1,720,961 research outputs found
University Supervisors’ and Student Teachers’ Assessment of the Value of Teaching Practice and School Context Challenges in Kenya
Full text linkThis paper explores University supervisors’ and student teachers’ assessment of the value of teaching practice and school context challenges in Kenya based on a study that examined perceptions on the influence of the school context on the teacher interns performance in Moi University. Data was collected from a sample of thirty one university supervisors and one hundred and forty eight Fourth Year Bachelor of Education students proportionate to the four Degree programmes offered in the School of Education using questionnaires and interviews. Descriptive statistics were computed using the SPSS computer package. It was found that despite the varied teaching practice school characteristics of school administration, the pupils, the teachers and the learning resources presenting a challenge to the student teachers’ translation of theory into practice they were in agreement that teaching practice in the particular schools had made them more competent teachers and that they had adequate opportunity for practice. Though the student teachers generally felt that teaching practice experience was valuable to them irrespective of the school context, the university supervisors considered the Provincial school category more adequate in providing opportunity for practice. In view of this, it is recommended that there be regular evaluation of the teaching practice school contexts with regard to the adequacy of the opportunities they provide to the student teachers for practice so as to eliminate those seriously inadequate. Teaching practice schools should find ways of reducing debilitating factors so as to enhance the teaching-learning process and student teaching. Keywords: School context challenges, university supervisors, student teachers, value of teaching practic
Tutors’ Attitudes Towards Integration Of Adaptive Technology Devices For Visually Impaired Student Teachers In Primary Teacher Training Colleges In Kenya
No full textFULL TEXTAdaptive technology devices improve the quality of education and remove learning barriers for
the Visually Impaired learners. This paper is a report of a study that assessed the tutors’ attitudes
towards integration of adaptive technology devices for Visually Impaired (VI) student teachers in
the instructional process in primary Teacher Training Colleges (TTCs) in Kenya based on the
diffusion of innovation theory by Rogers. The study adopted a Mixed Methods research
approach. Descriptive statistics such as frequencies and percentages were used to analyze the
quantitative data. This study revealed among other things that, tutor training on integration of
adaptive technology was lacking, and the tutors viewed integration of adaptive technology as
valuable but lacking. The paper recommended for provision of adequate adaptive technology
devices for VI student teachers by the government, parents, communities and donors. Tutors
should be sensitized and trained on the use of adaptive technology devices. The study sheds light
on the challenges influencing the integration of adaptive technology in instruction for VI
students.National Research Fun
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Integration of Special Needs Education in Primary Teacher Education Curriculum and Acquisition of knowledge by Teacher Trainees in Kenya
Full text linkThis paper discusses the findings of a research study on the relationship between integration of SNE in the PTE curriculum and instructional efficacy in terms of knowledge among the teacher trainees in Kenya. Quantitative and qualitative data was collected from 27 Education teacher trainers and a sample of 306 trainees using questionnaires, interviews and document analysis. The findings revealed that knowledge on categories of learners with SEN, their characteristics and how different impairments affect learning, were adequately provided through the PTE curriculum, however aspects of knowledge that related to skills (learning to do) such as intervention measures for pupils with SEN in the general classroom, procedures for identifying and assessing pupils with SEN, and resource materials and facilities for pupils with SEN, were inadequate. Pearson correlation coefficient of .417 indicated a moderate positive relationship between the two variables which is significant at alpha (α) =.05 (p=.031<.05). It was concluded that the teacher trainees did not acquire adequate knowledge on SNE through the PTE curriculum commensurate to the expectations of an inclusive teacher yet it is evident that the adequacy of knowledge is significantly related to the extent to which SNE is integrated in the PTE curriculum. Consequently, it is recommended that the Kenya Institute of Curriculum Development should ensure integration and complete fusion of aspects of SNE in the PTE curriculum during curriculum design to enhance acquisition of knowledge for instructional efficacy among teacher trainees. This would contribute to successful implementation of inclusive education in Kenya. Key words: Inclusive education, curriculum integration, knowledge, special educational needs, instructional efficacy
Variations on the Author
Full text link“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
Full text linkWe 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
Full text linkWe 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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