by Santosh Kumar Behera
Original Research
Twentieth century is revered as the most auspicious epoch of modern Indian civilization. Many dazzling stars came into the various fields in the aftermath of Indian Renaissance who further removed ancient mist from society. In the period of full flowering of nationalism, Kazi Nazrul Islam appeared to be a pole star to guide the common folk. He is one of the versatile figures in Bengali literature authoring many poems, songs, plays and novels. He is well known as ‘Rebel’ poet. His writings are equipped with equal amount of empathy, humanistic principles and universalism. In the era of Swadeshi he was also of the opinion of Indianization of education framework in vogue. He had deep respect on the glory, values and age-old tradition of India. He advocated for incorporation of these ideals in curriculum but in a scientific line. He uttered relentlessly in his poems for a secular school education system combined with scientific temperament. Though he was a supporter of individualistic learning, he identified himself with universal outlook. Moreover he rendered different sets of moralistic tenets for learner and teacher for a meaningful teaching learning process. Above all he was vocal for moral development of young students in a Gandhian line. His radical thought pertaining to women education is best exemplified by one of his poem Nari which seems to be a promulgation of crusade at that time. To sum up, his writings are against struggle, injustice, inequalities of people’s life. By analysing his works at length here the paper will try to interpret his attitude towards education. In this background, the present paper has tried to focus on the educational thoughts of Kazi Nazrul Islam- Concepts of Education, Aims of Education, Curriculum, Methods of Teaching, Role of Teacher and Relevance of his educational thoughts in contemporary era.
American Journal of Educational Research. 2021, 9(11), 686-694. DOI: 10.12691/education-9-11-5
Pub. Date: November 26, 2021
by Bourzgui Farid, Bouchghel Lamia, Rouijel Soukaina, Diouny Samir, Serhier Zineb and Bennani Othmani Mohamed
Original Research
The aim of the study was to assess Moroccan dental professionals’ knowledge and attitudes towards evidence-based practice and investigate their perception toward evidence-based dentistry (EBD) and barriers that compromise its use. A cross-sectional survey was conducted by means of a questionnaire among Moroccan dentists. The questionnaire included questions on demographics data, attitudes, awareness and current practice, resources to guide clinical practice, understanding of terms, clinical situations to assess awareness of EBD and barriers. Quantitative variables were described in terms of numbers and percentages, and qualitative variables were compared using a Chi-square test. A p-value of less than 0.005 was considered significant. 208 participants were invited to take part in the study, corresponding to a response rate of 67.53%. 167 participants were general practitioners (GP) (80.3%) and 40 participants (19.7%) were specialist. 86.5% of the participants were graduates of national dental schools, and 13.5% graduated from other countries. Moroccan dental professionals expressed positive attitudes toward EBD, but a relatively a fair understanding of evidence-based practice. 57.7% of dentists indicated they had never heard of EBD. There were no significant differences between age groups or places of graduation. The most reported means of discovering EBD was through lectures (16.3%), a colleague or the internet (6.7%). Poor language and communication skills and lack of knowledge of information technology were the major barriers identified in this study. To overcome existing barriers and the lack of competencies relevant to dental practitioners, it is essential that EBD be incorporated into dental curriculum and in continuing professional education. Such a curriculum will increase the understanding and use of evidence-based dentistry.
American Journal of Educational Research. 2021, 9(11), 678-685. DOI: 10.12691/education-9-11-4
Pub. Date: November 23, 2021
by Fabrício Bruno Cardoso, Vitor da Silva Loureiro, Solange Souza, Juliana Pinheiro, Angelita Fulle, Rita Margarida T. Russo, João Vitor Galo Esteves, Aliny dos Santos Carvalho and Alfred Sholl-Franco
Original Research
The aim of this study was to evaluate the effects of neuropsychopedagogical intervention (INPp) on the academic performance of students with learning difficulties (LD). A total of 4,184 children aged between 6 and 8 years (±7.23) of both genders participated in the present study. They were divided into four groups (A1 –1151 children who did not present LD and who underwent INPp; A2 – 1151 children without LD who did not undergo INPp; B1 - 942 children who presented AD and who underwent INPp; B2 - 942 children with LD and who did not undergo INPp). The INPP was developed through the systematic practice of 04 playful activities, in three weekly sessions, lasting 45 minutes each for 18 sessions (±2 months). In order to evaluate the effects of the INPP, the participants were submitted to the following protocols: a) Dual Choice Mental Processing Test (DMCPT) ; b) Rapid Automatized Naming (RAN); c) Assessment of academic performance in Portuguese and Mathematics. All protocols were approved by the UFRJ ethics committee (opinion no. 517,483) and carried out in the school environment. Our results show that children in group A1 when evaluated after INPp presented an 18% reduction (p<0.05) in the response time obtained in the DMCPT and children in group B2 presented a significant reduction (p<0, 01) 40% in response time. When evaluated post INPp in relation to RAN, children in group A1 showed a reduction of 14.29% (p<0.05) and children in group B1 a reduction of 23% (p<0.01) in automated color naming time. Finally, when evaluated in relation to academic performance, after INPp, children in group A1 showed an increase of 16% (p<0.05) and children in group B1 an increase of 46.23% (p<0.01 ) in the number of correct answers.
American Journal of Educational Research. 2021, 9(11), 673-677. DOI: 10.12691/education-9-11-3
Pub. Date: November 19, 2021
by Tran Thu Ha
The article examines the status of early intervention and the management of early intervention activities on 10 administrators, 40 teachers and 55 parents of children with autism spectrum disorder (ASD) in Hoa Binh City. The paper reports the findings of a study on the status of early intervention at specialized facilities in Hoa Binh City. The majority of the facilities obtained certain effects during the intervention process, but the quality is still lacking, growth and long-term influence on the development process. Furthermore, the management of early intervention initiatives is still fraught with issues, posing significant challenges in the implementation process. On that premise, the author draws several lessons acquired in order to achieve high management efficiency.
American Journal of Educational Research. 2021, 9(11), 665-672. DOI: 10.12691/education-9-11-2
Pub. Date: November 05, 2021
by Robert G. Pastores, Jerico DV. Dacanay, Michael A. Mayoya, Maricris V. Nanglihan and Romiro G. Bautista
Original Research
Flexible, online, and modular learning approaches are the main modalities offered to continue education in this CoViD-19 pandemic. This study is designed to document the experiences of High School students in their pandemic education during the SY 2020-2021: describing their experiences and identifying factors contributing to their experiences are ways of analyzing this phenomenal issue in our educational state. Employing the Qualitative Research design using Narratology as point of inquiry, 15 high school students eloquently narrated their experiences in this pandemic education. The following experiences were documented: modules are not enough; no teacher, no discussion; learning by myself; and internet, Mr. Google: they are dependable. On the other hand, the known factors affecting the experiences of the informants in their pandemic education include communication is made through Group Chat and messenger, and online discussion is meager and superficial. Based on the foregoing, it is concluded that students in this pandemic education are laid all alone by themselves in the ordeal of doing their modules with the help of Mr. Google as teachers are not physically present to guide them.
American Journal of Educational Research. 2021, 9(11), 660-664. DOI: 10.12691/education-9-11-1
Pub. Date: November 04, 2021