and medical practice, opportunities to reduce this variation should be exploited. (shrink)

Quality of Zionism`s formation Written by: A.M. Abstract One of the most important discussions in every school of thought is the subject of recognizing the enemies against the given school. Every being in the world should know their enemies in order to be able to secure their survival and provide the necessary means of defend against the enemies. Even the animals follow the same rule; no animal was trapped by the hunter except when it acted ignorantly. Concerning (...) this subject, Imam Khomeini Says no freeman officially recognizes Israel. The Quranic verse (82, surah: Ma`edeh) explains the subject of knowing the enemy and prioritizes it as, “Latajiddana Ashad Al-Nas” The first important enemy is the Jews and if one day the Quran would change the first important enemy changed. Any mention of the Jews in the Quran should be interpreted as the Zionism. The second important enemy is “Al-Ladina Ashraku” which means the polytheists. Another Quranic verse says that the Christians are also the Muslims` enemies, “Wa lan Tarza ankel Yahud Wa la Nasara Hatta Tattabe`a Mellatahom Qol Inna Hada Allah Wa laen Ittabaat Ahwa`ahom Bad Al-Ladi Jaaka Min Al- Elme Ma laka Men Allah-e Men Waliye Wala Nasir” meaning that the Jews and Christians will never be satisfied with you [so that you surrender to their wants] and follow their [distorted] religion. Say: Guidance is only the God`s guidance! And if you follow their desires, after becoming aware of it, there will be neither divine guardians nor any companions for you. (Surah: Baqareh, Verse 120). This article has mostly dealt with the basic formation of the Zionism. The subject has been divided and discussed in 4 categories, namely civil Zionism, Zionism in economy, policy, and religion. The article studies the importance of the Middle East in the viewpoint of “Lord Rochild” and the issue of laying the groundwork for controlling the Middle East as the best option for founding the Jew government. The Zionism`s four mentioned aspects were effective and aimed at creating a powerfull united Zionist government and later and as the result of these efforts the Israel promised state was founded. The author points to the serious problems of Zionism and indicates that the Post-Zionism, who had entered the scene to solve these problems, could not succeed in doing this mission. چگونگی شکل‌گیری و پیدایش صهیونیزم//Quality of Zionism`s formation//تأسیس الصهیونیة و ظهورها Keywords: Zionism, Economic, Political, Cultural and Religious Zionism, Israel, Rothschild, Instantly. (shrink)

The study aimed to promote the school online, provide timely, engaging, and current information of the school to employees, learners, parents, and community, share updates of school activities online, supply downloadable instructional materials and resources for both employees and students. Also, it evaluated the assessment of teaching and non-teaching staff, learners, parents and IT specialists to the ISO 25010:2011 software quality standards of the developed Web-based School Information and Publication System along functional and suitability, maintainability, (...) usability, security, reliability, performance efficiency, compatibility, and portability. This study was descriptive and developmental research. The researcher used the iterative waterfall software methodology. The overall assessment on the Web-Based School Information and Publication System in its quality and standard was “Excellent”. Furthermore, based on the findings, the system was beneficial and informative for the school, especially for learners. It was determined that the system was generally acceptable and conformed to the quality software characteristics needed by ISO 25010:2011 standards. (shrink)

This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K- K to 12 Curriculum review and update; I- Improvement of the learning environment, T- Teachers' upskilling and reskilling; and E- Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office - CALABARZON, which (...) is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the acronym for Quality Basic Education. For its part, the Schools Division Office of Laguna espouses LAGO Laguna or Leaders Actions towards Greater Outcomes. Furthermore, the school learning continuity plan of the San Pedro Relocation Center National High School Landayan Annex is summarized through the acronym SAGWAN or Sustaining & Advocating Genuine Welfare & Actions in the New Normal as the flagship program. In addressing the new normal in education, the juxtapositions of the said flagship programs that stem from national to regional, division, and school levels, are discussed. It also analyzed diversity and inclusiveness, as well as the guiding educational philosophies, in the conduct of school projects, programs, and activities (PPAs). (shrink)

