ethanporcaro/eric-fulltext-meta huggingface dataset:
Should School Heads Be Leaders, Managers or Both? A Case Study of Bulawayo Government Secondary Schools in Zimbabwe
Author: Hadebe, Lillie Beth
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Public Schools,School Administration,Principals,Job Skills,Leadership,School Effectiveness,Administrator Characteristics

The study sought to explore the type of skills needed by government secondary school heads in order for them to be effective. Hence, the study examined whether school heads could be effective if they employed either leadership skills, management skills or if they employed both skills. The main purpose of the study was to establish how any of the skills aforementioned could boost productivity in government secondary schools. The study was carried out in government secondary schools in Bulawayo. Only schools' performance at O' level was used as a measure of academic performance of the schools. The sample was made up of 60 respondents drawn from the secondary schools, heads of schools, District officers and other key informants in the education system like BSPZ coordinators and the newly appointed secondary school inspectors. Document analysis, observation, interviews and focus group discussions were used to collect data under the following themes: leadership skills and tasks, management skills and tasks and the concepts of change, motivation, school mission and vision, community involvement and teachers' needs to finally come out with the head's recommended attributes. The assessment of school administration revealed transformation in the task with institutions gradually moving away from concentrating on day to day neat management tasks towards focusing on a unique, situational designed and visionary approach to school management which requires more leadership qualities. Interviews of education officers revealed that, whilst all government schools were guided by government policy, policy was not meant to kill the individual flair of heads. The focus group discussions revealed that leadership was needed in education as an answer to the dynamic and turbulent environment. The discussions revealed that with the ever changing times, it was the flexible leader who would be able to identify strategies that would take advantage of the changing environment; the strategies that would go in line with the globalization trends, who was needed by today's school. Thus, most respondents believed that heads of schools could use leadership skills to create competitive advantage and uniqueness of schools, yet the issue of how policy could be successfully woven into heads' plans remained debatable. The study therefore recommended that schools as business organizations needed leaders who clearly understood their role in the school production process.
Acquisition and Management of Government Documents in the National Library of Nigeria
Author: Alhassan, Jibril Attahiru
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Government Libraries,Government Publications,Library Services,Library Materials,Preservation,Organization,Information Utilization

Government documents are essential publications found in academic, public and national libraries. Acquisition and proper management of government documents is important for effective use by patrons. This paper discusses acquisition and management of government documents at the National Library of Nigeria, Abuja. A case study approach was adopted for the study. The target population were staff of the Government Document Unit of the National Library of Nigeria who were six in number as at the time of survey, August 2012. A questionnaire structured by the researcher was used to collect data which were analysed using frequency count and simple percentages. The findings amongst others revealed that the most acquired government documents were circulars, debates, directories, gazettes, newsletters, reports and accounts as well as rules and regulations acquired mainly through Legal Deposit and preserved by air conditioning, binding, fumigation and effective security devices. The study recommends amongst others an improved funding for the National Library of Nigeria and digitisation of government documents.
Examining the Teaching and Learning Resources Related Challenges Facing Small and Medium-Sized Public Secondary Schools in Kenya: A Comparative Analysis
Author: Makori, Andrew
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Secondary Schools,Educational Resources,Small Schools,Principals,Administrator Attitudes,School Libraries,Laboratories,Educational Facilities,Athletics,Classrooms,Furniture,School Size,Textbooks,School Personnel

