Educational Sciences

Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.

Process skills are very important to be trained for students in the learning process because process skills have a role to help students in developing their minds, provide opportunities to make discoveries, improve memory, and help students learn scientific concepts. The purpose of this research was to determine the effect of inquiry-based learning on students' science process skills in the buffer solution material. The research method used a quasy experiment with a research design Posttest Only Control Group Design, which consists of an experimental class and a control class. The results showed that inquiry-based learning with V-diagrams had a higher score of student science process skills than those using inquiry-based learning alone. Generally the inquiry-based learning with V-diagrams is more effective than inquiry-based learning for students' science process skills.

Véritable ouvrage de référence, ce volume marque d'une pierre blanche le 150e anniversaire de l'Association syndicale et professionnelle des enseignants romands et offre l'occasion d'un regard historique et analytique exhaustif sur la place et l'évolution de l'institution scolaire en Suisse romande. Destiné à un très large public autant qu'aux acteurs du milieu de l'enseignement, ce livre très richement illustré réunit les contributions de spécialistes de l'éducation, de la formation, des archives et de la recherche pour offrir de nombreuses analyses sur un siècle et demi d'efforts professionnels et d'évolution de l'enseignement Un ouvrage de plus de 300 pages proposant de nombreuses analyses, réflexions et mises en relation des évolutions vécues, tant sur les plans local, régional et national, qu'au niveau international, et une occasion unique de réfléchir à l'évolution passée et future des systèmes éducatifs.

This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It furthe...

The purpose of the research was to determine the styles of coping with stress among the students studying at the schools which admit the students with a special talent exam. The scope of the research involved the schools which admit the students with a special talent exam, the sample group included total 413 students; 226 males, 187 females, having education at the Faculty of Sport Sciences (SBF), the Dilek Sabancı Conservatory (DSK) and the Faculty of Fine Arts (GSF) in Selçuk University. Firstly, a personal information form and the Ways of Coping Questionnaire (WCQ) developed by Folkman and Lazarus (1980) and created as a short form by Şahin and Durak (1995) were used. By testing the homogenity and variance of data, the Independent Sample t-test for the gender factor, the One Way Anova for multiple comparisons,  the Tukey test for the resources of differences were applied. The Cronbach alpha value was determined to be 0,76 for the Coping Questionnaire. Depending on the gender factor; statistically significant differences were observed in all of sub-dimensions to cope with stress among the SBF, DSK and GSF students (P<0.05). Given the school types, there was a lower point in the SBF student averages concerning the desperation dimension rather than the other two schools as there was a higher average in the Conservatory students’ optimism dimension rather than the other two schools, a lower average in their social support points, these differences were regarded to be statistically significant (P<0.05). In accordance with the school type, differences between active and passive coping strategies did not have stable changes and any specific situation was not observed in the school type. This situation can result from the specific exam criteria and the ability and measurement techniques of the schools which admit the students with a special talent exam.

The study was conducted to observe the effectiveness of Lesson Study as an approach used to increase the skills of an out-of-field Mathematics teacher or ‘non-optional’ teacher, in building the conceptual understanding among students during the teaching and learning process. This qualitative case study was conducted using a Lesson Study approach involving a novice Mathematics teacher who is also a non-optional teacher, in a district of Seremban, Negeri Sembilan, Malaysia. An expert in Mathematics, School Improvement Specialist Coach(SISC+) was involved in the classroom observation. There were three different sessions conducted and the observation was recorded. Transcripts were prepared for the three observations for comparison and analytical review on the learning and teaching process with the Excellent Mathematics Teacher. It was observed that the Mathematics teacher’s competency improved after evaluating the students’ response and achievements after the learning session. Teachers ...

