Africa Education Review最新文献_第5页

Faculty Bullying Tendencies: Evidence from a Ghanaian Technical University 教员欺凌倾向：来自加纳技术大学的证据

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Africa Education Review Pub Date : 2021-11-02 DOI: 10.1080/18146627.2022.2158351

Christopher Mensah, Collins R. Nunyonameh, Sampson Wireko-Gyebi, Gloria Sabbah

引用次数: 0

The Relationship between Gender and the Collaborative Learning Experience of University of Technology Students 性别与理工大学学生合作学习体验的关系

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Africa Education Review Pub Date : 2021-11-02 DOI: 10.1080/18146627.2022.2153067

Carina Kleynhans, J. Roberson, A. Nesamvuni, Prince Masondo

{"title":"The Relationship between Gender and the Collaborative Learning Experience of University of Technology Students","authors":"Carina Kleynhans, J. Roberson, A. Nesamvuni, Prince Masondo","doi":"10.1080/18146627.2022.2153067","DOIUrl":"https://doi.org/10.1080/18146627.2022.2153067","url":null,"abstract":"Abstract Diversity influences students’ learning experience and their ability to learn. Gender is one of the characteristics of student diversity that could affect students’ attitudes. The purpose of this study was to determine whether differences manifest in men and women students’ experience of collaborative learning. An existing questionnaire was used to collect data from 186 Hospitality Financial Management 1 students (2016) who participated in collaborative learning classes. Data were analysed using the chi-squared test for independence to determine the relationship between gender and the components of collaborative learning. The results indicated that the majority of men and women students were satisfied with the collaborative learning experience. There was a statistically significant difference between men and women students on the statements “Collaborative learning activities made an important contribution to my learning” and “It is easy to organise and distribute tasks and responsibilities among collaborative learning members.” Significantly more women students (17.65%) disagreed that it had contributed to their learning than men students (4.29%). The findings can be interpreted as meaning that although there were differences in how men students experienced collaborative learning compared with women students, these differences were limited and the general tendency between these groups were similar.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"36 - 54"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44989102","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

Availability and Use of Digitised Library Information Resources by Lecturers in Federal University Libraries in Southern Nigeria 尼日利亚南部联邦大学图书馆讲师数字化图书馆信息资源的可用性和使用

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Africa Education Review Pub Date : 2021-11-02 DOI: 10.1080/18146627.2022.2150243

E. Adedeji, I. Mabawonku

{"title":"Availability and Use of Digitised Library Information Resources by Lecturers in Federal University Libraries in Southern Nigeria","authors":"E. Adedeji, I. Mabawonku","doi":"10.1080/18146627.2022.2150243","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150243","url":null,"abstract":"Abstract Effective use of information resources by lecturers is one of the determinants of university education outcomes. To function optimally, lecturers utilise digitised information resources in their duties. University libraries are saddled with the responsibility of organising and providing lecturers’ needed information resources. This study, therefore, investigated the influence of digitised library information resources availability on the use of information resources by lecturers in six federal universities in Southern Nigeria. Instruments used for data collection were the DLIRA (r = 0.73) and UIR (r = 0.64) scales. Data were analysed using descriptive statistics, the Pearson product moment correlation, and multiple regressions at .05 level of significance. The results showed that digitised library information resources availability on the use of information resources influenced the use of information resources by lecturers in the federal universities in Southern Nigeria. Thus, there is a need for the management of university libraries to intensify efforts at converting most of the paper-based resources to digitised formats for increased use of library resources by lecturers.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"1 - 20"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41799341","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

The Influence of Home Factors and Parental Characteristics on Learners’ Career Choices in a South African Secondary School 家庭因素和父母特征对南非中学学生职业选择的影响

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Africa Education Review Pub Date : 2021-11-02 DOI: 10.1080/18146627.2022.2157741

