Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Administration and Supervision (3)
- International and Comparative Education (3)
- Teacher Education and Professional Development (3)
- Adult and Continuing Education and Teaching (2)
- Asian Studies (2)
-
- Disability and Equity in Education (2)
- International and Area Studies (2)
- Social and Behavioral Sciences (2)
- Special Education and Teaching (2)
- Student Counseling and Personnel Services (2)
- Business (1)
- Communication (1)
- Communication Technology and New Media (1)
- Curriculum and Instruction (1)
- Demography, Population, and Ecology (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Leadership (1)
- Family, Life Course, and Society (1)
- Gender and Sexuality (1)
- Inequality and Stratification (1)
- Other Education (1)
- Quantitative, Qualitative, Comparative, and Historical Methodologies (1)
- Sociology (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
Technology, Quality Learning And Student Disabilities: Challenges For, Dr Williams Emeka Obiozor
Technology, Quality Learning And Student Disabilities: Challenges For, Dr Williams Emeka Obiozor
Dr Williams Emeka Obiozor
No abstract provided.
Students' Overview: The Impact Of Technology On Learning In Higher Education, Eileen O'Donnell, Mary Sharp
Students' Overview: The Impact Of Technology On Learning In Higher Education, Eileen O'Donnell, Mary Sharp
Eileen O'Donnell
This research explores students’ views on the impact and transformations that technology has brought to the learning experience of students in higher education. The students who kindly participated in this study are from: The School of Computer Science and Statistics, Faculty of Engineering, Mathematics and Science, Trinity College Dublin and The Faculty of Business, Dublin Institute of Technology, both based in Dublin City, Ireland. The use of technologies in third level education facilitates flexible learning environments. The pedagogic approach employed by e-learning development officers or lecturers when designing e-learning platforms or learning management systems has the capability to transform student …
Bringing Together Personal Learning, Higher Education Institutional Elements, And Global Support For A Re-Orientation Toward A Focus On Lifelong Learning And Education, John A. Henschke Edd
Bringing Together Personal Learning, Higher Education Institutional Elements, And Global Support For A Re-Orientation Toward A Focus On Lifelong Learning And Education, John A. Henschke Edd
John A. Henschke
This extended research study focused on bringing together learning, higher educational institutional elements to be considered for helping higher educational institutions and individual learners in various countries to re-orient themselves toward a focus on lifelong learning, and placing this within the support and context of lifelong learning and education around the globe. Research is presented on the background and experiences of various higher educational institutions and individual learners in this regard, developing a tentative policy statement and identification of the elements of a re-orientation toward lifelong learning focus as products of several worldwide conferences. In addition, the support of UNESCO …
Causal Effects Of Single-Sex Schools On College Entrance Exams And College Attendance: Random Assignment In Seoul High Schools, Hyunjoon Park, Jere R. Behrman, Jaesung Choi
Causal Effects Of Single-Sex Schools On College Entrance Exams And College Attendance: Random Assignment In Seoul High Schools, Hyunjoon Park, Jere R. Behrman, Jaesung Choi
Hyunjoon Park
Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul, the random assignment of students into single-sex versus coeducational high schools, to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. Attending all-boys schools or …
Copycats Of The Central Himalayas. Learning In The Age Of Information, Payal Arora
Copycats Of The Central Himalayas. Learning In The Age Of Information, Payal Arora
Payal Arora
This case study highlights practices of a rarely documented group of neo-users of the Internet or newbies from Central Himalayas, serving as a catalyst for delving deeply into the act of ‘plagiarism’ in online learning By looking at such ‘learning’ practices away from schools, namely at cybercafés in Almora, a ‘rur-town’ in the Himalayas, much is revealed of its educational system and learning in the broadest sense. There is an urgent need in educational environments to move beyond the punitive approach to ‘plagiarism’ through computer usage and instead pay attention to the actual learning and teaching that goes on through …
Integration And Innovation In Early Childhood Education In Nigeria, Onu V. C, Obiozor Et Al
Integration And Innovation In Early Childhood Education In Nigeria, Onu V. C, Obiozor Et Al
Dr Williams Emeka Obiozor
This survey research studied integration and innovation in early childhood education and implications for quality teacher preparation. The study was a descriptive survey research, with one hundred and twelve (112) sampled preschool teacher. Eight research questions and three hypotheses guided the study. Early Childhood Programme Instrument on Integration and Innovation (ECPAI) was constructed, validated and used in eliciting responses from the respondents. The data collected were analyzed using percentage, mean, and Paired Sample tests. The study revealed a significant difference in the opinions of public and private preschool teachers toward integration and innovative practices in early childhood education in Nigeria. …
“Math Is Hard,” Said Mrs. Ford; “Not For Me,” Said Mrs. Honda: Does Culture Matter In Teaching And Learning In Elementary Mathematics?, Shamah Md-Yunus
“Math Is Hard,” Said Mrs. Ford; “Not For Me,” Said Mrs. Honda: Does Culture Matter In Teaching And Learning In Elementary Mathematics?, Shamah Md-Yunus
ShamAh Md-Yunus
This article is a discussion of the practices of teaching and learning in elementary mathematics from the perspectives of Eastern and Western cultures. It focuses on the differences in teaching pedagogy in math between the United States and three Asian countries: Singapore, Japan, and China.