Objective: Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a developmental antecedent of perfectionism. Yet, quantitative studies tend to interpret the cross-sectional relationships as academic success being an outcome of perfectionism. In light of these gaps in the literature, the present study was the first to investigate the longitudinal relationships between perfectionistic strivings, perfectionistic concerns, academic achievement, and academic efficacy examining academic success as an antecedent of perfectionism. Method: The study examined 487 adolescents (aged 12-19 years, 54% female) using a crosslagged longitudinal design with three time points spaced 4-5 months apart. Results: Results showed that academic achievement predicted relative increases in both perfectionistic strivings and perfectionistic concerns, even when including academic efficacy. In addition, academic efficacy predicted relative increases in perfectionistic strivings. Discussion: This is the first study to show that academic achievement is a common factor in the development of perfectionistic strivings and perfectionistic concerns, whereas academic efficacy plays a role only in the development of perfectionistic strivings. Conclusions: Implications of the findings for the development of perfectionism are discussed.

The purposes of this research study were to develop solving-problems in science learning approach with the &lt;em&gt;Problem-Based Learning&lt;/em&gt; (PBL) instructional lesson plans to enhance students&#39; learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E&lt;sub&gt;1&lt;/sub&gt;/E&lt;sub&gt;2&lt;/sub&gt;) at the determining criteria as 80/80, students&#39; learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students&#39; solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students&#39; learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9&lt;sup&gt;th&lt;/sup&gt; grade The aims of this research study were 1) ...

The purpose of this research is to adapt The Teacher Effectiveness Scale in Higher Education into Turkish language. The survey method was employed. Collected data were analyzed using confirmatory and exploratory factor analyses. The adapted scale had 32 items and 4 factors explaining 50.3% variance. Cronbach alpha reliability coefficients of the factors varied from α=0.70 to α=0.89 and factor loadings of the items ranged from 0.47 to 0.80. Statistically significant correlations among factors ranging from r=0.54 to r=0.58 were found. It is concluded that the adapted scale is a valid and reliable instrument to measure teaching-related behavior, subject matter expertise, relational expertise, and personality aspects of teacher effectiveness in higher education.

Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants’ perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullying in their own words. This article reviews qualitative studies on bullying or peer harassment in school (including some studies in which qualitative and quantitative methods — so-called mixed methods — have been used).

The use of Instant Messaging (IM) applications on the mobile phones of the youth has become inextricably attached to their everyday lives. Students on university campuses cannot leave their mobile phones behind for a minute because of the importance they attach to the use of IM applications. This paper investigated how the use of abbreviations in IM affects the writing of Standard English language of learners of English as a second language. A sample of 150 students in their 3 rd and 4 th years at Kenyatta University was used. The study also interviewed a lecturer on the problem. While students indicated that the IM usage does not do any harm to their formal English writing, a faculty member disagreed. It was recommended that awareness should be created through seminars and lectures to bring the issue to the fore for students. This would help students to be cautious of the use of IM. Article visualizations:

1 NOTERA ATT DETTA ÄR ETT MANUSKRIPT FÖR ETT KAPITEL SOM PUBLICERAS 2021 i LIBER TEKNIK 1-Bilderna stämmer därför inte överens med det publicerade manuset och ibland finns det kommentarer kvar från det redaktionella arbetet.-Men vi tänkte att ni studenter på FARKOST skulle gilla att få vara med och se den vetenskapliga processen snarare än den färdiga produkten!