Aim: This study determined the relationship of the assessment of the respondents on the work environment through the dimensions of physical aspects and job dimensions and how they contribute to the effectiveness of administrators as assessed by the teachers at Liming Vocational University. -/- Methodology: A descriptive method of research was used in this study. This study was conducted at Liming Vocational University in China. The respondents of the study are the 666 teachers from Liming Vocational University. -/- The researcher (...) utilized a self- constructed survey questionnaire. -/- Results: Based on the results, an over-all mean value of 3 .80 reveals that the subject organization is very effective based on the assessment of the teacher respondents. The study also reveals that there were no significant differences in the assessment of the teacher respondents on the organizational effectiveness when they are grouped according to age, educational attainment, and length of service as teachers. The results indicate that in terms of the physical aspects of work environment, demand quality, and social interaction were the most conducive aspects as observed by the teacher respondents. Furthermore, physical aspects in terms of diversity of stimulation, and changeability were found to be moderately conducive as perceived by the teachers. Visibility, on the other hand, it was also observed by the teachers to be moderately conducive, however, it was found to be the least assessed by the respondents among the five physical aspects of work environment. -/- Conclusion: While teacher respondents are mostly young, they have at least earned master’ s degree or have earned units in their Doctoral degree program, and have been in the service as teachers for not quite long. Symbolic identification, fairness and satisfaction, and employee involvement were very effective in the eyes of the teachers, while task instrumentality seems to be the least effective in the organization. Respondents have relatively the same assessment on the organizational effectiveness regardless of their age, educational level they have attained, and length of service as teacher. While job dimension aspect of work environment was felt by the teachers to be very conducive, physical aspects of it was observed by the teachers to be less conducive. Teachers have less felt the visibility of their educational leaders through work job, as well as their ability to find ways and means to improve resources of the organization. Respondents have relatively the same assessment on the physical and job dimension aspects of work environment regardless of their age, educational level they have attained, and length of service as teacher. It can be said that physical aspects of work environment can somehow affect the organizational effectiveness, while job dimension aspects of it was not found to have significant impact on achieving the organization’ s objectives. (shrink)

Consider the following argument for school choice, based on an appeal to the virtues of the market: allowing parents some measure of choice over their particular children's education ultimately serves the interests of all children, because creating a market mechanism in state education will produce improvements through the same pressures that lead to greater efficiency and quality when markets are deployed in more familiar contexts. The argument fails, because it is committed to a principle of equal concern, which (...) implies that a market in education is acceptable only if it is right to hold children disadvantaged by their parents' poor market choices substantively responsible for the fact. Since that claim is untenable, the market‐based argument for school choice not only fails, but also turns out to rely on principles which in fact condemn the very policy it was supposed to support. (shrink)

The primary goal of this research was to determine the influence of social media marketing (SMM) on the customer purchasing behavior (CPB) of senior high school (SHS) students. Utilizing the non-experimental quantitative method of research and validated questionnaires in data analysis with Mean, Person Product-Moment Correlation Coefficient (Pearson-r), and Multiple Linear Regression Analysis as statistical tools, the outcome displayed that the levels of social media marketing and customer purchasing behavior through the lens of SHS students are high, which means (...) that these two variables are oftentimes manifested. There is a strong positive relationship between social media marketing and customer purchasing behavior. It was also found out that quality content, as a domain of social media marketing, best influences customer purchasing behavior. (shrink)

Full privatisation of schools would involve states abstaining from providing, funding or regulating schools. I argue that full privatisation would, in most circumstances, worsen social injustice in schooling. I respond to James Tooley's critique of my own arguments for funding and regulation and markets. I argue that even his principle of educational adequacy requires a certain level of state involvement and demonstrate that his arguments against a principle of educational equality fail. I show, furthermore, that he relies on an over-optimistic (...) attitude regarding the operation of markets, which involves a failure to appreciate the diversity of quality in states, and that he misreads the evidence concerning private schooling in some developing countries. (shrink)

This study aims to explain the expectations parents have in sending their children to study in international schools in Nonthaburi, Thailand, in terms of teaching and learning courses, management reputation, the building location, and the schools' adaptation to the digital age. A qualitative approach was employed as a research strategy. Purposive sampling was used in in-depth interviews. The data were analysed using content analysis. The results showed that parents have expectations in sending children to study in international schools in the (...) digital age, in Nonthaburi, Thailand, in four aspects. For teaching and learning courses, parents expect that these courses will teach students to be creative and assertive. For the management reputation, parents expect that the school will have a good reputation with a quality of teaching that is reliable. They expect a good image of effective and clear management policies. For the building location, parents expect to have a safe building with sufficient facilities. For the adaptation to the digital age, parents expect that there will be lessons on how to use electronic devices and various online media. Children should be taught how to avoid dangers from using them. Children will get the opportunity to use modern technological equipment. This study may be beneficial to education business groups and international schools, which can use data from the research in planning, improving, or formulating business strategies, as well as developing the education system to adjust to improvements in technology and beyond. (shrink)

Private schools are working tirelessly to provide a quality education without support from the government. This article aims to evaluate the internal and external job stress of high school teachers in private schools in Leyte, Philippines, and determine its governing factors. The study involved a complete enumeration process in selecting the participants and gathering primary data. In analyzing and extracting relevant information from the data, standard descriptive metrics, correlation analysis, and Chi-square test for independence were employed with the (...) aid of statistical software. The findings of the study depicted that private teachers are both internally and externally moderately stressful in their jobs. The Chi-square test revealed that employment status and years in service are associated with the private teachers’ internal job stress and it is significant at a 10% level. In addition, it is depicted that gender, monthly salary, and years in service are significantly dependent on the teachers’ external job stress at a 10% level. Conclusively, the school heads and management of private schools must lessen the work assignments to avoid exhaustion and increase benefits to improve the well-being of teachers. Moreover, it is suggested that teachers in private schools must be provided with training and seminars, incentives, supplies for teaching, and other benefits that improve their productivity and become globally competitive educators. (shrink)

