ISSN 2329-9843
Review
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (7), pp. 393-396, September, 2015. © International Scholars Journals
Review
Making the most of students’ potential: Some tips and hints
Edward M. Mukandala
Faculty of Economics and Business Studies University of Dodoma, Dodoma, Tanzania. E-mail: [email protected]
Accepted 17 August, 2015
Abstract
Achieving success in studies is important. However, there have been no clear strategies that inspire the students and or lecturers on how best could the studies be carried for the purpose of attaining maximum performance. This paper therefore, expounds some strategies that need to be observed by the students on the one hand and the lecturers on the other. The article further narrates the barriers to achieving success at school or college and suggests some measures that could be observed for the purpose of managing performance optimally. The article concludes that most students are capable of doing more than what they have done, and that managing time while studying is the key towards achieving success. The paper appeals to lecturers to also manage time and that the failure of students should not be linked to the performance of lecturers. It further argues that the pertinence of any program is pegged on the timely accomplishment of the same.
Key words: Education, college, school, potential, maximize.
Edward M. Muk, ala
Page: 393 - 396
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (6), pp. 327-335, August, 2015. © International Scholars Journals
Full Length Research Paper
Attitudes of Preservice Teachers towards Family-Centered Practices in Early Intervention: An Implication for Teacher Education
*David G. Karin, Dhan H. Lucash and Adam Gihooly Mann
Department of Educational Communication, Technology and Curriculum Studies, University of California, Davis, California.
*Corresponding author Email: [email protected]
Accepted 19 June, 2015
Abstract
Family-centered practices are the key to successful early intervention (EI) service delivery. University faculty members should help preservice teachers develop awareness and initial understanding of family-centered practices through course content and practicum. The current study focuses on preservice teachers’ attitudes towards family-centered practices in EI service delivery. Eighty-seven preservice teachers participated in the study and wrote pre- and post-essays about their beliefs of family-centered service delivery before and after they took the Introduction to Early Intervention course. Pre- and post study was compared using the inductive content analysis and grounded theory and the effectiveness of the course content and instruction in influencing preservice teachers’ understanding and belief about family-centered practices were discussed. Results show that after taking the course the participating preservice teachers have a deeper understanding of the importance of family-centered practices in EI, the roles families played in service delivery as well as the collaboration families set up with professionals in the transition process. In addition, they also have a better understanding of the special challenges families and professionals may encounter in delivering family-centered practices.
Keywords: Family-centered practices, early intervention, preservice teachers’ attitudes, teacher education
Dhan H. Lucash and Adam Gihooly Mann, *David G. Karin
Page: 327 - 335
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (5), pp. 293-300, July, 2015. © International Scholars Journals
Full Length Research Paper
Customer-driven entities: Identifying the needs in higher education
*Mohammed C. Adoke, Ibrahin J. Usman, Attahiru M. Danfolio
Department of Business Studies, Ahmadu Bello University, Zaria, Nigeria.
*Corresponding Authors. E-mail: [email protected]
Accepted 19 June, 2015
Abstract
Many institutions of higher education are hesitant to consider themselves as customer-driven entities. It is common to view the student as the customer but this notion is not universally accepted. This paper reviews the debate in the education and marketing literature about students as customers and reveals the difficulty in using the word customer to describe the student/university relationship. The author argues that the debate must move away from identifying the customer and focus on the university as a service provider. An emerging perspective on market orientation suggest that strategic insights may be gained when firms take into account their customers’ view on the organization’s level of market orientation. Even the suggestion of the term customer can arouse many emotions, preconceptions, and misconceptions. The idea that students are partners in developing and delivering quality education threatens the historic, traditional academic role of faculty as purveyor of knowledge. Nevertheless, one fact has been proven over and over again. Customer-driven organizations are effective because they are fully committed to satisfying and anticipating customer needs. The future success of colleges and universities will increasingly be determined by how they identify and satisfy their various customers. This paper accentuates the subject by initially reviewing a number of theoretical viewpoints as to why a customer perspective should be sought when assessing organizational phenomena such as market orientation. The findings showed that all the proposed relationship were significant. The result further demonstrated that service quality acts as a partial mediator where customer satisfaction was not derived completely by service quality. This paper eventually concludes by elaborating the various conclusions derived from the study.
