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Luminosity of Mind Mapping in Teaching Writing
Mustafa Mohamed Ahmed Younis
Issue:
Volume 4, Issue 1, March 2019
Pages:
1-8
Received:
26 November 2018
Accepted:
17 December 2018
Published:
24 January 2019
Abstract: The study sought to scrutinize the impact of mind mapping teaching technique on the Sudanese tertiary EFL learners’ writing performance. It aimed to diagnose the incompetence of traditional techniques used in that teaching to make well-use of identifying an appropriate teaching technique along with an application procedure to rectify such students' traditional writing outcomes. The investigation adopted the descriptive analytical method to raise data. The sample included thirty-college learners for empirical treatment and fifty eight English language instructors at universities and institutes. The study was divided into two phases; a survey phase and an experimental one. The survey phase experienced the learners’ pretest, observation and interview as a preliminary technique for collecting data. The second phase experienced the posttest and the questionnaire which was distributed to EFL university lecturers beside some English native instructors. The statistical analysis for data was carried out by using Statistical Package for the Social Sciences (SPSS) beside a T-test to analyze the variables of pre & posttest. The findings have unanimously proved that the hierarchical structure of the mind mapping can highly inspire the learners’ talent to better recall, generate and organize information needed. On the base of findings, the researcher hopefully recommends writing instructors exclusively to engage students use brainstorming as a useful prewriting stage so as to quickly help them design an inclusive mind mapping through which they can properly write a model essay that required.
Abstract: The study sought to scrutinize the impact of mind mapping teaching technique on the Sudanese tertiary EFL learners’ writing performance. It aimed to diagnose the incompetence of traditional techniques used in that teaching to make well-use of identifying an appropriate teaching technique along with an application procedure to rectify such students'...
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Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania
Issue:
Volume 4, Issue 1, March 2019
Pages:
9-18
Received:
29 December 2018
Accepted:
16 January 2019
Published:
30 January 2019
Abstract: This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in 2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity.
Abstract: This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teachin...
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"Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms
Brad Maguth,
Alfred Daviso
Issue:
Volume 4, Issue 1, March 2019
Pages:
19-26
Received:
27 December 2018
Accepted:
21 February 2019
Published:
12 March 2019
Abstract: An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of their professor and a cooperating teacher, methods students plan and take turns implementing rigorous and individualized instructional units in classrooms. Methods professors deliver instruction on-site in schools working alongside cooperating teachers, and instructors are consistently present and visible. This paper describes how two methods instructors, one in secondary social studies and in special education, successfully employed lived-in models to better prepare the next wave of educators while also empowering them to deliver individualized and high quality instruction to some of our area’s most vulnerable urban youth.
Abstract: An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of the...
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Values Education: A Panacea for Social Reforms in Nigeria
Theresa Ebiere Dorgu,
Nemine Ebi-bulami Bridget,
Olu-Obafemi Ebidewari Catherine
Issue:
Volume 4, Issue 1, March 2019
Pages:
27-32
Received:
31 January 2019
Accepted:
1 April 2019
Published:
15 May 2019
Abstract: This paper attempted to establish values education as a panacea for social reforms in Nigeria. It held that values are principles that act as guidelines of our lives and that education serves as a major instrument for social reforms and together, “values education” plays a major role in the nation's bid to attain social reforms. It further listed some social issues and problems that have bedevilled the society, and the need to teach values education as a means for social reform listing its benefits, and that values education enlightens the youths, opens them to the world of opportunities to modify their disposition to life, and enables them to choose the right values based on sound reasoning where individuals and groups will shun violence and embrace togetherness and peaceful co-existence that values education ascribes to its beneficiaries. The author maintained that in the bid to achieve reforms in Nigeria, the knowledge of values education is a key instrument for such reforms, as this will inculcate in the citizenry, truth, moral values and ethics, justice and fair-play, honesty, patience, selflessness, integrity, etc. for the development of a better nation where citizens will live by morality and ethics developed in schools with a solid foundation built by families. The paper thus recommended among other things the need to sensitise the public on the usefulness of values education.
Abstract: This paper attempted to establish values education as a panacea for social reforms in Nigeria. It held that values are principles that act as guidelines of our lives and that education serves as a major instrument for social reforms and together, “values education” plays a major role in the nation's bid to attain social reforms. It further listed s...
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