Genus och teknik av Cecilia Åsberg
"Tekniken är inte neutral. Vi är inuti det vi skapar, och det inuti oss. Vi lever i en värld av kopplingar-och det spelar roll vilka som görs och vilka som bryts." (Donna Haraway 1997, i svensk översättning) Hur kommer det sig att de flesta ingenjörer idag är män? Åtminstone är det ju så i Sverige och resten av västvärlden. Och hur kommer det sig att de flesta ingenjörer i Malaysia är kvinnor? Finns det manlig och kvinnlig teknik-och hur påverkar egentligen genus och andra sociala faktorer teknikens utformning? Och påverkar tekniken i sin tur samhällets normer, idéer om genus och vår egen känsla av identitet? Genus formar såväl ingenjörens identitet som tekniken i samhället, samtidigt som teknik och vetenskaplig expertis i sin tur ger form åt köns-och genusrelationer i samhället. Detta är just vad det här kapitlet ska introducera. I det här kapitlet ska vi göra en gemensam resa genom sociala, kulturella och historiska aspekter av relationen mellan genus och teknik. Och vi ska göra det med hjälp av ganska omfattande genus-och teknikvetenskaplig forskning från olika historiska perioder, perspektiv och sammanhang. En viktig utmaning för dig som läsare är att förstå att teknik i stort sett aldrig kan ses som något neutralt, värderingsfritt eller befriat från de effekter tekniken har på samhället. Tvärtom så måste teknik förstås i sitt sociala och historiska sammanhang och utvecklas ansvarsfullt. Därmed står teknik också alltid i relation till de normer kring kön och genus som råder i samhället, eftersom just genus och kön är ett framträdande sätt att ordna och organisera samhället.

This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use.  There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.

This present aims at identifying and describing the misconception faced by primary school teachers in natural science subject. This is a descriptive qualitative study which is conducted to 50 primary school teachers. The data are gathered through observation sheet, interview, and diagnostic test. The data are further analyzed descriptively through four stages analysis, namely data collection, data reduction, data presentation, and making conclusion. The result of the study shows that there are 74.6 % of total responses of misconception and non-misconception. On the other hand, there are 25.4% who have the scientific concepts. Mostly, the misconception occurs on, 1) the concept of substances which are needed for photosynthesis on plants, 2) concepts of the needs of sunlight in photosynthesis, 3) the concepts of substance density, and 4) the concepts of free fall motion. Article visualizations:

The current study aimed to investigate the effect of self-efficacy on students’ achievement in science. The case of secondary school science students’ is examined to achieve this task. The study is based on Bandura's Theory of Self-Efficacy, which divides Academic, Social and Emotional self-efficacy in three categories. The Questionnaire ‘Self-efficacy Questionnaire for Children (SEQ-C) developed by (Muris, 2001) was adapted in the present study to quantify secondary school students’ and was administered to 811 students. The achievements of students in science subjects governed by their academic, social and emotional self-efficacy were statistically examined to meet the research objectives. Findings revealed that secondary school students have a stronger academic and social self-efficacy. The need to assimilate content for developing emotional self-efficacy among students is highlighted. The study also discovered the significant impacts of parents’ job status and the qualifications on children’s self-efficacy.

Education in the broadest sense is aimed at helping individuals become more productive members of the society. At the heart of the whole pedagogy is Guidance and Counselling, which has been positively correlated with effective learning outcomes. Primarily, School Guidance and Counselling services are geared towards helping students know themselves, the world around them and make optimal decisions for enhanced future for all. This paper presents guidance and counselling services provided in the school system. It contends that since counselling services are expedient for everyone, all through life, the Counsellor, who is the service provider, needs to be always on top of his/her job.

The aim of this study is to investigate teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students’ everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers.

The current research investigated the secondary school students’ environmental literacy levels and the effects of various variables on their environmental literacy levels. The study was carried out with the participation of 525 secondary school students (5th, 6th, 7th and 8th grades) selected from 6 different secondary schools in the city of Bitlis in Turkey in 2013-2014 school year. In order to collect the data in the study, “Elementary School Environmental Literacy Scale” was administered and in the analysis of the gathered data, descriptive statistics, Mann Whitney U-Test and Kruskal Wallis H-Test were employed. At the end of the study, it was concluded that the students’ environmental literacy level is medium in general. While variables such as gender, wondering about news about the environment and nature and visit to natural areas in the last two years lead to significant differences among the students’ environmental literacy levels, grade level was found to be not leading to a significant difference among the students’ literacy levels.

