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The Addiction in Teaching of Education Youth and Adults-EJA
Rodbari,
R. J.,
Jamshidi,
A. L. C. L.,
Nascimento,
L.
Issue:
Volume 2, Issue 1, February 2014
Pages:
1-6
Received:
3 January 2014
Published:
28 February 2014
Abstract: The use and abuse of drugs, legal or illegal, such as marijuana, alcohol and Crack constitute nowadays a serious individual scale, community and public health. With a significant increasing in public schools, especially in high school and Youth and Adult Education, has been a worrying aggravating consumption and trafficking. Chemical dependence is a syndrome characterized by loss of control of the use of certain psychoactive substance. Psychoactive agents acting on the central nervous system, causing psychiatric symptoms and stimulating the repeated consumption of that substance. Human feelings are related to the functioning of the human brain, but it should be emphasized that the world is a construct of our sensations, perceptions and recollections. And the addictive chemicals can alter mental states, and can act as a stimulant, depressant or disruptive. Therefore, it is necessary to mobilize various social and educational vectors that are able to stimulate young people's search for alternatives that enable seeking in knowledge. Aiming to help identify the source of the problem, drug users and the level of student drug dependence were observed. In this article we describe the educational and awareness practice for students so there is a socialization and interaction between teachers / students and students / students, so proportionally better interaction in the classroom and good performance in the teaching- learning process.
Abstract: The use and abuse of drugs, legal or illegal, such as marijuana, alcohol and Crack constitute nowadays a serious individual scale, community and public health. With a significant increasing in public schools, especially in high school and Youth and Adult Education, has been a worrying aggravating consumption and trafficking. Chemical dependence is ...
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An Analysis of College Teachers’ Awareness about Conducting Action Research for Effective Teaching
Saima Naz,
Sufiana Khatoon Malik
Issue:
Volume 2, Issue 1, February 2014
Pages:
7-10
Received:
8 November 2013
Published:
28 February 2014
Abstract: The present research is a conceptual research which addresses college teachers of awareness about the concept and procedure of action research in public sector colleges in Pakistan. It was assumed that college teachers of public sector are not aware about the concept and procedure of action research. Related literature was reviewed in order to generate few descriptive type questions for data collection. Informal interviews and structured interview were held in order to collect data from the staff members. Forty college teachers, including experienced, senior and junior, were selected as sample from different colleges of Rawalpindi Division. The researcher analyzed data in qualitative form. Findings of the study depicts that college teachers are not familiar with technical concept and procedure of action research. However, they do conduct action research regular basis in their class rooms for bringing quality in teaching and learning. Based on findings it was suggested that college teachers might be provided training in how to conduct action research in order to make their teaching effective to get full benefits of action research.
Abstract: The present research is a conceptual research which addresses college teachers of awareness about the concept and procedure of action research in public sector colleges in Pakistan. It was assumed that college teachers of public sector are not aware about the concept and procedure of action research. Related literature was reviewed in order to gene...
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Pedagogics of Chemical Bonding in Chemistry; Perspectives and Potential for Progress: The Case of Zimbabwe Secondary Education
Ephias Gudyanga,
Tawanda Madambi
Issue:
Volume 2, Issue 1, February 2014
Pages:
11-19
Received:
28 January 2014
Published:
28 February 2014
Abstract: In this study, the pedagogics of chemical bonding in Chemistry at Secondary school level, perspectives and potential for progress was investigated. The study was premised on the qualitative design methodology grounded and informed by the interpretive paradigm. It was guided by the constructivist theoretical framework acting as a lens through which we viewed our study. Eight (8) Bachelors degree holders, having taught chemistry at Advanced Level for at least 2 years, were purposively selected to comprise a sample of participants. Narrative interviews, followed by focus group discussions to validate the procedure, were carried out. Thematic approach data analysis from audio-taped -transcriptions-resulted in main themes and sub-themes being drawn out. It was found out that teachers teach for examination purposes, hence this followed a simplistic pedagogical approach resulting in misconceptions of chemical bonding being formed by learners. Rigid and dichotomous approach to ionic and covalent bonding, as outlined in textbooks and by teachers, forgetting its continuum scale, resulted in misconceptions in the understanding of chemical bonding. Teachers were found to be contributing factors by virtue of incompetence. Therefore use of learner centred pedagogical bottom-up approach was highlighted. Application of computer-assisted instruction on conceptual understanding of chemical bonding by competent teachers was inexorable.
Abstract: In this study, the pedagogics of chemical bonding in Chemistry at Secondary school level, perspectives and potential for progress was investigated. The study was premised on the qualitative design methodology grounded and informed by the interpretive paradigm. It was guided by the constructivist theoretical framework acting as a lens through which ...
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Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance
Erich Kasten,
Karen Rueger
Issue:
Volume 2, Issue 1, February 2014
Pages:
20-26
Received:
2 February 2014
Published:
10 March 2014
Abstract: Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.
Abstract: Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and...
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