Mindfulness is a purposeful, non-judgmental method of focusing attention on the present moment including awareness, attention, and remembering. It cultivates the process of gradual mental development and is enriched by the concepts of acceptance, affirmation, self-reflection, non-evaluation, and sympathy. This profound, meaningful practice is universally healing, appropriate, and beneficial to mental health. Many researchers investigated its benefits in the education system for improving processes of teaching, learning, and interactions between teachers and students. This study applied a comparative, descriptive, integrative review to probe over thirty peer-reviewed published papers in credited journals found in search engines, concentrated on mindfulness in pre/post COVID-19 education. It manifested how this collection of research departed in their finding, application, recognition, implication, feasibility, and methodology employed. It concluded with the significance of mindfulness-based interventions in the post-COVID curriculum.
Citation: Fu F., Haratyan F. and Yanling Z. (2023) A Comparative Review of Research on Mindfulness in Pre/Post Covid-19 Education, British Journal of Education, Vol.11, Issue 3, 1-24
Impact of the evaluation of teaching devices on the professional conceptions of teachers and school administrations in Senegal: the case of five groups of elementary school in Dakar (Published)
Citation: Mamadou Vieux Lamine Sane (2022) Impact of the evaluation of teaching devices on the professional conceptions of teachers and school administrations in Senegal: the case of five groups of elementary school in Dakar, British Journal of Education, Vol.10, Issue 5, pp. 40-58
The purpose of this article is to identify characteristics of the work situation that could encourage or increase the commitment of teachers and curriculum is defined according to two modalities characterizing the organization of teaching work in the school facility: cellular versus integrated. A process for evaluating teachers’ and school administrations’ conceptions is then developed with reference to this organization of school career paths. The empirical study focuses on 5 primary school teams trained for three years in the development and evaluation of their collective arrangements. An analysis of the responses (N == 64) to a questionnaire enabled us to compare the trainees’ conceptions with those of other teachers. The results show that the tested system modifies the perceptions of the practitioners in order to better take into account the inputs of the two professional groups (teachers and principals) involved in the curriculum, the diversity of the learners and the inclusion of a personal practice improvement dynamic.
This study examined the relevance of schools based assessment: A case study of selected public junior secondary schools in Ikpoba – Okha Local Government Area. The study also sought to examine the relevance of using school assessment as a strategy for the evaluation of teaching and learning specifically. Three research questions were raised to guide the study. The study adopted the descriptive survey research design. The population comprised the teachers in the 24 public junior secondary schools in Ikpoba – Okha Local Government area of Edo State. The simple random sampling method was used to select the sample. Sixty questionnaires were administered and the entire questionnaires were returned and analyzed using mean and standard deviation. The results revealed that teachers have a good perception of school-based assessment, and their application was to a low degree. Based on the findings, it was recommended among others that teachers should apply various assessment techniques in teaching of any subjects. School authorities should make it compulsory that all schools must be involved in school-based assessment; and teachers should be encouraged to employ varieties of evaluation instruments in the assessments of students.
Imasuen Kennedy1 and I.F. Iyamu (2021) Schools- Based Assessment: A Case Study of Selected Public Junior Secondary Schools, British Journal of Education, Vol. 9, Issue 11, pp.32-43
Unemployability of the Nigerian Graduate: The Effect of Tertiary Institutions-Industry Disconnect (Published)
The main objective of the study was to examine the effect of tertiary institutions-industry disconnect in Nigeria. To achieve this, primary data was collated using a questionnaire from an online survey from 550 participants. Descriptive and inferential statistical methods were employed to estimate the data. The estimates indicates that practical skills was positive but insignificant, while industrial training and workshop were both positive and significant in aligning the curriculum content with the workplace needs of employers. The logit estimates indicate that grade point average and type of qualification were negative and bear insignificant effect on educational content and workplace readiness. The estimates further showed that ICT skills and additional certification have a positive and significant effect on educational content and workplace readiness. The estimates suggest that there is a 54% chance that employment matches the degree acquired. The estimates also indicate that the coefficient of practical skills is negative and insignificant, while industrial work experience is an eligible link between tertiary institutions and industry. The results suggest that ICT and additional certificates increase employability by 32%-40% and 15.5%-27.9% respectively. Work experience drivers employability by 6.4%. The study concludes that practical skills, industrial training/workshop, and additional certificates as significant factors that can enhance the link between institutions of learning, the demands of the labour market, and graduate employability in Nigeria. Among others, the study recommends the need to integrate industry needs into the educational curricula. The study also recommends the need to ensure collaboration between industry and tertiary institutions. Again, it suggests the need for graduates to acquire professional certificates to enhance their chances of employment.
Social Variables as a Determining Factor for Improved Academic Performance of Students in Social Studies in Nigerian Schools (Published)
This research paper examined the social variables as a determining factor for improved academic performance of students in social studies in Nigerian’s schools. This was informed by ineffective utilization of some variables such as instructional materials, quality assurance control, staff and student’s welfare, the school curriculum and other related school policies. It has been discovered that most of these factors are either inadequate or not effectively utilized towards an improved academic achievement of students in social studies.the paper concludes that the discouraging students’ performance in social studies is dependent upon these social variables. It’s is recommended that for students’ academic performance in social studies to improve, modern teaching gadgets should be provided, provision for staff and students’ welfare should be enhanced and qualified social studies teachers should be employed.