The use of conventional instructional strategy has failed to address negative attitude to listening comprehension. This study, therefore, determined the effects of listening strategies’ instruction on senior secondary school students’ attitude to listening comprehension. This research adopted a pretest, treatment and posttest quasi- experimental factorial design. A total sample of one hundred and twenty participants were randomly selected and assigned to three treatment groups of listening strategies, discourse markers instructions and the control which was not exposed to instruction. The instruments used were: The Listening Attitude Questionnaire, Teachers’ Instructional Guide on listening strategies’ instructions; Teachers Instructional Guide on Modified Conventional Strategy and Evaluation sheet for Assessing Teachers’ Performance on the use of the Strategies (ESAT). Data were analyzed using ANCOVA at 0.05 level of significance. There was a significant difference in the attitude to listening [F(1, 117) = 94.64, p < 0.05]. Those exposed to listening strategies instruction had a better attitude to listening and a better listening comprehension than those exposed to other instructions.

La educación emocional es una innovación educativa que responde a necesidades sociales no atendidas en las materias académicas ordinarias, La complejidad del ser humano no se resuelve potenciando tan sólo sus capacidades académicas e intelectuales, sino desarrollando otras competencias que le posibiliten desarrollarse como persona. El objetivo de la educación emocional es el desarrollo de competencias emocionales: conciencia emocional, regulación emocional, autogestión, habilidades de vida y bienestar, creatividad. Esta propuesta recoge las  opiniones de profesores al respecto de la asignatura Educación Emocional, que se incorporó como área dentro del currículo de Educación Primaria, en 2013, en la Comunidad Autónoma de Canarias, Educación Emocional y para la Creatividad sin que los maestros y maestras encargados de llevarla a cabo recibieran ningún tipo de formación y cualificación.

Emotional education is an educational innovation which responds to social needs that have not been catered for in the ordinary academic subjects. The complexity of Man is not resolved just by enhancing their academic and intellectual capacities, but by developing other competencies which will allow them to develop as people.  The aim of educational innovation is the development of emotional competencies: emotional conscience, emotional regulation, self-management, life and well-being skills, and creativity. This proposition gathers teachers’ opinions concerning the subject of Emotional Education, which was introduced as an area within Primary Education in the Autonomous Region of the Canary Islands curriculum in 2013, as Emotional Education and Creativity without previous training for or qualifications from the teachers responsible.

The aims of this research study were to develop the instructional innovative lesson plan with the STEM Education method in chemistry subject on polymer issue for secondary students at the 12th grade level through the effectiveness criteria of 75/75, to compare between students’ learning achievements of their pretest and posttest techniques in cording to the STEM education in chemistry class for secondary students at the 12th grade level, 3) to assess students’ perceptions of their satisfaction to their learning activity management in cording to the STEM education in chemistry class for secondary students at the 12th grade level. The target group consisted of 42 secondary students at the 12th grade level from Borabu School under the Secondary Educational Service Area Office 26 in academic year 2/2016 with the purposive sampling technique was selected. Using a main instructional innovative lesson plan with the STEM education method in 12 hours was designed, the 30-item Learning Achievement Test ranged from 0.37 to 0.80 and 0.22 to 0.69 for discriminative discriminant (B) and as a whole was 0.85, validity; and the 15-item Science Satisfaction Model that it was a 5-scale rating scale option. Statistically significant for data analysis with percentage, standard deviation, and independent t-test were analyzed. The results of these findings have indicated that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.47/76.51, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly.  Students’ responses of their learning activity management in cording to the STEM education, which the whole as the highest level, significantly.

