British Journal of Special Education最新文献

{"title":"Politics page","authors":"John Perry","doi":"10.1111/1467-8578.12465","DOIUrl":"https://doi.org/10.1111/1467-8578.12465","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"50 2","pages":"325-329"},"PeriodicalIF":1.3,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50140814","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}

{"title":"Supporting the development of speech, language and communication in the early years. By D. McQueen, J. Williams, London: Jessica Kingsley Publishers. 2022. pp. 256. £24.99 (pbk). ISBN: 9781787758292","authors":"Steve Varnam","doi":"10.1111/1467-8578.12469","DOIUrl":"10.1111/1467-8578.12469","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"50 2","pages":"330"},"PeriodicalIF":1.3,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45778879","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}

{"title":"A Study of the Applicability and Purpose of Students Evaluation of Lecturers in Colleges of Education in Nigeria","authors":"Sunday Okegbile Akanmu","doi":"10.37745/bje.2013/vol11n8111","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n8111","url":null,"abstract":"The National Commission for Colleges of Education (NCCE) which is the supervisory agency for Colleges of Education in Nigeria in its current Minimum Standards provided an instrument for the evaluation of lecturers by students. This study raised five research questions and hypotheses to address some aspects of the applicability of the NCCE Instrument for Students Evaluation of Lecturers (ISEL). A mixed method approach was used and the sample comprised of 260 students and 48 lecturers from Colleges of Education in Nigeria. The instruments used were ISEL, Students Evaluation of Lecturers in Colleges of Education Questionnaire (SELCEQ) and pre evaluation briefing on ISEL (PREBISEL). Descriptive statistics, T test, χ2 and one way ANCOVA were used to answer research questions and test hypotheses. Findings revealed that students and lecturers agreed that students can objectively evaluate their course lecturers and such evaluation will be useful. It was also established that lecturers whose students score higher marks in their courses receive higher students’ evaluation rating than lecturers whose students score lower marks. Pre evaluation briefing had no significant effect on students’ evaluation of their lecturers. It is recommended that Colleges should put ISEL to full use, and the NCCE should monitor its implementation and emphasize it in accreditation processes. The process of administration and reporting of ISEL should be developed and standardized with consideration for a mixed method approach.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88566061","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}

{"title":"Provision and Utilization of Non-Human Resources for Implementing the Reviewed Minimum Standard for Office Education in Federal Colleges of Education (Technical) in South-South, Nigeria","authors":"F. Ogolo","doi":"10.37745/bje.2013/vol11n86575","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n86575","url":null,"abstract":"This study investigated the provision and utilization of non-human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in South-South, Nigeria. Two specific purposes, two research questions and one hypothesis guided the study. Descriptive survey research design was adopted for the study. Population consists of 29 Business Education lecturers and 33 final year NCE III students of office education specialisation in School of Secondary Education (Business) of Federal Colleges of Education (Tech.), Omoku and Asaba during the 2021/2022 academic session. The 29 Business Education lecturers and 33 final year NCE III students of office education option were used for the study. Therefore, census sampling technique was adopted for this study. A structured questionnaire validated by two Business education (office education) lecturers and one Test and Measurement expert all from Federal College of Education (Tech.), Omoku was used for the study. Cronbach Alpha coefficients of 0.74 and 0.86 for the two clusters of the questionnaire were used to test the reliability of the instrument. Data were analysed using arithmetic mean to answer the research questions, while independent t-test was used to test the hypothesis at 0.05 level of significance. The results revealed that non-human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in South-South, Nigeria were inadequately provided and rarely utilized. The results also showed that there is no significant difference between rating of lecturers and students on the extent to which non- human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in south-south, Nigeria are provided and utilized. Based on the findings, it was recommended among others that Business education administrator in Federal Colleges of Education (Technical) in South-South, Nigeria should lobby their College management to provide the non-human resources required for implementing the reviewed Office education minimum standard adequately.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"76 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85029914","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}

