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Volume 10, Issue 1

Shifting Boundaries for Parents in School Engagement at the Wake of Covid-19
Original Research
The epistemological perspective fashioned on the industrial model created a dualism between universal and particular knowledge, and consequently, a dichotomy between specialized knowledge taught in schools and the local knowledge applied in communities. This dichotomy relegated the parents to the periphery making their knowledge and experiences irrelevant and a source of contempt in the formal school. This paper uses the Goodall and Montgomery model to seek a deeper understanding of the shifting boundaries in the enforced parental involvement in children’s home learning when educational institutions were closed in 2020 and 2021 because of COVID 19 pandemic. The three-point dynamic continuum indicates that parents can participate in school affairs, from acting as teachers’ assistants, to more interaction with the school, and forming partnerships with teachers and administrators. Voices of parents that participated in the home-schooling program organised at the primary level were recorded to understand the shifting boundaries in their school involvement. Results highlight the parents' enthusiasm to adapt and also reimagine the learning of their children. Despite the challenges encountered, the school is significantly transformed into a learning community to benefit of the learners, teachers and the parent’s community.
American Journal of Educational Research. 2022, 10(1), 65-72. DOI: 10.12691/education-10-1-7
Pub. Date: January 23, 2022
The Digital Environment and English Didactics in the Age of COVID-19 in Public Secondary Schools in Cameroon
Original Research
The presidential declaration in 2001 on the integration of Information and Communication Technology (ICT) in primary and secondary schools in cameroon constitute a major milestone for it is used in the teaching-learning process. This immediately provoked others, such as the World Bank’s cyber education initiative in 2001, and the development of a National ICT policy for the country in 2007 Tchinda (2007). Despite these efforts, it effective presence in the teaching-learning of English Language in particular is lagging. This situation worsened on the advent of the Corona Virus which halted schooling all over the world and later imposed digital education as the new order. This paper investigates the extent to which the digital environment has been prepared to render the teaching-learning of English Language effective in times of crisis like COVID-19. The digital environment is understood in this study as the possession of hardware gadgets, knowledge of, and usability of education software, skills for usage, availability of a steady and high speed internet. The study used the survey research design. 150 English language teachers were randomly selected from public secondary schools in Yaounde. A four modality likert scaled questionnaire was used for data collection, and the Pearson’s correlation was used to verify measure the degree of relation between the digital environment and English didactics. The results revealed that the digital environment was ill-prepared to ensure effective learning in times of crisis like covid-19. Recommendations have been made to authorities and teachers to prepare the digital environment with the appropriate ingredients.
American Journal of Educational Research. 2022, 10(1), 54-64. DOI: 10.12691/education-10-1-6
Pub. Date: January 16, 2022
Initial Teacher Training in the Wake of Uganda’s National Teacher Policy and Covid-19 Lockdown: A Technical or Ethical Challenge?
Original Research
The professionalisation of the Ugandan teaching workforce in general, and initial teacher education (ITE) in particular, are currently the subjects of considerable policy reform. In the first part, this study carries out a comparative analysis, pointing out convergences and divergences in regard to ITE policy adoption in various parts of the globe. The uniqueness of Uganda’s 2019 National Teacher Policy’s directives on ITE is spelled out in the light of a delicate ‘middle position’ between and betwixt the epistemological (ITE as a scientific practice) and phenomenology (ITE as a social practice). The last part of the paper provides a reflective background against which an integral professional education is both a technical and ethical challenge, especially in a country that is emerging from prolonged school closures during Covid-19 lockdowns. The paper recommends that ITE ought to prepare trainee teachers with the competencies needed to teach for the 21st century skills and how to assess these skills.
American Journal of Educational Research. 2022, 10(1), 46-53. DOI: 10.12691/education-10-1-5
Pub. Date: January 05, 2022
Physical Learning Environment and Learning Functioning among Students from the Point of View of Teachers in the Arab Education System in Israel
Original Research
This study examines the influence of the physical learning environment on students' performance, as perceived by teachers in elementary schools in the Arab education system in Israel, which function within a reality of exclusion and ongoing discrimination. Studies point to the importance of the design of the physical learning environment and its significant influence on students' functioning in several areas: emotional, cognitive, social, and aesthetic. The physical learning environment has a significant influence, both on the feelings of students and teachers, and on the way students function in various fields. Teachers can influence a variety of components in the school's physical learning environment to promote meaningful learning and create an environment that empowers learning, independent thinking, creativity, and self-learning and encourages personal growth and social involvement. This study is a correlational study administered among 200 Arab teachers from elementary schools. Teachers answered a questionnaire examining the relationship between the physical learning environment and the learner's functioning.. In order to test the hypotheses, we used the SSPS statistical analysis program. The main results indicate that the physical learning environment affects the students' performance in the following areas: emotional, cognitive and emotional. Details of findings relating to teachers' personality variables will be reported in the article. Implications and directions for future research are discussed.
