1,720,955 research outputs found
EDUCATION CHALLENGES AFFECTING RESEARCH AND SKILFUL TEACHING-LEARNING (PEDAGOGIES) IN ZIMBABWE
Get PDFAlthough Zimbabwe has tried devoting resources to address educational challenges, literature reviewed has indicated that Zimbabwe education system still needs priority towards the consolidation and improvement of both quality and quantity. Even though both quantity and quality issues are interrelated this study focused more on qualitative challenges affecting research and skilful teaching-learning (pedagogies) in the classroom. Through data collection and analysis four major challenges affecting skilful teaching were deduced, teacher incompetency, teaching being more teacher-centred preparing students to pass examinations, limited critical thinking teaching-learning activities and ineffective initial teacher training. Quantity challenges directly linked to skilful instructing are mainly, inadequate schools-infrastructure and insufficient resources. The above research findings were reached through qualitative analysis of published literature sources on challenges affecting research and skilful teaching. This research concluded that, the solution to most qualitative classroom based challenges can be solved by teacher competency gained through rigorous teacher training and consistent research/application of innovative pedagogies. Besides realigning teacher education, research funding, consistent teacher in-service and incentives for teachers were recommended. Article visualizations
THE RELEVANCE OF TEACHER EDUCATION AS A TRAJECTORY IN DEVELOPING AND SUSTAINING INCLUSIVITY IN THE DIGITAL CLASSROOM
Get PDFAll human developmental requirements are cultivated by an effective education system, adapting and embracing technological invention and advancement. Education and teachers are cornerstones to all human development. This research seek to find out, the role teacher education (TE) can play in promoting and cultivating a culture of technology designing, invention, digital utilisation as a necessity for African socio-economic transformation. However, not possible without an inclusive science oriented education system embracing contemporary techno-digital teaching-learning approaches. Also, seek to examine possible suggestions on how TE curriculum can improve grooming digitalised products, historically not achieved and in some cases still not achieved. Literature reviewed indicated effective TE as one of the most crucial basics for cultivating digital inclusivity, a techno-oriented education culture, yet current TE in most African countries has been criticised for not producing innovative, competent teachers with adequately relevant techno-digital skills to inculcate students’ 21st century and future science diverse needs. Data analysis indicated that TE face challenges in embracing techno-digital teaching approaches remaining traditional, focusing on chalk-talk-approaches and setting an incorrect precedent. The qualitative ‘analytical model of constant comparison’ was used in gathering and analysing data. The major conclusion to this research was based on the argument that, if TE institutes include techno-digital courses its product are likely to pursue, follow and cultivate a sustainable scientific culture in schools for both immediate and future ends. The research recommended introduction of sciences for all, at all learning levels, inclusion of compulsory technology, media and design innovative pedagogies course in TE. Article visualizations
INCLUSION OF AFRICAN PHILOSOPHY IN CONTEMPORARY AFRICAN EDUCATION SYSTEMS AS A KEY PHILOSOPHICAL ORIENTATION IN TEACHER TRAINING AND EDUCATIONAL IDEOLOGY
Get PDFIn most if not all, African countries since their independences education still lacks Africanness and education discourse has focused on two related developmental issues. The need to change a Western influenced education orientation linked to undermining African intellectual capabilities and knowledge systems. On the other hand, some Afrocentric scholars have criticized the paid-labour-technocratic literacy education systems adopted by African countries from colonialism after independences as Western conservative and reaffirming schooling as a guardian of Western civilisations. This paper presented a summary of major theoretical and historical perspectives on why African philosophy currently continue to remain excluded as the most dominate philosophy of education in African education institutions in contrast to time and efforts granted Western philosophies of education. This paper argued that lack of Afrocentrism in education hinders self-actualisation, multi-culturalism, democracy, freedom of choice, academic diversity, independent thinking hence restricting sustainable education, self-driven development, but furthering African intellectual, design and technology dependency on the west. This paper concluded by calling for refurbishment and redefinition of the purpose of education and the nature of how teachers are trained since they are agents of change and disseminators of developmental goals. Contemporary African education and teacher training to target schooling as an agent of modernity, democracy, difference, diversity, cultural and socio-economic relevance was recommended. Above all recognition and inclusion of indigenous knowledge and other aspects of African philosophy were recommended too. This research took a qualitative paradigm. Using purposive sampling-data was collected from both primary and secondary documentary sources from libraries and the internet using the ‘Analytical Model of Constant Comparison’. Data collection and analysis took place simultaneously. Article visualizations
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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