Perception of Teachers and Principal on the Extent the Innovations in Science Curriculum is managed to Achieve Sustainable Development Goals among Senior Secondary School in Ikwuano LGA of Abia (Published)
The study examined the perception of teachers and principal on the extent the innovations in science curriculum is managed to achieve sustainable development goals among senior secondary school in Ikwuano LGA of Abia. Two research questions and one hypothesis were raised to guide the study. The design for the study is a descriptive survey design, the area of the study is Ikwuano LGA and the population for the study consists of all principals and teachers in senior secondary school in Ikwuano LGA. The sample for the study consists of 100 teachers and 20 Principals. The instrument for data collection was a researcher structured questionnaire tagged “PTPISCMASDGQ” perception of teachers and principal on the extent innovations in science curriculum is managed to achieve sustainable development goals questionnaire. Content and face validity of the instrument was determined by administering the instrument to two lecturers in the department of Educational Management from the College of Education, Michael Okpara University of Agriculture. The reliability of the instrument was determined using Cronbach Alpha and it yielded a coefficient 0.78. The data were analyzed using Mean and standard deviation while T-test. The results obtained from the study reveals that innovation in schools were no adequate for global competitiveness. It was recommended that process of planning educational change and innovation in science curriculum in Nigeria, should give the issues of training and retraining of teachers’ optimal consideration amongst others.
Curriculum Evaluation: A Comparative Study of a 4-Year B.Ed. Regular and a 2-Year Diploma Sandwich Students’ Results in Music, Movement and Drama (Published)
Both the Bachelor of Education (B.Ed.) and Diploma students at the University of Education, Winneba, Ghana, use the same content as prescribed in the Academic Bulletin but both are admitted on two different entry requirements with different duration accordingly. Sections of society speculate about varied performances of both categories of students without any empirical evidence. The purpose of the study was to ascertain how well the students have been prepared in terms of content assimilation and their relative performance. Using a purposive sampling technique, both regular and sandwich Music, Movement and Drama Level 200 students of the Department of Early Childhood Education of the University from 2008 to 2012 were selected for the study. Test results of the respondents from 2008 to 2012 which served as the data were analysed, after ethical issues were resolved, using descriptive and inferential statistics. The results showed that both regular and sandwich students performed creditably well within the range of the years under review. It was, however, established that there was a statistically significant difference between the achievement of the B.Ed. regular and Diploma sandwich students from 2008 to 2012 academic years. On the basis of the findings, it was recommended that the mode of delivery of the sandwich programme be reconsidered such that there will be a bridge of the gap between the regular and the sandwich programmes in terms of performance.
Special Needs Teachers Capacity in the Implementation of Competency Based Curriculum in Primary Schools in Kenya (Published)
This research looks at the capacity that special needs teachers in Kenyan primary schools have towards implementation of competency based curriculum in lower primary schools. Because of the abolishment of exclusion and adoption of inclusion policy, special needs learners are enrolled in mainstream schools and therefore have to be provided with the right and adequate support for their learning to take place. This study will survey a total of 83 public primary schools in Kapsaret Sub County, Kenya to determine the level of teacher capacity in the implementation of CBC. The sample will include special needs teachers teaching in those schools numbering to 69. Data collection was done through use of questionnaire for Special Needs Education Teachers in public primary schools. Data analysis will be performed using descriptive statistics for quantitative data and thematic content analysis for qualitative data. The study found out that: SNE teachers had moderate capacities in terms of understanding the CBC curriculum and preparedness in implementing the CBC content in public primary schools in the study area. The enrolment of special needs learners was low and had not increased significantly and this was attributed to lack of adequate capacities by SNE teachers to provide required support to disabled learners. the paper recommends that SNE teachers need to be provided with specialised training on CBC implementation in inclusive setting, schools should ensure facilities and resources to support inclusive education are provided and TSC to increase special needs teachers numbers to more than one in primary schools. This article discusses findings, implications for the special education teacher preparation programmes in Kenyan teacher training institutions, and recommendations for future research
The curriculum role in the development of students thinking in Education Faculty at Hail University to achieve the requirements of intellectual security (one course model) (Published)
The research aims to show The curriculum role in the development of students thinking in Education Faculty at Hail University to achieve the requirements of intellectual security , the research uses the descriptive curriculum to its suitability to achieve its objectives, as it means by describing reality and explaining it and trying to develop solutions to suit its development, by showing the concept of intellectual security And how to achieve its requirements, and the role of the university curriculum in the development of students’ thinking and development to achieve the requirements of intellectual security, by analyzing (social upbringing) course in child kindergarten department, and show its role in achieving these requirements, the most significant result appears that the course play big role in the development of thought emerging and enhancing intellectual security if it is applied practically in real life.
Assessment of Teachers Implementation of Social Studies Curriculum Contents in Private Secondary Schools in Aguata Education Zone: A Catalyst for Achieving National Integration in Nigeria (Published)
The research work deals on the assessment of teachers’ implementation of social studies curriculum contents in private secondary schools in Aguata education zone: A catalyst for achieving national integration in Nigeria. A survey design was adopted for the study. The population consists of fifty teachers teaching social studies in junior secondary schools in Aguata education zone. Purposive sampling technique was used to sample forty teachers. The questionnaire was the major instrument for data collection and it was validated by two experts in curriculum and social studies. The mean statistics was used to analyse the data collected. The findings of the study showed that the concepts or topics such as cross cultural studies, inter-tribal marriages, national institutions, national symbols promote national integration. It was also discovered that teachers of social studies face difficulties in relating some of the topics in physical environment, peace education, national values to national integration. The paper also discovered that field trip, discussion and inquiry methods are appropriate for teaching social studies for achievement of national integration but rarely used by teachers, and instructional resources for implementing social studies curriculum content are not adequately provided. The paper concluded that adequate instructional materials, training and retraining of teachers, employment of qualified social studies teachers are necessary conditions for effective implementation of social studies curriculum content for achieving national integration in Nigeria. Conclusion and relevant recommendations were made.