Pressure and influences on school leaders as school policy makers during COVID-19 have made the task of interpreting, translating and implementing guidance more a complex and essential operation. School leaders need to prioritise and balance ever-changing government policy advice, against limitations of school buildings, the welfare of students and staff as well as the needs of the communities their schools serve. By surveying and interviewing headteachers, senior leaders and governors, this paper identifies the inputs school (...) leaders have had to react and respond to when creating policy in the context of COVID-19. The paper addresses the nature of, and factors affecting, pressures school leaders feel in authoring policy. The considerable challenges school-based policy makers face in implementing social distancing policy are non-trivial and increase tension to what is already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of social distancing and school closure for most students. Findings suggest quality, quantity and frequency of top-down communication have contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities helped to support leaders during rapid change. We recommend government and the education sector address communication, collaboration and change, to harness the challenges and opportunities identified by school leaders during the COVID-19 pandemic. (shrink)

In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools and the polity have much to (...) be gained from direct funding, I will show that parents and administrators of these schools may have reasons to be diffident toward the state and its hypothetical interference. While the focus of the paper is primarily on the American educational context, the philosophical questions related to state funding and oversight of religious schools transcend any one national context . (shrink)

This study aims to determine the implementation and constraints of teachers in assessing students’ attitudes at school. This study adopted a qualitative approach with descriptive methods. This research involved 29 informants, consisting of 23 teachers, three school principals, and three supervisors in South Kalimantan, Indonesia. Data were obtained by using interviews, observation, and documentation. The indicators in this study include the implementation of attitude assessment, the instruments used in assessing attitudes, teacher constraints in assessing attitudes, and follow-up attitude (...) assessments. The supervision process by the school principal and school supervisor has been carried out routinely and continuously. However, the teacher was left to make a sober assessment. The assessment is still being carried out to the extent of filling out the report. This result demonstrated several weaknesses in the quality assurance system for assessing student attitudes. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the practice (...) of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)

Previous research has assessed school facilities, administrative expenditures and curriculum and their relative contributions to students’ cognitive learning outcomes. This suggested the need to investigate further how these predictors may impact students’ affective and psychomotor outcomes. The current research studied the combined and relative prediction of school facilities, administrative expenses and curriculum on students’ overall cognitive, affective and psychomotor learning outcomes in public secondary schools. A cross-sectional research design was employed in this study, involving 87 school administrators (...) and a randomly selected group of 915 senior secondary class II (SS2) students. For data collection, we utilised the School Inputs Questionnaire (SIQ) and Educational Outcomes Questionnaire (EOQ), both developed by the researchers and validated through expert assessments, including content validity, Exploratory Factor Analysis (EFA) for dimensionality, Confirmatory Factor Analysis (CFA) for goodness of fit, and reliability using Cronbach's alpha. The results of these assessments demonstrated acceptable outcomes aligned with international standards. Hierarchical regression analysis was conducted to analyse the collected data. The findings indicated that enhancing the provision of quality school facilities, administrative expenses, and school curricula improved students' overall cognitive, affective, and psychomotor learning outcomes. Specifically, administrative expenses and school curriculum had significant predictive power for students’ overall cognitive, affective, and psychomotor learning outcomes. However, while school facilities significantly predicted students' overall, affective, and psychomotor dimensions, they did not significantly predict the cognitive dimension. These findings offer valuable insights for policymakers and educators aiming to enhance the educational quality in public secondary schools. (shrink)

Background: The attitudes of many undergraduates towards practicum exercise is declining in each passing year, affecting the quality of educational leaders produced from higher education. Studies in the past, have documented that there is no significant difference in the attitudes of students with or without practicum experience towards academic activities in higher education. Little or nothing seems to be known at the moment regarding the reasons why there is an indifference in the attitudes of students after completing a practicum (...) course. In response to this gap, we designed this study to assess principals' leadership variables as the presumed cause of undergraduates' declining attitudes towards practicum exercise in secondary schools. -/- Methods: A census study was carried out in Cross River State, where the entire 667 secondary school administrators (271 principals and 396 vice principals) were studied. “Principals’ Leadership Variables and Undergraduates’ Attitudes Towards Practicum Exercise Questionnaire” (PLVUATPEQ), designed by the researchers, was used in data collection. Data collected were analysed using simple linear regression analysis. Results: We find amongst others, that principals’ leadership styles, communication patterns, decision-making and supervisory approaches significantly predict undergraduates' attitudes towards practicum exercise relatively. Each of these independent variables accounts differently for the variance in the dependent variable based on their unique coefficient of determination. -/- Conclusion: It was concluded generally, that principals’ leadership variables significantly predict undergraduates’ attitudes towards practicum exercise. The attitudes of undergraduates towards practicum exercise increases as the leadership styles, communication patterns, decision-making skills, and supervisory approaches of principals improve. The implications of this study are discussed for policy and educational reforms. (shrink)