In accordance with the social information processing model, how adolescents attribute cause to a particular social situation (e.g., bullying) they witness or participate in, influences their online social information processing, and hence, how they will act in the situation.
Objective 
The aim of the present study was to explore how older teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender.
Methods 
Two hundred and fifteen Swedish students in upper secondary school responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data.
Results 
The qualitative analysis resulted in three main categories and nine subcategories regarding accounts of bullying causes. According to the findings, the youth explained bullying much more often with individualistic explanations (bully attributing and victim attributing) than non-individualistic explanations (social context attributing). Furthermore, girls tended to provide a greater number of bullying explanations and were more likely to attribute bullying causes to the bully and the victim, as compared to boys.
Conclusions 
The findings provide insights into older teenagers’ understanding of why bullying occurs in school. The study also identified some gender differences but also some mixed findings regarding gender differences in comparison with previous research with younger participants. The authors concluded that more research has to be done to investigate age and gender differences.

According to Davidson (2002:1), “Corporate Christian Worship is the dynamic, dramatic and dialogical encounter between the triune God of the Bible and His people, in which God reveals Himself to His people and His people respond positively in an appropriate and Biblical manner.” For effective use of musical instruments in Christian Worship of which piano is a major one, care must be taken so that there can be a clear demarcation between the secular and the sacred. The appropriateness of the instrument with the issue of how and when it should be used must be taken into special consideration. As we know that, the matter of reverence and awe in worship must not be taken lightly, for our worship is to God Almighty our creator, redeemer and sustainer. Also, sensitivity in the part of the instrumentalist(s) or pianist(s) must be taken seriously. The pianist (instrument) must play with care and reverence. Issues of loudness and softness of instrument and when to play should also be taken seriously. For example, no instrumentalist should be playing the instrument prayer is on, he or she should also pray, when scripture is read, he should also open his or Bible and read along, when preaching is on, he should listen attentively, without distraction etc. The use of musical instruments in worship should serve an accompaniment role in worship, a means to an end, which is encountering God in a meaningful worship (Auda, 2012).

Solving mathematical word problems is a difficult, complex and intellectual activity. The formation of problem solving skills is much more difficult than calculation skills because the problems are related to many concepts and a lot of mathematical relationships. Therefore, students are inevitable to commit errors to deal with them. This study shows the errors of 160 3rd grade students regarding some kinds of word problems in Mathematics 3 in Vietnam. The results indicate that children commit many errors due to many different reasons such as: subjectivity, carelessness, wrong application of the calculation rules, incorrect identification of problem kinds and wrong calculation. Article visualizations:

The use of Instant Messaging (IM) applications on the mobile phones of the youth has become inextricably attached to their everyday lives. Students on university campuses cannot leave their mobile phones behind for a minute because of the importance they attach to the use of IM applications. This paper investigated how the use of abbreviations in IM affects the writing of Standard English language of learners of English as a second language. A sample of 150 students in their 3 rd and 4 th years at Kenyatta University was used. The study also interviewed a lecturer on the problem. While students indicated that the IM usage does not do any harm to their formal English writing, a faculty member disagreed. It was recommended that awareness should be created through seminars and lectures to bring the issue to the fore for students. This would help students to be cautious of the use of IM. Article visualizations:

The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and typical approaches to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: “computers as an information tool”, “computers as a learning tool” and “basic computer skills”. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point to a specific relationship between teachers’ beliefs profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

One of the most important tasks facing individuals in 21st century is not just to bring various intelligences (MI) together and use them properly, but figure out how intelligence and morality can work together to create a world in which people can live peacefully in a diverse democratic society. Although some courses under different names have been included in both teacher education programs and in general, education curriculum, they all failed to prepare both teachers and citizens believing in diverse democratic ideals. This paper advocates that instead of placing courses under various names (democracy and human rights, civic rights, social justice and democracy, etc.) into curricula, integrating and practicing moral intelligence activities into each and every lesson of any subject matter would serve better to prepare both more democratic citizens and more skilled and committed teachers in social justice and for a better and more democratic future.

