发布求助
文献互助 智能选刊 最新文献

Journal of Education最新文献

筛选
英文 中文
Effectiveness of Picture Concept Activity on Improving the Cognitive Proficiency Skill and Reading Performance of Nigerian Pupils with Dyslexia 图片概念活动对提高尼日利亚阅读障碍学生的认知能力和阅读成绩的效果
IF 1.3
Journal of Education Pub Date : 2023-12-19 DOI: 10.1177/00220574231222937
Uju I. Nnubia, Franca O. Okechukwu, P. Mefoh, Chidiogo L. Umennuihe, Ezinne J. Nwauzoije, K. Ogba, E. Ogbonnaya, C. Aliche, Chibundo A. Nwobi, Clara C. Onyekachi, Dorathy N. Okoli, Chioma J. Nnorodi, Esther C. Epistle, Stephen M. Abang, Chidera V. Obi
{"title":"Effectiveness of Picture Concept Activity on Improving the Cognitive Proficiency Skill and Reading Performance of Nigerian Pupils with Dyslexia","authors":"Uju I. Nnubia, Franca O. Okechukwu, P. Mefoh, Chidiogo L. Umennuihe, Ezinne J. Nwauzoije, K. Ogba, E. Ogbonnaya, C. Aliche, Chibundo A. Nwobi, Clara C. Onyekachi, Dorathy N. Okoli, Chioma J. Nnorodi, Esther C. Epistle, Stephen M. Abang, Chidera V. Obi","doi":"10.1177/00220574231222937","DOIUrl":"https://doi.org/10.1177/00220574231222937","url":null,"abstract":"This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Influence of Nurturing Creativity in Education on Student’s Academic Performance in Selected Private Nursery and Primary Schools in Rwanda: A Case of Rubavu District 卢旺达部分私立幼儿园和小学在培养教育创造力方面对学生学习成绩的影响：鲁巴武地区案例
IF 1.3
Journal of Education Pub Date : 2023-12-13 DOI: 10.53819/81018102t2291
{"title":"Influence of Nurturing Creativity in Education on Student’s Academic Performance in Selected Private Nursery and Primary Schools in Rwanda: A Case of Rubavu District","authors":"","doi":"10.53819/81018102t2291","DOIUrl":"https://doi.org/10.53819/81018102t2291","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Measuring Text-Focused Reading Instruction 衡量以文本为重点的阅读教学
IF 1.3
Journal of Education Pub Date : 2023-12-08 DOI: 10.1177/00220574231220067
Julie Cohen, Luke C. Miller, Rosalie Chung, Emily A. Wiseman, Erik Ruzek
{"title":"Measuring Text-Focused Reading Instruction","authors":"Julie Cohen, Luke C. Miller, Rosalie Chung, Emily A. Wiseman, Erik Ruzek","doi":"10.1177/00220574231220067","DOIUrl":"https://doi.org/10.1177/00220574231220067","url":null,"abstract":"Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more than 500 reading lessons in a large district. We describe the structure of the tool, its relationship to other measures of teaching, teacher and school attributes, and student outcomes. We then provide guidance to practitioners and researchers seeking to employ such a tool for teacher development.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Validation of the Risk Factor Screen for Reading (RiFS-Reading) Screening Tool for the Early Identification of Reading Problems 阅读风险因素筛查（RiFS-Reading）筛查工具的验证，用于早期识别阅读问题
IF 1.3
Journal of Education Pub Date : 2023-12-07 DOI: 10.1177/00220574231220066
Bennett Kuttler, Elliot G. Levy
{"title":"Validation of the Risk Factor Screen for Reading (RiFS-Reading) Screening Tool for the Early Identification of Reading Problems","authors":"Bennett Kuttler, Elliot G. Levy","doi":"10.1177/00220574231220066","DOIUrl":"https://doi.org/10.1177/00220574231220066","url":null,"abstract":"Early diagnosis of children with reading disorders is essential for intervention and academic success. Many children with reading difficulties have a deficit in phonemic awareness. A web-based, group-administered screening vehicle, the Risk Factor Screen for Reading (RiFS-Reading), was developed to quickly identify students who are “At Risk” for reading difficulties by assessing knowledge of phonemic awareness. The goal was to establish the validity of the RiFS-Reading measure. Results supported construct validity through factor analysis and criterion validity by comparisons with performance on well-established measures of phonemic awareness and reading. Phonemic awareness on the RiFS-Reading was independent of other language skills.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parent-Child Relationship Management Strategies and Reintegration of Street Children in Rwanda; A Case of Gasabo District, Rwanda 卢旺达街头儿童的亲子关系管理策略和重返社会；卢旺达 Gasabo 区的一个案例
IF 1.3
Journal of Education Pub Date : 2023-12-01 DOI: 10.53819/81018102t2285
{"title":"Parent-Child Relationship Management Strategies and Reintegration of Street Children in Rwanda; A Case of Gasabo District, Rwanda","authors":"","doi":"10.53819/81018102t2285","DOIUrl":"https://doi.org/10.53819/81018102t2285","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138613949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effect of Project Management Process on Performance of Energy Infrastructure Projects in Rwanda 项目管理流程对卢旺达能源基础设施项目绩效的影响
IF 1.3
Journal of Education Pub Date : 2023-12-01 DOI: 10.53819/81018102t2284
{"title":"Effect of Project Management Process on Performance of Energy Infrastructure Projects in Rwanda","authors":"","doi":"10.53819/81018102t2284","DOIUrl":"https://doi.org/10.53819/81018102t2284","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138619265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Instructional Supervision and Student Academic Performance in History Subject in Public Schools in Rwanda 卢旺达公立学校历史学科的教学督导与学生学业成绩