Veronica Ochonogor, J. Seroto

{"title":"The Influence of Home Factors and Parental Characteristics on Learners’ Career Choices in a South African Secondary School","authors":"Veronica Ochonogor, J. Seroto","doi":"10.1080/18146627.2022.2157741","DOIUrl":"https://doi.org/10.1080/18146627.2022.2157741","url":null,"abstract":"Abstract Many youths complain about mistaken career choices even at the point of graduating from higher education institutions in spite of career advice provided by the school and the government. This article investigated the impact that home factors and parental characteristics have on learners’ career choices in a secondary school in Mamelodi East, Tshwane District, South Africa. The study made use of a qualitative design. Data were collected from a purposive sample of eight black grade 11 learners and five parents by means of focus group and individual semi-structured interviews. The data collected were analysed using Atlas-ti with appropriate coding that gave rise to five themes. Two of the themes, home factors and parental characteristics, are discussed. The findings show that, irrespective of parental socio-economic status and educational levels, parents derived satisfaction from motivating and assisting their children with the view to improving their future career options. Many learners, however, were ill-informed of the range of career choices available when they made decisions about their educational and occupational future since their parents lacked appropriate information necessary to advise them.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"113 - 130"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912559","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

Failing to Capitalise on Contingent Events: An Investigation into a Secondary Mathematics Teacher’s Responses to Triggers of Contingency During the Teaching of Algebra 未能充分利用偶然事件:中学数学教师在代数教学中对偶然性触发因素的反应调查

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Africa Education Review Pub Date : 2021-11-02 DOI: 10.1080/18146627.2022.2157742

Julian Moodliar, Deepa Gopal

{"title":"Failing to Capitalise on Contingent Events: An Investigation into a Secondary Mathematics Teacher’s Responses to Triggers of Contingency During the Teaching of Algebra","authors":"Julian Moodliar, Deepa Gopal","doi":"10.1080/18146627.2022.2157742","DOIUrl":"https://doi.org/10.1080/18146627.2022.2157742","url":null,"abstract":"Abstract Responding constructively to unexpected events during a lesson is a particularly challenging facet of teaching. This study aimed to investigate how a secondary school mathematics teacher responded to learners’ unexpected or unplanned offers in the teaching of algebra. A total of three sequential lessons were video recorded and the quality of the teacher’s responses to unexpected learner questions was analysed. The first author then conducted a video-stimulated recall (VSR) interview with the teacher to understand her rationale and decision making in response to the contingent incidents identified within her lessons. The results indicate that the teacher did acknowledge unexpected learners’ offers but failed to probe or interrogate the learners’ thinking “in the moment.” Another key finding was that the reflection-oriented questions during the VSR interview proved fruitful in assisting the teacher to reflect on how she responded to unexpected learners’ offers. We note that the teacher was able to articulate a justification for her actions associated with “deliberate reflection” and that she was able to envisage alternatives to how she responded to unplanned moments related to “critical reflection.” The teacher acknowledged the lesson’s potential limitations after responding to reflection-orientated questions during the VSR interview.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"91 - 112"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46055935","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

Beyond English: Multilingualism and Education in Kenya 超越英语:肯尼亚的多语言和教育

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Africa Education Review Pub Date : 2021-07-04 DOI: 10.1080/18146627.2022.2147559

D. Orwenjo

{"title":"Beyond English: Multilingualism and Education in Kenya","authors":"D. Orwenjo","doi":"10.1080/18146627.2022.2147559","DOIUrl":"https://doi.org/10.1080/18146627.2022.2147559","url":null,"abstract":"Abstract While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. It is also a linguistic and societal reality that many developing countries are characterised by individual as well as societal multilingualism, yet a majority of multilingual societies in Africa continue to experience and even propagate a paradoxical situation in which a single foreign language is allowed to dominate in the education sector. For most African countries and other previously colonised countries all over the world, this has always been blamed on the colonial legacy. Ridiculously, because some of these countries detached themselves from their colonial masters more than half a century ago, yet have done little to correct the situation. In Kenya, for instance, the newly independent nation asserted the hegemony of English over local languages in its first post-independence education commission (Republic of Kenya 1964, 24). This paper argues the case for a paradigm shift in Kenya’s language in education policy through the introduction of multi/bilingual instruction in the school system. By deconstructing and interrogating the current policy that places English at the hegemonic pedagogical pedestal, the paper concludes that such a policy has been hinged on the perceived future benefits of English medium of instruction. Grounding its arguments on the notions of linguistic human rights and linguistic pluralism, the paper advocates for a radical shift in Kenya’s current language in education policy to an inclusion of other Kenyan languages including Sheng as one of the languages of instruction and communication within Kenyan school classrooms.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"112 - 141"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46106193","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