From the position of a simple employee of the Drobeta Turnu Severin Heavy Water Plant, as a quality assurance inspector, the head of the destructive and non-destructive control laboratories, and finally the head of the quality assurance service, I had the honor to participate, between 1983 and 1993, in the largest technical-scientific project in Romania at that time, which involved universities, countless research institutes, design institutes, factories and construction-assembly companies, which, forced to use exclusively Romanian materials and solutions, (...) had to research, innovate and implement, on a daily basis, unique technologies for Romania, and specific solutions for their improvement. In this paper I highlight the close collaboration between all these entities, which allowed the development of an important component of the Romanian nuclear program, and laid the foundations of scientific and technological knowledge for the entire further evolution of activities in the nuclear field, and not only. Although there are many books and articles on the history of heavy water in Romania, in this paper I approach this subject from a new point of view, emphasizing the close collaboration between universities, scientific and technological research institutes, design institutes, production factories of machinery and equipment, construction-assembly enterprises, and heavy water plant specialists, thus creating an informal community, even a school within which an unprecedented scientific and technological discipline was developed, and a special emulation for research and innovation . For this purpose, I also analyzed documents that have not been used in such studies until now. And all these aspects are discussed through the lens of a direct and active participant in the construction, putting into operation, and operation of the heavy water plant. In the case of heavy water produced in Romania, I will demonstrate in this paper that it corresponds to a paradigm in the sense of Thomas Kuhn from The Structure of Scientific Revolutions, having the specific characteristics and passing through all the phases specified by him in the case of a paradigm. -/- DOI: 10.58679/TW21689. (shrink)

The involvement of parents in their children’s education affects the quality of their learning. The purpose of this study was to investigate the involvement of parents in the education of primary school children. The quantitative descriptive research method was employed to conduct the study. The population of the study was 3,297 children studying at the primary school level and their parents. A proportionate stratified random sampling technique was used to select 348 students and their parents for data (...) collection. The data were collected from children and their parents through a five-point scale. The research instrument consisted of six factors: parenting, communicating, decision-making, learning at home, volunteering, and collaboration with the community. The data were collected through personal visits by the researchers. Data were analyzed through mean, standard deviation, Kruskal Wallis, and Mann-Whitney U test. The research study concluded that primary school students and their parents hold the same perspective regarding parental involvement in their children's education. However, there was a significant difference in parental involvement in their children’s education, as the students reported, based on their demographic characteristics and the educational institutions they were attending. It is suggested to adapt the involvement of parents according to the needs of students of different age groups and grades by developing a strong and continuous connection between school and home. (shrink)

This paper is about the reception of Ernst Mach by Brentano and his students in Austria. I shall outline the main elements of this reception, starting with Brentano’s evaluation, in his lectures on positivism, of Mach’s theory of sensations. Secondly, I shall comment the early reception of Mach by Brentano’s pupils in Prague. The third part bears on the close relationship that Husserl established between his phenomenology and Mach’s descriptivism. I will then briefly examine Mach’s contribution to the controversy on (...) gestalt qualities. The fifth part bears on Stumpf’s debate with Mach on psychophysical relations and I shall conclude on Husserl’s criticism of Mach’s alleged logical psychologism. (shrink)

This chapter has three sections. The first introduces Brentano’s view of sensations by presenting the intentional features of sensations irreducible to features of the sensory objects. The second presents Brentano’s view of sensory objects —which include sensory qualities— and the features of sensations that such objects allow to explain, such as their intensity. The third section presents Brentano’s approach to sensory pleasures and pains, which combines both appeal to specific modes of reference and to specific sensory qualities.

This explanatory sequential inquiry determined the contribution of graduate education to the development of skills, the satisfaction with the delivery of the graduate school program and services, and the practice of graduate attributes of the graduates of education graduate programs of the University of Negros Occidental-Recoletos Graduate School. Likewise, it explored deeper insights on the quantitative data to generate a broader perspective on the graduates’ experiences on the contributions of the graduate school to the development of their (...) skills, satisfaction with the delivery of programs and services, and graduate attribute practice. The participants were the graduates of education graduate programs during 2018-2022 and determined using purposive sampling. In data gathering, survey questionnaire and semi-structured in-depth interview were employed. In analyzing the data, mean and standard deviation were utilized in the quantitative analysis while Lichtman’s (2013) 3C’s were used in the qualitative data. The data revealed a very great extent of the contribution of graduate studies, extremely satisfied with the delivery, and a very great extent of graduate attribute practice. Meanwhile, the qualitative data presented salient findings. The graduate education experiences provide the development of their competencies, knowledge, skills, and attributes, which leads to better opportunities in their profession. Also, their satisfaction develops their attributes of humility, Christian values, integrity, love, and the quest for excellence, thus forming values essential to the practice of profession and life in general. Moreover, this study validated that tracer studies could assist the graduate school in complying with the accreditation and quality assurance measure requirements for a quality management system. Furthermore, the satisfaction of graduates encourages continual improvement towards engaging the alumni in open, mutually beneficial ways and spreading knowledge to uplift others and positively use their influence to impact the community, the country, and the world. (shrink)