American Journal of Educational Research. 2022, 10(1), 39-45. DOI: 10.12691/education-10-1-4
Pub. Date: December 30, 2021
Application of the Competency-Based-Education in the Electricity Option by Teachers of Optional Courses at Salama Technical Institute
Original Research
Problem: Today, the official instructions signed by the authorities of the Congolese Ministry of Education introducing the Competency-based-Education (CbE) in the Congolese education system have remained a dead letter. All the more so as they give rise to various interpretations on the part of educational actors. Goals: (i) analyze the application of the CbE in the electricity option by teachers of optional courses (ii) Identify the logic that governs the design, construction and evaluation of the knowledge transmitted by teachers in the classes of electricity from the Salama Technical Institute through the skills-based approach. Methods and techniques: The survey method and direct observation technique were the tools for data collection, and content analysis was used for data processing. Participants: We had followed eight electricity teachers in their different lessons, and then there was sharing through the meetings of the teaching unit. Results: About the CbE design, the communication of learning sequence objectives to learners and the use of integration situations were not respected in the majority of lessons. For the transmission of knowledge in electricity to the Salama technical institute, the most used method is expo-interrogative and the work submitted to learners at the end of the learning sequences generally refers to the elements of the objective approach that those of the Competency-based-Education. The evaluation system applied in the electricity classes by the observed teachers does not use differentiated evaluation or integration situation, and even less remedial activities. Conclusion: Managers and supervisors of the Congolese education system must ensure the proper implementation of the CbE, which in view of the results struggles to apply especially in the electricity classes at the Salama Technical Institute. They must find ways and means to get teachers to change their forbidding attitude towards pedagogical innovations and to improve the organizational and pedagogical conditions of schools, necessary for the application of the CbE.
American Journal of Educational Research. 2022, 10(1), 27-38. DOI: 10.12691/education-10-1-3
Pub. Date: December 30, 2021
The 2020 Pandemic and the Preceding Decades of Revelatory Evidence
Original Research
The 2020 pandemic suddenly emerged and left devastating consequences on global societies; the origin is still debated as are treatments and preventive steps. This research had a goal of extracting a common denominator for the disease dominance and find important preceding evidence for its rising pathogenicity, all through public domain records. Systems science, based on biologic principles, was used to identify patterns in extracted data, categorize them into either, unhealthy states of chaos and entropy, or a health territory; those classifications led to knowledge creation. The identified long-term evidence has been pointing to an unfavorable resolution of the unhealthy states of global societies. This study highlights the upstream etiology to this downstream disease that lie in the vanished individual health, propelled by the extraordinarily persistent separation of decision-consequences learning loop; it is only an individual who can extract meaning and learn from each completed loop, thus gaining health; no amount of health care can ever do that.
American Journal of Educational Research. 2022, 10(1), 16-26. DOI: 10.12691/education-10-1-2
Pub. Date: December 24, 2021
Demographic Profile and Academic Performance of a Philippine Rural Public Elementary School: Basis for Assistance Program
Original Research
Following the normative-descriptive type of research using a semi-census survey, this study gathered information on the profile of school-going children of Baguingey Elementary School. It also utilized document scanning and analyses of grade reports to describe the academic performance of school children. Based on findings of the study, the study formulated an Assistance Program for the school children and their families. Findings of the study revealed that majority of the school children spoke Ayangan, who were enrolled from grades 1 to 6, and affiliated with Union Espiritista and Born Again. The parents of the learners were in their middle adulthood. The mothers were younger than their fathers and they had big number of children to look after their needs. Most had nuclear families and followed the patrilocal type of residence, a big majority of the heads of families either finished elementary or no schooling completed. The study concluded that the Ayangan children were in need of assistance to be able to finish their education as gleaned from the profile. Government, NGOs and private sponsored – projects were seen as vital in enhancing their opportunities in life. Since about 97% are Ayangan, the integration of indigenous peoples’ education also helped in preserving, protecting and promoting relevant indigenous knowledge, systems and practices to sustain cultural life. Today’s generation of Ayangan learners at Baguingey Elementary School exhibited opportunities to grow or enhance themselves through education. They were good academically and could exhibit greater chances to succeed but much needed educational support was called for, including economic support for their families. The proposed infrastructure projects like paving and widening of roads, school building construction, livelihood trainings for mothers and feeding program were seen as important activities since they were need-based and rights-based in as far as the approach of community-based programs and projects were concerned.
American Journal of Educational Research. 2022, 10(1), 1-15. DOI: 10.12691/education-10-1-1
Pub. Date: December 22, 2021