This article reports on the quantitative research survey findings regarding the challenges related to the teaching and learning resources affecting small and medium sized public secondary schools in Kenya. The aim of this study is to investigate the secondary school principals' views on the teaching and learning resources related challenges facing small and medium sized secondary schools. The study took place in Nyamira County and adopted a quantitative survey design. The study is a quantitative survey involving 81 public secondary school principals. Questionnaires (both open and closed-ended, and rating scale items) were used to collect data. The resulting data was analysed using Statistical Package for Social Science (SPSS) producing descriptive data. 14.4 and 4.8% of small and medium sized secondary schools respectively lack a library resource; 8.4 and 2.4% of small and medium sized secondary schools respectively lack laboratory resource and one small school lack a sports facility. Besides, 16.8 and 19.2% of small and medium sized secondary schools respectively assessed library as poor or average; 26.4 and 21.6% of small and medium sized secondary schools respectively assessed the laboratory resource as poor or average; 21.6 and 15.6% small and medium sized secondary schools respectively assessed classroom as poor or average; 27.6 and 14.4% of small and medium sized secondary schools respectively assessed furniture as poor or average; 27.6 and 19.2% of small and medium sized schools respectively assessed staffing level as poor or average and 27.6 and 18% of small and medium sized secondary schools respectively assessed workshops as poor or average. Other resources assessed as poor or average include playgrounds and sports facility. In conclusion, some small and medium sized secondary schools lack library, laboratory and sports facility. Other small and medium sized secondary schools charged all the teaching and learning resources considered in this article unfavourably suggesting some concerns about them in relationship to teaching and learning process.
Towards an Instructional Design Model for Learning Environments with Limited ICT Resources in Higher Education
Author: Sarfo, Frederick Kwaku
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Instructional Design,Models,Educational Environment,Information Technology,Technology Integration,Educational Technology,Higher Education,Barriers,Outcomes of Education

This paper provides grounds for creating an integrated instructional design model that can be used to guide the design of quality classroom instruction in higher education also in countries with limited resources. To achieve its purpose the paper investigates various projects on integration of ICT in education in developing countries and identifies that limited ICT resources and financial constraints are major difficulties they face. The paper further elucidates, based on the findings from the literature that limited ICT resources are considered as a major barrier to successful integration of ICT in teaching and learning. In line with the literature on instructional design and technology, the paper argues that it is the effective use of the real principles of instruction rather than ICT that makes learning effective. Based on this proposition and the deficits of the current instructional design models, the paper presents theoretical and practical justifications for testing the generalizability of the basic instructional design models in the context of higher education classrooms with limited, moderate, and adequate ICT resources.
E-Learning Models in Higher Education: The Case of European University Cyprus
Author: Vlachopoulos, D.
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Higher Education,Distance Education,Masters Programs,Cooperative Learning,Teacher Student Relationship,Educational Resources,Educational Practices,College Students,School Personnel,Role,College Faculty,Administrator Education,Leadership

Since the beginning of the use of the e-learning concept in the 1990s, in the context of the information and knowledge society, there has been an explosion of different interpretations and approaches in Higher Education. This range of different interpretations and approaches can lead to a confusing and even contradictory situation given the many different perspectives that give rise to these attempts to explain the concept. Open and face-to-face Universities apply different e-learning models according to their goals, mission and national legislation. The aim of this paper is to present the model chosen by the European University Cyprus, a face-to-face university, which has recently started the implementation of autonomous distance learning master degree programs. The presentation and analysis of different case studies about the e-learning models can create the concept's roadmap in Higher Education and help policy makers to decide which model corresponds better to the characteristics, mission and needs of their institutions.
Quality Tutorials in Open and Distance Learning: Exploring Experiences of Zimbabwe Open University Students
Author: Chikoko, Vitalis
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Distance Education,Educational Technology,Technology Uses in Education,College Students,Student Attitudes,Student Satisfaction,Electronic Publishing,Student Participation,Adult Students,Teacher Student Relationship,Teacher Role,Economic Factors,Faculty Development,Program Effectiveness,Tutoring,Library Services

Quality in distance higher education is one of the main concerns among institutions today. This study sought to explore students' experiences with quality tutorials in ZOU an open and distance education institution. The study employed the descriptive survey design and generated both quantitative and qualitative data using a questionnaire with both open-ended and closed items. A sample of 189 students was selected from a population of 1500 returning students using the purposive sampling technique. Data was presented in simple frequency tables and analysed thematically. The study found out that generally students were satisfied with the arrangements for tutorials as communication came on time and tutorial rooms used were seen as conducive. Students expressed dissatisfaction with the ability of their tutors to promote active adult students' participation, inconsistence in lecturer attendance, poor quality tutorial package, waning commitment, economic hardships and the failure to use modern technologies in tutorials. The study recommended the taking of urgent, bold and decisive steps to train tutors on adult and distance education methodologies and the use of modern technology in teaching. Further research need to be done on the quality of a tutorial package for distance learners and motivating adult learners.
Level of Parents&apos; Involvement in Primary School Education in Ondo West Local Government Area, Nigeria
Author: Kutelu, Bukola Olaronke
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Parent Participation,Parent School Relationship,Elementary School Teachers,Elementary Schools,Instructional Materials,Educational Administration,Participative Decision Making,Curriculum Implementation,Parent Role,Teaching Methods