The purpose of college and university ranking mainly resides to assist with the students in choosing their schools and programs at the level they wish to study. The US News and World Report (USNWR) graduate programs ranking is notable that evaluates the graduate level programs uniquely and in contrast with other general subject rankings. Along with the reputation of source, this specificity enables to enjoy a number of subscribers in making an application decision about which school or program is (...) competitive and personally fits. Given the study of national research council is most exhaustive and authoritative ranking source on research doctorates, called Ph.Ds, the ranking of professional schools, for instance, law schools, medical schools, nursing schools and on, as presented to the students in USNWR is very determinative in deciding which school I choose. In this light, the following tables show a ranking that has been yielded on the diversity and quality of graduate and research doctorate programs as well as law studies specifically. Therefore, the tables can be referred to a vast of interested people on the graduate studies in the United States. The last part of reference can be referred not only by JD students, but also by researchers in the graduate law programs. Since some small or exclusively JD-oriented law schools are not available of LL.M or graduate study, the users of table are expected to read consciously. The ranking table has a threshold to qualify so as to be enlisted that the top 44 law schools in all specialties exclusively had been selected and ranked according to the average of two subjects. As said, it could be used secondarily to refer in deciding the schools on the application of general LL.M program. Given the junior scholarly nature of LL.M. or graduate law programs, it is considered that the legal writing program is half factored to select the schools. The column 1 and 2 transcribes the US ranking, which are added for a sum in column 3. Least number is placed at top and less number attains a high ranking correspondingly thorough the end of institution. The first and second parts of this work show the top universities according to the number of programs, whose possible highest rating is placed within the range 1st -17th in either R or S rank of most recent 2010 NRC assessment and roughly same range in the USNWR graduate programs ranking. They are prepared from the revised NRC report published in 2011, which is most recent as well as based on the 2021 version of USNWR. Both data will be incorporated into my current project concerning the American higher education and graduate studies. (shrink)

Various schemes have been devised to tackle the problem of poor quality of University graduates in Nigeria. In spite of this, the problem has persisted. This paper essentially links poor quality graduates in Nigeria to the decentralized examination system which governs University degree examinations. Therefore, for detail study, this paper focuses on the linkage between the problem of poor quality graduates and credibility of the decentralized, individualized and autonomous University examination systems. The approach adopted in this paper (...) is predicated on the fact that the subjective nature of University examination systems undermines quality by “shielding” the prospective graduate from facing a universally standardised objective evaluation. The objective of this paper is to devise a scheme towards finding a lasting solution to the problem. To achieve this goal, the paper postulates a thesis called – Joint Graduation, Convocation and Certification Programme (JGCCP) – which would involve universal testing and certification of graduates in Nigeria. It is a standardized framework which will allow for harmonized and universal approach to solving the problem. The objective is based on the fact that examination is the most important instrument used in Nigeria in determining quality of graduates. (shrink)

The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. (...) A sample of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007<0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying. (shrink)

The literature is predominated by studies seeking to clarify the extent of the availability, functionality, accessibility and/or utilisation of library materials in schools at various levels. The extent of principals' management of library resources and their contribution to the lesson preparation activities of teachers seems to have been under-researched. In bridging the gap, the current study was designed to assess the extent and contribution of principals’ management of library resources to teachers’ lesson preparation practices. Six specific objectives were of interest (...) to the researchers. The quantitative research method, following the ex-post facto research design, was adopted. The stratified proportional random sampling technique was used to choose a sample of 743 respondents from a population of 1,857 secondary school teachers in Ikom Education Zone, Cross River State, Nigeria. An instrument named "Management of Library Resources and Teachers' Lesson Preparation Questionnaire" (MLRTLPQ) was used to gather data. The quantitative content validity method was used to assess the degree to which the items in the instrument were clear, relevant, and represented a wide range of the anticipated content based on the views of domain experts. One sample t-test and hierarchical regression analyses were used for data analyses. Four stepwise hierarchical linear models were specified and fitted accordingly. It was found that teachers’ lesson preparation practice is significantly low generally; there is a significantly low extent in principals’ management of textual, auditory, visual and audio-visual library resources; there is a significant composite contribution of principals’ management of library resources on teachers’ lesson preparation practices in public secondary schools in model 3 and model 4. Based on these findings, practical implications are discussed, with recommendations made for a better library management practice in secondary schools for quality lesson preparation practices. (shrink)