Keywords: Customer-driven, higher education, students, quality, faculty, academic, organisation, Universities
Attahiru M. Danfolio, *Mohammed C. Adoke, Ibrahin J. Usman
Page: 293 - 300
Review
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (5), pp. 512-516, July, 2015. © International Scholars Journals
Review
Confucius' style of teaching and education
*Liam J. Claflin, woody Cyrus Tatum and Sam K. Evans
Faculty of Business, Economics and Policy Studies University of Sydney, New South Wales, Australia.
*Corresponding Authors. E-mail: laim.claflin33@ sydney.edu.au
Accepted 3 June, 2015
Abstract
A Chinese proverb has it that, “learning colors a man more than the deepest dye”, and indeed learning and education is critical. Here, in this paper, the practitioner-academician author examines the various teaching methods and ways of Confucius or Master Kung. Interestingly here, various vital don’ts of teaching, and in fact, several gems of teaching methods, done the Masterly way, are highlighted. The teaching methods, just to mention a few, discussed are to be the role model, to deliver and teach according to the students’ needs, learn from others, generate stimulation and exude influence as well as to love all and serve all.
Keywords: Confucius, learning, teaching; example; common mistakes in learning and teaching.
*Liam J. Claflin, woody Cyrus Tatum and Sam K. Evans
Page: 512 - 516
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (9), pp. 541-554, November, 2015. © International Scholars Journals
Full Length Research Paper
Scientific processes for the progress and validation of academic-success barrier battery
*Funmilayo A. O, Chuba Ekwueme and E. K. Ifeanyichukwu
Department of Guidance and Counselling, Kaduna State University, Kaduna, Nigeria. E-mail: [email protected]
Accepted 19 June, 2015
Abstract
The paper discussed the scientific processes for the development and validation of the Academic-Success Barrier Battery (ASB2) for measuring and remediating students’ self created obstacles to their academic-success. The sample for the study was 1,200 randomly selected secondary school-going adolescents in Nigeria, comprising males and females. Their ages ranged between 12 and 21years, with a mean of 16.5years. The internal consistency for the 14 subscales ranged between .6600 and .8770, while the Cronbach alpha (α) was between .7709 and .9317 for the subscales; and the coefficient of the full scale was .7975. The significant inter-factor correlation coefficient obtained attested to the construct validity of the scales. The relevance of the inventory to psychologists, school counselors, all kinds of researchers and other stakeholders were discussed.
Key words: Academic-Success, battery, reliability, validity, internal consistency.
Chuba Ekwueme and E. K. Ifeanyichukwu, *Funmilayo A. O
Page: 541 - 554
Review
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (8), pp. 496-500, October, 2015. © International Scholars Journals
Review
Lifelong education as a way of launching a culture of peace in Nigeria in the Twenty-first century
Lehlohonolo Mixwell Merwe
Department of Curriculum Studies, Faculty of Education, University of Johannesburg, Johannesburg, South Africa.
E-mail: [email protected]
Accepted 16 June, 2015
Abstract
The factors that went into the making of Nigeria are not the types that could naturally promote peace. Despite this initial daunting obstacle in the way of peace, successive governments have tried various strategies aimed at fostering peace in Nigeria. For example, many political restructurings of the country have been undertaken since 1960; many political settlements have equally been reached between governments and warring parties on the one hand and among feuding communities themselves on the other hand; yet, peace continues to elude the country. This unfortunate situation persists mainly because lifelong education is yet to be employed as a strategy for establishing a culture of peace in the country. Lifelong education which is education which begins at birth and continues throughout life is unfortunately not yet being promoted by Nigeria. It is here recommended, that lifelong education should henceforth be treated as national educational need through the establishment of viable lifelong education infrastructures, through the promotion of culture fairs across the country and through the promotion of tours that seek to bring greater knowledge of Nigeria to the largest number of Nigerians.
Keywords: Culture of peace; lifelong education; nationhood; lifelong education strategies.
Lehlohonolo Mixwell Merwe
Page: 496 - 500