Primary school education in Nigeria is seen as very important and available to all. In order to fully accomplish its goals effectively, the Federal Government of Nigeria welcomes the involvement of voluntary agencies, private individuals and parents especially in this level of education. Accordingly, this study assessed the level of parents' involvement in public primary school education in Nigeria. The study adopted the descriptive approach. 300 teachers were randomly selected from 30 public primary schools to take part in the study. Findings from the study revealed that the level of parents' involvement in primary school education in the areas of provision of instructional materials, curriculum implementation and administration was low. It was recommended therefore that government and other concerned organizations should organize trainings or seminars for head teachers, teachers and parents on the importance and effective ways of involving parents in primary education. Also, a policy for the support and involvement of parents in primary school education should be taken into account.
Observations as Assessment Tools in Nigerian Secondary Schools
Author: Omodara, M. F.
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Observation,Evaluation Methods,Secondary School Students,Secondary School Teachers,Rating Scales,Cognitive Ability,Affective Behavior,Psychomotor Skills,Student Behavior

This study investigated the use of observations as techniques for assessing secondary school students in Ekiti State, Nigeria. The participants were 360 teachers selected from all the secondary schools in the 3 Senatorial Districts of Ekiti State, Nigeria using simple random sampling technique. The instrument employed for data collection was a 36-item self-constructed questionnaire. The data collected was analysed using mean scores, standard deviations and one way Analysis of Variance. The findings revealed that majority of the teachers do not usually employ observations as tools for assessing the students. There were significant differences in the use of anecdotal records, rating scales and systematic observations as assessment tools with rating scales the most frequently used while systematic observations the least. Also, there was no significant difference in the use of observations as tools for assessing cognitive, affective and psychomotor domains of learning. It was recommended that observational techniques be incorporated into the curriculum of the pre-service teachers' programmes, the serving teachers and assessors be exposed to workshops and seminars so as to equip them with skills in observation and they should be encouraged to always employ observations to assess the students.
Penteco/Charismatic Worldview of Prosperity Theology
Author: Asamoah, Moses Kumi
Date: 2013-11-00
Type: Journal Articles
Subjects: World Views,Religious Factors,Churches,Clergy,Foreign Countries,Beliefs,Poverty,Economic Factors,Interviews

This article reviews the penteco/charismatic concept of material blessing (material prosperity) using the Circle and Chorkor branches of Perez Chapel International of Ghana and the clergy of 7 other charismatic churches in Ghana. This is of particular interest in this contemporary era considering the fact that today the emphasis on prosperity gospel by many Penteco/charismatic clergy is dwindling the spirituality of the flock. Methodological triangulation was used in data collection. Twenty clergy from ten penteco/charismatic churches were sampled and interviewed. Questionnaires were also administered. The thematic analysis started by looking for patterns of meaning and issues of potential interest in the data and harnessing them into meaningful coding schemes or groups. This was followed by sorting the different codes into potential themes and interpreting them. Findings among others are: the Holy Spirit is an indispensable factor in material wealth creation; God is the sole architect of a good prosperity; material prosperity is meant to be used for God's glory. It was also found out that many of the penteco/charismatic church members are materially poor and this is contrary to the prosperity theology of the churches in question.
The Impact of Adventure Education on Students&apos; Learning Outcomes in Physical Education: A Systematic Review
Author: Lee, Joonyoung
Date: 2019-05-18
Type: Journal Articles
Subjects: Adventure Education,Outcomes of Education,Physical Education,Teacher Attitudes,Elementary School Students,Secondary School Students,Peer Relationship,Preservice Teachers,Journal Articles,Foreign Countries,Physical Activity Level,Self Concept,Self Esteem,Well Being,Adolescents,Resilience (Psychology),Personal Autonomy,Physical Education Teachers,Emotional Development,Outcome Measures