The study analyzed teacher spending of instructional time in public secondary schools. Objectives were to examine; teacher preparation, teaching interruptions and teachers’ commitment. Pickle Jar Theory was applied. Research design was descriptive survey, while stratified random sampling was used to select 23 schools from 75. Questionnaires, interview schedule and document analysis were used. Validity was checked by expert review, test re-test technique was done for reliability. Results were presented using; frequency, percentages, tables and statements. Major finding was teaching interruptions reduce teaching time. Main recommendation was teachers shouldn’t allow unplanned activities. Findings and recommendations will be useful to teachers.

This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical thinking, problem solving and innovation. The skills enable them to confront the numerous societal challenges emanating from the dynamic technology. Further, with technology support, the pedagogies promote inclusive education through individualized learning that is personalized and self-directed. The paper recommends that the Teacher education programme in Kenya should embrace reforms in curricula and teaching methods to facilitate use of pedagogical practices that develop teacher trainees with the skills needed in today’s vast society. This could prepare them to offer holistic quality and relevant education that can contribute to the development of the society.

This research was intended to develop a model for assessing the parallel educational management under the Office of the Basic Education Commission (OBEC). To administer of the research procedure in four phases that were conducted by the research process and followed as R&D research technique. The first phase has analyzed the concepts of education and evaluation of education parallel, under the OBEC and interviews of nine personnels with those involved of parallel education management. The second phase has created a parallel evaluation of education for assessing the academy schools under the OBEC. The third phase has trial evaluation model into three schools of education had a parallel educational management whereas were facing a different size small, medium and large. The fourth phase has developed the assessment model by the tools that based on the Evaluation of Standards Development Committee to evaluate educational standards with a sample size of 9 personnels who were the evaluators of the experiment involving assessment. It has found that: the concept of learning management and assessment of parallel educational management in the OBEC from textbooks, academic papers, the research reports showed that the components used in the evaluation of parallel education major has five components, such as; the principle of parallel structures, curriculum and learning and teaching, and a graduate of quality assurance. The assessment model consists of six components of the basic education forms were composed as the main concepts of evaluation, the purpose of the assessment, the evaluation focused on how to assess the evaluation, and assessment criteria. In terms of the results take the form of assessment of this experimental model used to evaluate the standard of parallel education study of the OBEC between schools with different sizes, the results showed on five standards that included of; the standard of education in parallel, standards curriculum, standard of teaching and learning, standard course, and standard of quality assurance. A quality level, all very standard and metric, and the trial found no problems in the form of assessment. The assessment model assesses the parallel education of schools under the OBEC were at the highest level all on four scales, such as Possibilities scale (x = 4.74, S.D. = 0.51), Appropriation scale (x = 4.63, S.D. = 0.49), Accuracy scales (x = 4.61, S.D. = 0.51), and Utility scale (x = 4.54, S.D. = 0.51), respectively.

Kitap, alan yazındaki program değerlendirme çalışmalarını sınıflama amacıyla hazırlanmıştır. Bu tarz bir sınıflamanın bir ihtiyaç olduğu ve program değerlendirme alan yazınında yapılmadığı düşünülerek, program değerlendirme alanında ortaya atılmış kavramlar incelenmiş, sınıflandırılmış ve eğitim programlarını değerlendirmek amacıyla geliştirilen yeni bir kuram olan “I-CODE Modeli” önerilmiştir.

The study was aimed at determining the effect of vocabulary instruction on students’ performance in reading comprehension in junior secondary schools in Kaduna State, Nigeria. A quasi-experimental pretest-posttest research design was used for the study. The target population of the study consisted of 39,227 JS II students in public junior secondary schools in Kaduna State. A sample size of 117 JS II students was used in the study. The sample size was arrived at using purposive sampling technique. Sixty seven (67) JS II students were sampled for experimental group while fifty (50) students were used as control group. Both groups were taught for six weeks. A pre-test was administered to both groups prior to the six weeks of teaching to establish the homogeneity of the two groups. A close reading comprehension test was used to assess students’ performance in the reading comprehension task. Data collected in the study was analysed using descriptive and inferential statistics. At descriptive level, mean and standard deviation were used to respond to the research question while t-test was used at inferential level to test the hypothesis at 0.05 level of significance. The result revealed that the experimental group performed better than the control group. The study concluded that it takes fairly intensive vocabulary instruction to guarantee measurable gains in reading comprehension. It was therefore recommended that teachers should include vocabulary instruction in teaching reading comprehension to facilitate more understanding. Curriculum planners should equally include vocabulary instruction as one of the teaching techniques in the basic education curriculum.