{"title":"Further Education Teachers’ Wellbeing: A Discussion of Equal Opportunities and Career Progression","authors":"Walifa Rasheed-Karim","doi":"10.37745/bje.2013/vol11n82248","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n82248","url":null,"abstract":"This research examines the relationship between wellbeing, career aspirations and equal opportunities prospects among FE teachers and support staff expectations. An online questionnaire asked further education (FE) teachers to comment on items of: - Emotional Labour, Teachers’ Emotional Labour, Teachers’ Emotional Labour Strategy and Burnout. Further Education teachers also noted the number of stressors they generally encountered. Although female teachers experienced more stressors, their wellbeing was relatively higher than male teachers. Furthermore, wellbeing was higher for the majority ethnic group (White British) FE teachers. The importance of this research is that an association is made between the wellbeing of FE teachers and that it influences the choices they make for continual professional development (CPD). This has consequences for staff retention in FE colleges. Thematic analysis of focus group interviews suggests that equal opportunities for FE teachers require further investigation as well as career progression across ethnicities among U.K. FE colleges.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"12 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89042028","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}

{"title":"Effect of Flipped Learning on Nigeria Certificate in Education (NCE) Mathematics Students’ Interest and Achievement in Trigonometry in Kano State, Nigeria","authors":"L. Eze","doi":"10.37745/bje.2013/vol11n87691","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n87691","url":null,"abstract":"This study sought to determine the effects of flipped learning strategy on NCE Mathematics students’ interest and achievement in trigonometry. The study employed a quasi-experimental 2 x 2 factorial research design. The sample of the study consisted of 60 students, who had a personal computer and Internet access at home. They were randomly assigned into an experimental group of 32 students (22 males, 10 female) and control group of 28 students (20 male, 8 female) The instruments used for data collection during the pre-test and post-test consisted of a trigonometry achievement test (TAT) and trigonometry interest scale (TIS). The TAT was validated by specialists in mathematics education and measurement and evaluation using table of specifications constructed for the multiple choice test items. The multiple choice test had average difficulty and discrimination indices of 0.43 and 0.55 respectively. The reliabilities of the multiple choice test items and trigonometry interest scale were established using the coefficient of internal consistency based on Cronbach Alpha ( ).The reliability coefficients for the TAT and TIS were 0.68 and 0.75 respectively. The data collected from the pre-test and post-test were subjected to statistical analysis using the Statistical Package for Social Sciences (SPSS). The research questions were answered using descriptive statistics while the hypotheses for the study were tested using t-test statistics and the Analysis of Covariance (ANCOVA) with pre-test scores as covariates at 0.05 level of significance. The findings from the study showed that: flipped learning l strategy was more effective than the lecture method in improving students’ academic achievement and interest in trigonometry. The result also shows that there was no significant difference between the achievement of male and female students from the experimental group in trigonometry and that there was no significant interaction effects of treatment and gender on students’ achievement in trigonometry. It was recommended among others that Curriculum planners and educational policy makers should consider a review of the curriculum to incorporate flipped classroom strategy into the Nigeria Certificate in Education Mathematics Curriculum","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78537424","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}

{"title":"Investigating the Effectiveness of Cooperative Learning Method on Teaching of Business Studies in Upper Basic Education Level in Enugu State, Nigeria","authors":"G. M. Eya","doi":"10.37745/bje.2013/vol11n81221","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n81221","url":null,"abstract":"This study investigated and compared the effect of cooperative learning method on teaching business studies. The researcher adopted quasi-experimental research design. Three research questions guided the study. The population of the study consists of 2552 students in JSS II from 31 secondary schools in Enugu Education zone. A sample of 168 was selected from 4 schools that served as control and experimental groups. The instruments for data collection were Business Studies Achievement Test (BSAT) containing 40 multiple choice questions. The instrument was validated by experts and Cronbach alpha was used to test the reliability of the instrument and it yielded 0.76 reliability coefficients. A per-test, post-test procedure was used to compare the control and experimental groups on per-test and post-test scores of achievement test. The results of the study did not reveal any significant difference on pre-test scores of both control and experimental groups. This indicated that the two groups were alike in their academic achievement in Business Studies before the experiment. The experimental groups outperformed the control group in the post-test after the experiment. The results based on post- test scores revealed that cooperative learning method had significant effect on student achievement in Business studies. Based on the finding, the researcher recommends cooperative learning methods for teaching business studies and other subjects.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89181633","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}