The fourth goal in Sustainable Development Goals (SDG) spells out Quality Education that demands teachers across all disciplines to teach effectively. The available literature suggests that teaching effectiveness starts from good planning, which should be evident in the documentation of lesson plans. However, when it comes to English teachers, their demanding roles that are attributed to the value-laden content, the grading of essays, the performance pressure of high-stake testing, and the requirement of culturally appropriate pedagogies (Loh & Liew, 2016)have (...) caused the practice of writing lesson plans to be challenged, causing the effectiveness of the teaching to be jeopardised. English teachers in international schools are not exempted from facing this problem, yet little studies have been done on the teachers in this context. To achieve the purpose, this research adopts a case study design using document analysis and semi-structured interview to collect the data. The data were analysed quantitatively using a lesson plan rubric by Student Teacher Assessment Instrument (STAI) and thematic analysis, respectively. The study unveils that the teachers had a moderate level of lesson plan, suggesting a need for further support in lesson planning. The findings of this study will be helpful for English. Teachers understand the importance of writing an effective lesson plan as it has a high possibility of enhancing teaching effectiveness. (shrink)

With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by (...) the GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern. (shrink)

A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience (...) of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth. (shrink)

The study primarily aimed at determining and utilizing extent of the Social Science instructors on instructional materials, and framing a capacity development framework to secure the quality of instructional delivery in the changing times. It employed the descriptive design undertaking the purposive sampling which resulted in obtaining 26 respondents from the total population, thus descriptive statistics had been used in analyzing and interpreting the collected data. The results reflected how social sciences are being taught by the 26 purposively sampled (...) respondents and showed that the underlying instructional materials or the non-technological ones remained as top materials that are often and occasionally being utilized, collectively implying that regardless that these are categorized as traditional and commonly used, are still being perceived as efficient and effective, such that optimizing and redesigning them to adapt to the changing landscape of instruction is elucidated in this paper through a capacity development program paradigm, in which the implementation is urgently recommended. (shrink)

In the dimension of education quality, it has become quite popular in recent tenure, as internationally it is analyzed that education is exaggerated towards the context of faculty approach and their brilliance in the respective field. This study focused on the attitudes and beliefs that stop/encourage them to focus on the methodological shifts and the role of professional development in their lectures and make them more interesting for the students. This research is qualitative. The analytical triangulation concept has been (...) used for the collection of the data; three different sources were used to authenticate the data and the accuracy of the responses Open-ended questionnaires, Focus Groups, and interviews were the data collection method used in this research study. It has been found that there are several internal and external pressures on the faculty members that create hurdles to focus on their teaching methodologies. Too many responsibilities latch them with too much pressure and no time to think about the teaching methodologies. Further, specialists ought to ponder all facets and worries of the teaching staff and encourage the faculty members to implement innovative methods as well as improve pedagogies. (shrink)

Deliberative Transformative Moments (DTM) is a new concept that serves as an amendment to the DQI. With this new concept it is easier to get at the quick give-and-take of discussions of small groups of ordinary citizens. As an illustration, we apply the concept to discussions about the peace process among Colombian ex-combatants, ex-guerrillas and ex-paramilitaries. Specifically, we show how personal stories can transform a discussion from a low to a high level of deliberation and how they can have the (...) opposite effect. To increase the level of deliberation in the general population, we recommend that good illustrations of DTM’s should be part of the school programs from an early age on, so that children learn how to discuss with others who have different opinions and values. (shrink)

Due to the unprecedented COVID-19 incident, basic education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for basic education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. Descriptive-evaluation research was employed since the present study attempts to examines the assessment practices and competences on remote learning assessment of teachers in Graceville National High School. For the study, questionnaires were prepared and data nine (...) (9) senior high school teachers and forty-two (42) junior high school teachers were collected and analyzed. The gathered data from this study were subjected to the descriptive and inferential statistics. The data revealed that the most frequent number of the teacher- respondents in the study was 36 - 40 years old at age, female, Technology Livelihood Education (TLE) major, 6 - 10 years in service in Department of Education, and bachelor's degree holders. More so, the teacher respondents' level of teacher competencies on remote learning assessment was observed high competent. In addition, level of assessment practices in terms of clarity of assessment, time and effort on task, quality of feedback, motivational belief and self-esteem to learners, self-assessment and reflection of learning of the learners, and assessment - content and process in adapting teaching to students needs was mostly practice. However, it was completely practicing the interaction and dialogue about learning progress. The results confirmed that there was a significant difference on the teacher respondents' level of competence on the remote learning assessment when group according to their age, gender, areas of specialization, and training attended. On the other hands, teacher year of teaching and educational attainment revealed it has no significant difference on their level of competence on the remote learning assessment. Looking forward, that age, gender, year of teaching, areas of specialization, educational attainment, and training attended significantly differs to the level of assessment practices of the teachers. It also observed that the teachers experiencing highly challenges encountered on the remote learning assessment. It is recommended to implement the proposed school-based testing reforms and should be monitored and evaluated for the optimum advantage of the school and community. (shrink)