IF 1.3
Journal of Education Pub Date : 2023-11-23 DOI: 10.53819/81018102t5293
{"title":"Instructional Supervision and Student Academic Performance in History Subject in Public Schools in Rwanda","authors":"","doi":"10.53819/81018102t5293","DOIUrl":"https://doi.org/10.53819/81018102t5293","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Influence of Parental Participation in School Academic Activities on Learners’ Motivation in Rwandan Public Primary Schools; A Case of Huye District 家长参与学校学术活动对卢旺达公立小学学生学习动机的影响；Huye 地区的一个案例
IF 1.3
Journal of Education Pub Date : 2023-11-22 DOI: 10.53819/81018102t5292
{"title":"Influence of Parental Participation in School Academic Activities on Learners’ Motivation in Rwandan Public Primary Schools; A Case of Huye District","authors":"","doi":"10.53819/81018102t5292","DOIUrl":"https://doi.org/10.53819/81018102t5292","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Students Discipline Factors andAcademic Performance inMathematics Subject inPublic Boarding Secondary Schools inRulindo District 鲁林多区公立寄宿制中学学生数学学科学科因素及学业表现
Journal of Education Pub Date : 2023-11-08 DOI: 10.53819/81018102t30122
{"title":"Students Discipline Factors andAcademic Performance inMathematics Subject inPublic Boarding Secondary Schools inRulindo District","authors":"","doi":"10.53819/81018102t30122","DOIUrl":"https://doi.org/10.53819/81018102t30122","url":null,"abstract":"The study focused on understanding the role of student discipline in the mathematical performance of students in public secondary boarding schools in Rulindo District, Rwanda. The investigation encompassed four schools: E.S Nyamugali, E.SES Rukozo, Inyange Girls' School of Sciences, and LNDV Girls' School, both at O’level and A’level, with a total student population of 1761. The research sought to evaluate how students' self-discipline affects their progress in mathematics, and the overall academic progress in the subject across the selected schools. Using the Yamane method, a sample size of 328 students along with 20 mathematics teachers and discipline masters was determined. Data collected through questionnaires revealed a strong consensus among students and teachers that good behavior and regular class attendance are crucial for academic success in mathematics. In addition, the research findings highlighted that 45.3% of respondents strongly agree that discipline is a significant factor in promoting hard work and success in mathematics. Classroom environment and conditions were also recognized as vital elements contributing to students' performance, with a majority indicating favorable classroom spaces as beneficial for both teaching and learning of the subject. The analysis also uncovered that teaching methodologies, educational resources, and teacher self-perception, along with school support in mathematics, significantly impact students' performance. Over half of the respondents agreed that these factors are influential. However, the findings showed mixed responses regarding the competitive culture among students affecting performance, with some disagreement about the extent of its influence. In conclusion, the study advocates for increased focus on discipline and the provision of a conducive learning environment to enhance students' mathematical abilities. Keywords: Students Discipline, Academic Performance, Mathematics Subject, Public Boarding, Secondary Schools &nbsp","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A systematic review of the literature on change laboratory interventions: Lessons from Africa 对变革实验室干预措施文献的系统回顾:来自非洲的经验教训
Journal of Education Pub Date : 2023-11-07 DOI: 10.17159/2520-9868/i92a12
Chris Winberg, James Garraway, Jennifer Wright
{"title":"A systematic review of the literature on change laboratory interventions: Lessons from Africa","authors":"Chris Winberg, James Garraway, Jennifer Wright","doi":"10.17159/2520-9868/i92a12","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a12","url":null,"abstract":"Change laboratories (CLs) are formative problem-solving initiatives that have been used extensively in Europe but have only recently been applied in African contexts. This review thus offers an original insight into their use and value in African contexts. The laboratories are classified into partial, classic, or augmented varieties-all of which are shown to assist participants learning to work with pressing local problems. Some CLs have expanded their remit to addressing grand societal challenges, such as sustainable practices and responses to climate change, which are particularly pressing issues on the continent. Our findings suggest that CL work in Africa, besides contributing overall to understanding the efficacy of the CL methodology, may also be taking a leading role in addressing some of the grand challenges affecting societies, globally.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信