1,720,958 research outputs found
The role of Comprehensive Sexuality Education on Child Sexual Abuse and Teenage Pregnancy among secondary school learners
Get PDFThe introduction of Comprehensive Sexuality Education (CSE) in the Zambian school curriculum has raised debate among stakeholders. Despite the Ministry of Education using Comprehensive Sexuality Education as a way of reducing various challenges faced by learners with regards to their sexuality education, the effectiveness and mode of implementing CSE is a source of concern. This study sought to explore the perceptions of learners and teachers on the role of Comprehensive Sexuality Education (CSE) in reducing child sexual abuse and teenage pregnancy. The total number of 60 participants who included 40 secondary school learners and 20 secondary school teachers from two secondary schools in Kitwe District on the Copperbelt Province of Zambia. The findings revealed that 50% of the learners were of the view the CSE had failed its goal of reducing child sexual abuse. The study further indicated that 60% of the teachers and 50% of the learners agreed that CSE helped to prevent early sex and teenage pregnancies in learners. The study concluded that both teachers and learners were of the views that CSE increased awareness on child sexual abuse to learners. The study recommended the need by the Ministry of Education to promote guidance and counselling services in schools with emphasis on peer counselling and peer-led life skills education to address issues of child sexual abuse and teenage pregnancy as well as the need by teachers to implement CSE by integrating its content in currier subjects and not teaching it as standalone subject
Lecturers and student teachers with hearing impairments’ own perceptions on academic performance: a case study of Kitwe College of education Zambia.
No full textResearch based article on students with hearing impairment at teacher education levelThe level of education attained by students is dependent on their ability to understand learnt concepts and demonstrate their acquired knowledge and skills in problem solving as well as their performance academically. This study sought to investigate the perceptions of lecturers on academic performance of student teachers with hearing impairments. A descriptive case study was used as research design. The study sample included three (3) Lecturers and four (4) student teachers with hearing impairments making the total of seven (7) participants who were purposively sampled. Data was generated using interviews and analysed qualitatively using thematic analysis techniques based on emerging themes from the study. The study revealed that lecturers perceived student teachers with hearing impairments as average and below-average performers academically. The study further revealed that student teachers with hearing impairments had mixed feelings towards their academic performance and perceived their academic performance as being influenced by their inability to understand concepts as well as lecturers’ inability to handle them appropriately. The study recommended the need by educators of students with hearing impairments to have positive perception towards students in order to instill self-positive regard in students. The study further recommended need for lecturers to adapt tests and examinations items in order to accommodate deaf student teachers.Author
Research Paradigms and Designs with their Application in Education
Get PDFThis is a theoretical paper of research paradigms and designs and how such terminologies are applied in educational research. Research provides the basis for understanding natural phenomenon and can be used as a tool to find solutions to human problems. A researcher’s understanding of research paradigms and designs in education forms the basis for an effective research undertaking. The application of research paradigms and designs in education is the focus of this article. The paper is divided in two major sections. Section one is on research paradigms and covers philosophical foundations of research and research paradigms or world views such as positivism, post-positivism, interpretivism, constructivism and pragmatism are included in this paper. Section two covers research designs, types of quantitative, qualitative and mixed research designs and provides basic knowledge on research designs
PERCEPÇÕES DOS PROFESSORES E ESTUDANTES COM DEFICIÊNCIAS AUDITIVAS SOBRE O SEU PRÓPRIO DESEMPENHO ACADÊMICO: UM ESTUDO DE CASO DO KITWE COLLEGE OF EDUCATION – ZÂMBIA
Get PDFThe level of education attained by students is dependent on their ability to understand learnt concepts and demonstrate their acquired knowledge and skills in problem solving as well as their performance academically. This study sought to investigate the perceptions of lecturers on academic performance of student teachers with hearing impairments. A descriptive case study was used as research design. The study sample included three (3) Lecturers and four (4) student teachers with hearing impairments making the total of seven (7) participants who were purposively sampled. Data was generated using interviews and analysed qualitatively using thematic analysis techniques based on emerging themes from the study. The study revealed that lecturers perceived student teachers with hearing impairments as average and below-average performers academically. The study further revealed that student teachers with hearing impairments had mixed feelings towards their academic performance and perceived their academic performance as being influenced by their inability to understand concepts as well as lecturers’ inability to handle them appropriately. The study recommended the need by educators of students with hearing impairments to have positive perception towards students in order to instill self-positive regard in students. The study further recommended need for lecturers to adapt tests and examinations items in order to accommodate deaf student teachers.O nível de educação alcançado pelos estudantes depende de sua capacidade de compreender os conceitos aprendidos e demonstrar seus conhecimentos e habilidades adquiridas na resolução de problemas, bem como seu desempenho acadêmico. Este estudo buscou investigar as percepções dos professores sobre o desempenho acadêmico dos estudantes professores com deficiência auditiva. Um estudo de caso descritivo foi utilizado como projeto de pesquisa. A amostra do estudo incluiu três (3) Palestrantes e quatro (4) estudantes professores com deficiência auditiva, perfazendo um total de sete (7) participantes, que foram amostrados propositalmente. Os dados foram gerados usando entrevistas e analisados qualitativamente usando técnicas de análise temática baseadas em temas emergentes do estudo. O estudo revelou que os professores perceberam os estudantes docentes com deficiência auditiva como alunos com desempenho médio e abaixo da média academicamente. O estudo revelou ainda que os estudantes docentes com deficiência auditiva tinham sentimentos mistos em relação ao seu desempenho acadêmico e percebiam seu desempenho acadêmico como sendo influenciado por sua incapacidade de compreender conceitos, bem como a incapacidade dos professores de lidar com eles de forma apropriada. O estudo recomendou a necessidade dos educadores dos estudantes com deficiência auditiva de ter uma percepção positiva em relação aos estudantes, a fim de incutir nos estudantes uma consideração auto-positiva. O estudo recomendou ainda a necessidade de os professores adaptarem os itens de testes e exames a fim de acomodar os professores de alunos surdos
A qualitative analysis of performance of student teachers with hearing impairments in tests and assignments at Kitwe College of Education-Zambia
Get PDFAssessment is the basis for understanding students’ abilities to demonstrate their knowledge, skills and understanding of learned concepts. This study sought to analyse assessment items of student teachers with hearing impairments at Kitwe Colleges of Education in Zambia and a qualitative case study was used as the research design. The study comprised seven (7) participants of which three (3) were Lecturers and four (4) were student teachers with hearing impairments, who were purposively sampled. The study revealed that students with hearing impairments were able to answer assignments accordingly despite exhibiting referencing and grammatical errors, and experienced more challenges answering tests. The findings also indicated that lecturers viewed the performance of student teachers with hearing impairments in assignments as being influenced by their hearing peers and that students with hearing impairments wrote their assignments and tests using sign language that was not making sense to lecturers. The study concluded that student teachers with hearing impairments were able to perform better in assignments and that they experienced more challenges answering test questions. The study recommended the need for assessment items for students with hearing impairments to be adapted to make them appropriate for the students and that educators for students with hearing impairments should take a keen interest in acquiring knowledge of Zambia Sign Language grammatical structure to enable them to assess and mark assessment items of students with hearing impairments without difficulties
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
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