Social and Structural Determinants of Urban Refugee Education in a Kenyan Context 肯尼亚城市难民教育的社会和结构决定因素

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Africa Education Review Pub Date : 2021-07-04 DOI: 10.1080/18146627.2022.2151925

Jennifer Sewall, Julie A. Tippens, Helen M. Miamidian, D. Nyaoro

{"title":"Social and Structural Determinants of Urban Refugee Education in a Kenyan Context","authors":"Jennifer Sewall, Julie A. Tippens, Helen M. Miamidian, D. Nyaoro","doi":"10.1080/18146627.2022.2151925","DOIUrl":"https://doi.org/10.1080/18146627.2022.2151925","url":null,"abstract":"Abstract Urban refugees’ educational access and achievement is shaped by structural and social factors at the macro-, meso-, and micro-levels. We draw on data from structured questionnaires, focus group discussions, and brief interviews in Nairobi, Kenya with refugee learners, caregivers, schoolteachers and administrators, and nongovernmental organisation (NGO) staff who work in refugee education to identify factors related to “learning out-of-place.” Determinants of education for refugees included structural and systems-level factors (e.g., national refugee-hosting policies, education system differences between countries of origin and Kenya), school and community factors (e.g., school types and resources, experiences of discrimination), and household and individual factors (e.g., living conditions, parental involvement in education, exposure to trauma, language proficiency). Education is a key strategy to integrate refugees into the social and economic fabric of host communities; as such, it is crucial to identify and address the various factors that affect refugees’ ability to obtain an education in countries of first asylum.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"142 - 163"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46839555","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

The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study 加纳中学教师实施全纳教育的意向：定性研究

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Africa Education Review Pub Date : 2021-07-04 DOI: 10.1080/18146627.2022.2150869

M. Opoku

{"title":"The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study","authors":"M. Opoku","doi":"10.1080/18146627.2022.2150869","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150869","url":null,"abstract":"Abstract It has been widely reported that as students with disabilities climb the academic ladder, it becomes more difficult to implement inclusive education for vulnerable students, such as those with disabilities. In the Ghanaian context, there are few studies on the intentions of teachers towards practicing inclusive education in secondary schools for students with disabilities. Using Ajzen’s theory of planned behaviour as a theoretical framework, the aim of this study was to develop a deeper insight into the intentions of teachers towards practicing inclusive education in secondary schools in Ghana. In this follow-up qualitative study, eight teachers, four males and four females, who had participated in the first phase of a larger study, were interviewed to develop a deeper insight into their views and to clarify the influence of the known variables on their intentions. The data were analysed thematically, and the results showed that effective supervision in private schools, parental contribution, motivation, gender roles, and level of teaching were critical to participating teachers’ intentions to include students with disabilities in their regular classes. The results indicate the need for policymakers to empower school leaders in public schools to promote the teaching of all students in one classroom.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"93 - 111"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48082316","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: 2

Students’ Voices Receive More Attention than Academics’ Voices: A Paradox in Ethiopian Public Universities 学生的声音比学者的声音更受关注:埃塞俄比亚公立大学的一个悖论

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Africa Education Review Pub Date : 2021-07-04 DOI: 10.1080/18146627.2022.2150978

Geberew Tulu Mekonnen, S. Kilpatrick, J. Kenny, D. Kember

引用次数: 0

Cultural-Historical Activity Theory as a Framework for Exploring Pre-service Teachers’ Use of an Intelligent Tutoring System for English Language Proficiency 以文史活动理论为框架，探讨职前教师使用英语语言能力智能辅导系统

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Africa Education Review Pub Date : 2021-07-04 DOI: 10.1080/18146627.2022.2150245

Derek Ballantyne, C. Livingston, J. Garraway

引用次数: 0