The study aimed to evaluate pre-servıce teachers’ communication skills. Research Faculty of Education University of Bartin Class Teacher Education, Science Teacher Education, Mathematics Education and Social Studies Education Department made over 175 pre-servıce teachers studying in the field. The questionnaire used in the collection of the data by Ersan and Balcı (1998) developed by communication skills inventory. This inventory is a likert-type 5 measurement tool consisting of 45 items, the scale of mental, emotional and behavioral measures in terms of communication skills. It contains 15 questions each of them size-related. In research pre-servıce teachers’ communication skills have investigated according to their genders and the science branches whether does not change. In research, it was tried to be answered the following questions:
1. What are communication skill levels of the senior students at the Faculty of Education, Bartın University?
2. Is there a statistically significant difference between communication skills of the senior students studying at the Faculty of Education, Bartın University with regard to their genders?
3. Is there a statistically significant difference between communication skills of the senior students studying at the Faculty of Education, Bartın University with regard to their departments?
The research universe constitutes the final year students of 2015-2016 studying at Bartın University Faculty of Education Department of Primary Education. Sampling is compose by 175 students from selected the final year students at Department of Elementary Education. The survey model was used in the research. In the analysis of data used the statistical processing of the data from independent groups t-test and one-way ANOVA. As a result of the research pre-servıce teachers in communication skills was found a significant difference in favour of females. Pre-servıce teachers’ in communication skills was found significant difference in science branches. This difference is in favor of Class Teaching include Class Teacher Education, Science Teacher Education, Mathematics Education and Social Studies Education Department.

This study aimed to investigate the effects of cooperative learning on student achievement was accomplished. This study aimed to investigate the effects of cooperative learning on student achievement was accomplished. The methodology was causal-comparative. The population of the research consisted of all students (n = 3450) were studied in high school physical education in the school of Kurdistan Province that  in 2014-2015, who were studied in schools of the city. According to the study was quasi-experimental studies, students were classified into two distinct groups trained and untrained 25 people. These students were selected by using stratified cluster random sampling. To collect the data, first 5 lessons were trained (religious life, social studies, English, science, mathematics) by used cooperative learning methods for 10 weeks. Collecting data to test hypotheses was used of independent t-test. It should be noted that all the statistical analysis and confidence by using SPSS software version 22 in error level 0.05 was fulfillment. The results of the analysis of findings showed that the cooperative learning has a significant impact on student achievement. One of these processes is celebrating of unison the gathering and students' constructor interaction together within class that is known as cooperative learning. Therefore, in order to increase students' academic achievement, to pay attention to this method is important that one should always be considered.

This study provides an account of the phenomenon of internet addiction from the perspective of academic achievement. In other words, this study aimed to explore the relation between academic performance of Turkish high school students in such different subject as Maths, English, History, GPA and their use of internet. Different school subjects were selected consciously as the predictor of success in different domains such as social sciences, language, mathematics and the mean of them (GPA). In this respect, employing convenience sampling method, 217 high school students (107 males, 110 females) were included in the study. The level of internet addiction among the participants was determined through administering one dimension of the adopted version of The Social Networking and Social Media Status Scale (Arslan & Kırık, 2013) (α = 0.88). For academic performance, the students were asked to write down the grade points for the specified three subjects and GPA as in their recent school ...