{"title":"Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial","authors":"Fatemah Almuwaiziri,&nbsp;Natthapoj Vincent Trakulphadetkrai,&nbsp;Timothy Williams","doi":"10.1111/1467-8578.12466","DOIUrl":"10.1111/1467-8578.12466","url":null,"abstract":"<p>This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – <i>self-constructed visualisation</i> (SCV) and <i>passively received visualisation</i> (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems. While SCV refers to drawings that children create to help solve given word problems, PRV refers to pre-made images that accompany word problems. Twenty children with ADHD in Kuwait, aged nine to 11 years, were randomly assigned to either the SCV or PRV group, where they were taught to use either SCV or PRV to solve word problems across 20 daily one-to-one sessions. The results showed that regardless of the visualisation type, children's word problem-solving ability significantly improved. Children with ADHD should thus be encouraged to use visualisation to help make the word problem-solving process more accessible to them.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"50 2","pages":"314-324"},"PeriodicalIF":1.3,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43808692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Leadership Roles and Leadership Capacity Development in Bayelsa State Nigeria","authors":"Ndiomu Kemebaradikumo, Epem Ubodiom","doi":"10.37745/bje.2013/vol11n63164","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n63164","url":null,"abstract":"The study investigated the influence of teachers’ leadership roles on leadership capacity development in Bayelsa State, Nigeria. To guide the study, five objectives were stated, five research questions were posed, and five hypotheses were developed. The study was anchored on traits theory of leadership. A descriptive design was used to carry out the study. The population of the study consisted of 2,893 teachers in 147 public secondary schools from the 12 educational zones in the 8 local government areas in the state, with a sample size of 338 teachers. A simple random sampling technique was used to select the respondents. Teachers’ Leadership Roles and Leadership Capacity Development Questionnaire was used for data collection. The instrument was validated and tested for reliability, with a reliability index of 0.816 derived through Pearson’s Product Moment Correlation. Out of the total copies of 338 questionnaires distributed, 326 copies of the questionnaire retrieved were used for further analysis to achieve the specific objectives of the study. Mean and standard deviation was used to answer the research questions, while the null hypotheses were tested using independent t-test at the 0.05 significance level. The findings of the study revealed, among other things, that there is no significant gender difference in the perception teachers have about their leadership role in secondary schools in Bayelsa State, and there is no significant gender difference in the extent to which teachers' instructional leadership roles influence their leadership capacity development in Bayelsa State. The study concluded that teachers' leadership roles are crucial in promoting school effectiveness and student achievement, and that it is important for schools to provide opportunities for teachers to develop their instructional leadership capacity, mentorship capacity, and leadership capacity building through professional development programmes and other supportive measures. The study, therefore, recommended, among others, that administrators of secondary schools in Bayelsa State should provide adequate training and support for teachers to enhance their leadership skills and effectively carry out their roles and responsibilities in the classroom and school community","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"139 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77961115","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}

{"title":"The Impact of a Global Englishes Course on Teachers’ Attitudes Towards Teaching English as a Global Language","authors":"Shahinaz Abdullah Bukhari","doi":"10.37745/bje.2013/vol11n106380","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n106380","url":null,"abstract":"In this study I aimed to investigate the impact of a Global Englishes for Language Teaching course on teachers’ attitudes towards teaching English as a global language. I employed an intervention research design to make a comparison between a control group and an intervention group. Forty-four Saudi preservice and inservice teachers participated in the study. The findings of the pre-questionnaire for both groups showed positive attitudes towards global perspectives on English language teaching and a slight attachment to traditional perspectives on English language teaching. The statistically significant difference between the pre-questionnaire and post-questionnaire of the intervention group showed the Global Englishes course could raise the intervention group’s appreciation of global perspectives on English language teaching and encourage a willingness to detach from traditional perspectives on English language teaching.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89932219","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}