The objective of this study was to determine the teachers? performance in Digitized Education in Private and Public Schools in Pila, Laguna and their performance at school through different teaching modalities. It sought to answer three basic questions. What is the extent of the digitized education using different modalities as to Online teaching and learning, Modular Teaching/ Learning, Flexible and Blended Teaching and Learning?; What is the level of teachers? performance in terms of IPCRF Individual Performance Commitment Review Form) (...) and COT (Classroom Observation Tool)?; Is there a significant relationship between digitized education as to teaching modalities and teachers? performance? The retrieved data were subjected to computerized statistical computations through weighted mean, standard deviation and Pearson r formulas in determining the focal points, dispersals and direction of relationships between the independent and dependent variables The following findings in importance were sequentially obtained as to the extent of the digitized education using different modalities in online teaching / learning, the respondents recognized high extent of it because there were available resources which also provided accurate results of students? assessments. The extent of digitized education using modular teaching/learning, the respondents recognized high extent of it as they were informative, relevant and timely to every lesson which was also effective on students? performance. Flexible and Blended Teaching and Learning to which the respondent recognized very high extent of it as the teachers were flexible in every teaching modality and were computer literate with students? engagement and comprehension were well measured. There was a significant relationship between digitized education as to teaching modalities and teachers? performance in terms of Individual Performance Commitment Review Form and Classroom Observation Tool. It was concluded therefore that there was significant relationship between Digitized education and Teachers? performance so hypothesis was rejected. The following recommendations were hereby offered; maintenance of the quality deliverance of academic instructions in different modalities in a Digitized Education; the teachers must be thoroughly exposed to relevant and actual trainings for them to perform well in a Digitized education. (shrink)

Background: Previous studies assessing students’ learning outcomes and identifying contributing factors have often dwelt on the cognitive domain. Furthermore, school evaluation decisions are often made using scores from cognitive-based tests to rank students. This practice often skews evaluation results, given that education aims to improve the three learning domains. This study addresses this gap by assessing the contributions of four students’ input to their cognitive, affective and psychomotor skills (CAPs). Methods: A cross-section of senior secondary class II students (n (...) = 870), sampled through the multistage procedure, participated in a physical survey. Students’ Inputs Questionnaire (STIQ) and Learning Outcomes Questionnaire (LOQ) were used for data collection. Based on data obtained from a pilot sample (n = 412), principal axis factoring (PAF) was performed to assess the internal structure of the instruments following an oblique rotation. The KMO value of sampling adequacy were 0.88 and 0.94, while the Bartlett’s test of sphericity were significant χ2 (253) = 5,010; p < 0.001 and χ2 (105) = 3693.38, p < 0.001 for the STIQ and LOQ, respectively. Confirmatory factor analysis was used to assess the models’ acceptability based on the maximum likelihood estimation technique. The main study used hierarchical linear regression for data analysis. Results: Findings indicated that innate ability, health, motivation and social capital relatively and cumulatively predicted students’ overall, cognitive, affective and psychomotor learning outcomes. The proportion of variance explained by the predictors increased at different levels of the models with the addition of new variables. Students’ social capital reduced the effect of students’ innate ability regardless of their motivation and health status. Conclusion/implication: This study has provided evidence that the four students’ inputs are crucial predictors of their learning outcomes in the three domains. This result is helpful for school management to provide services aimed at improving the school climate for students’ motivation and social capital. The result can provide policymakers with a proper understanding of the constituents of learning outcomes and how policies can be aligned to secure quality student inputs for maximum productivity in education. (shrink)

The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the (...) urgency of a problem of sexual indifference of a modern school education, is presented in a single-sex format of education and is based upon individual approach to the education and upbringing of each and every pupil, taking into account the gender peculiarities of development. In this article we analyze the influence of a single-sex format of education on the process of forming of pupils’ personality, taking into account the age periodization of individual ontogenesis. We developed cognitive, motivational and psychological peculiarities of boys and girls during the periods of childhood and youth. Theoretical comprehension of a need in taking into consideration of the gender characteristics of pupils within the educational process – has been proved on practices, implementing the gender-orientated separate education in schools that demonstrates very positive results. There was made a conclusion about the fact, that the system of gender-orientated separated education has a strong potential of enhancing quality of a pedagogical process and helps to form the personalities of those who study. This can be achieved by taking into account the psychological, physiological and pedagogical peculiarities of boys and girls, by following in the process of educational activities the principals of egalitarianism, nature conformity, self-actualization, creative initiative, democracy and humanism, by creating of an environment, that will be free from impact of gender stereotypes and prejudice. (shrink)