The major purpose of this study was to conduct a systematic review on adventure education or adventure-based learning in physical education (PE) between 1976 and 2018 in order to examine the effects of adventure education on students' learning outcomes in PE such as physical and psychological outcomes. The secondary purpose was to explore PE teachers' perspectives toward adventure education in PE. Sources in the literature study for analysis were searched through four electronic databases: Academic Search Complete, ERIC, PsycINFO, and SPORTDiscus. The keywords 'adventure learning,' 'adventure education,' 'physical activity,' and 'physical education' were used for the literature searches. The literature articles were selected using the following criteria: (a) published in peer-review journal; (b) adventure education or adventure-based learning applied in physical activity (PA) and PE settings; (c) examining the relationship of adventure education with physical or psychological outcomes; (d) participants must be school-aged children; (e) written in English. Based on the above criteria, 11 articles were identified and synthesized to investigate the effects of adventure education or adventure-based learning on elementary and secondary school students' physical and psychological outcomes. The results suggest that adventure education benefits the developments of school-aged students' learning outcomes such as peer relationship and emotion.
Effect of Team Teaching and Being the Teacher Native or Non-Native on EFL Students&apos; English Language Proficiency
Author: Baniabdelrahman, Abdallah
Date: 2013-07-00
Type: Journal Articles
Subjects: Team Teaching,Native Language,Second Language Learning,English (Second Language),Language Proficiency,College Freshmen,Language Tests,Gender Differences,Academic Achievement,Facilitators (Individuals),College Faculty,Foreign Countries,Semitic Languages,Teacher Role,Instructional Effectiveness,Teacher Evaluation,Intensive Language Courses,English for Academic Purposes,Universities,English for Special Purposes,English Teachers,Intercultural Communication

This study attempted to investigate the effect of the use of co-teaching, being the teacher native or nonnative, and the students' language proficiency level on first year university students' achievement in English. The sample of the study consisted of twelve male students' classroom sections, four sections of level one, four sections of level three and four sections of level six. The same number of sections was chosen from the female students classes in the second semester of the academic year 2012/2013. Then, one male and one female sections of each level were taught by two native teachers; two were taught by non-native teachers, two sections were taught by one native and one non-native teachers, and two sections were taught by single teachers. An English language proficiency test, which its validity and reliability were established, was used twice as a pre and post test. The results of the study did not reveal significant differences between the male and female students' mean scores except in level one. They also revealed that co-teaching, in general, resulted in achieving higher improvement in the students mean scores in comparisons with the students who were taught by a single teacher regardless of the students' gender and level of English language proficiency. They also revealed that a combination between a native and a non-native teacher resulted in better achievement in the students mean scores in comparisons with the students who were taught by a single teacher, two native teachers, or by two non-native teachers.
Manpower Development and Utilization in Adult Literacy Education in Nigeria
Author: Ozoemena, Patricia O.
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Force Development,Adult Literacy,Literacy Education,Access to Education,Barriers,Interests,Incentives,Curriculum,Rural Areas,Teacher Competencies,Poverty,Community Involvement

This paper examines the manpower development and utilization in Adult literacy education in Nigeria. The study indicates the availability of the programme in all the States and almost all the Local Government Area (LGA), and some communities in Nigeria. The United Nations Development Programme (UNDP) in collaboration with some State Agencies and NGOs organized relevant manpower development programmes for Adult literacy education in Nigeria. In respect of manpower utilization, it is discovered that the programme has helped to improve the socio-economic and living standards of the participants and has led to astronomical rise in enrolments in formal education. There are cases of underutilization in some area. Challenges identified include withdrawal of participants due to the constraints and lack of interest, lack of incentives for facilitators; lack of mobility for effective monitoring and evaluation, and weak curriculum among others. It is recommended that literacy should be community driven, and literacy assessment practices to focus on qualitative assessment and not only on quantitative data collection. Participatory rural approvable techniques should receive the attention of literacy evaluators to allow for the measurement of the level of involvement of the target groups as well as the community at large; the outcomes and postliteracy achievement and how neo-literates apply the gains of literacy should be given attention also. Some of the means of empowering trainers of adult education personnel should be by their membership of professional association, participation in conferences, undertaking research, and acquisition of knowledge of Information and Communication Technology. It is strongly recommended that for poverty alleviation programs of government to succeed, community members particularly, the poor for whom the programs are meant, should be well mobilized as to make inputs in the planning, execution, monitoring and evaluation of such programs and schemes that concern them.