Most Americans and many residents of other democratic countries hold public schools to the social and political goal of preparing children to be good citizens. This goal is being challenged by some new forms of schooling promoted through popular education reform movements, especially in the US. This article reveals potentially insurmountable conflicts between the beliefs and practices of one of those forms of schools, for-profit charter schools, and their public task of educating for citizenship. This study begins by exploring the (...) public nature and purposes of public schools, especially their role in creating particular types of citizens. This understanding of public schooling and good citizenship, then, becomes the theoretical lens for analysing the practices of for-profit charter schools. A critical discourse analysis was conducted of school materials such as websites, curricula, investor relation materials, proposals for new charter schools, and interviews with charter school founders. That analysis was used to indicate aspects of support for and incompatibility with quality citizenship education and to assess the overall likelihood that for-profit schools can educate citizens well. (shrink)

This study investigated the influence of professional status and condition of service on teacher productivity in primary schools in Zuru Emirate of Kebbi State. A correlational survey design was adopted for the study. Stratified, proportionate and simple random sampling techniques were used to select 346 teachers out of 3,687. Questionnaire and Teacher Productivity Evaluation Format were used as instruments for data collection. The five-point scale instruments were validated by experts and pilot tested and had reliability indexes of 0.83 and 0.85 (...) respectively, using Cronbach Alpha co-efficient. Findings of the study showed that the level of teacher productivity was rated low; professional status and conditions of service were both rated poor. This unfavourable situation has negatively influenced teacher productivity. It was recommended that strategies be put in place to improve teachers’ productivity in terms of quality of teaching, record keeping and other activities. The status of teaching should be upgraded and primary school teachers to be provided with better conditions of service to enhance their productivity. (shrink)

To demonstrate their appreciation for the inevitability of choice on the educational landscape, the authors acknowledge: the moral and legal right of parents to choose an education they think ‘best’ for their own child; the necessity of plural educational provision in a liberal democratic society; the legitimate concerns many parents have about the quality of education on offer; and even the (not occasional) success of copious educational alternatives, which may or may not foster innovation. So far so good. But (...) a number of difficulties quickly come into view. (shrink)

This paper challenges the first Gettier counterexample to the tripartite account of knowledge. Noting that 'the man who will get the job' is a description and invoking Donnellan's distinction between their 'referential' and 'attributive' uses, I argue that Smith does not actually believe that the man who will get the job has ten coins in his pocket. Smith's ignorance about who will get the job shows that the belief cannot be understood referentially, his ignorance of the coins in his pocket (...) shows that it cannot be understood attributively. An explanation for why Smith appeared to have justified true belief is given by distinguishing between 'belief' and 'belief in truth'. Smith believes the sentence 'the man who will get the job has ten coins in his pocket' to be true (he mistakenly believes that Jones will get the job, of whom he knows that he has ten coins in his pocket) (hence his 'belief'), the sentence is true (hence 'truth'), and he has sufficient reason to assent to it (hence his 'justification'). But he does not believe the proposition expressed. Hence he does not know it either. (shrink)

Schools have resumed receiving students after more than two years of closing doors to learners. College students. Students have built preferences on their professors even before the pandemic began. Using the epistemological lens in conducting research, the purpose of the study is to know the expectations of Filipino college students about the professional and personal qualities of their professors. The study utilized snowball or chain sampling to gather pertinent information in relation to the researched topic. Then, the data gathered were (...) treated through descriptive analysis of quantitative information and thematic analysis on the most recurring themes (qualitative data) among the responses of the subjects. Since it did not use a standardized evaluation tool, the study only aimed to know the expectations at the learners’ level. The results showed that Filipino learners value the professional trait of a professor as to being competent and possesses effective communication skills, and in terms of personal qualities, Filipino student lean towards having a good character in general such as friendliness and humorous. (shrink)

Every school needs an advocate leader who can influence others to address issues, concerns, and problems that affect education, its quality, access, and the welfare of the stakeholders, especially that of the learners. This leader needs to subscribe to the redefined roles and nature of leadership. Advocacy leadership challenges educational leaders to take a progressive stance on pressing educational issues and problems. The next in line leaders need to awaken in themselves a specific advocacy and tune-in to this (...) new trend. With this, a qualitative inquiry explored the educational advocacies of twenty graduate students involved in focus group discussions and interviews. Using the thematic network as an analytical framework, the inquiry identified 46 keywords, 51 basic themes, and 6 organizing themes. Thus, a new thematic network of educational advocacies was generated. Learners’ welfare was the most dominant educational advocacy of graduate students, while leadership and governance, professional development, culture and religion, safety and environmental protection, and community development were considered as developing and noteworthy advocacies. These educational advocacies were deemed interconnected and interdependent to each other. Also, the study comes up with relevant propositions, while it makes recommendations for further research and utilization of the new framework. The results have implications for revisiting the educational administration curriculum by mapping out the subjects that contribute to the development of educational advocacy. (shrink)