ESSAY OR FORCED-CHOICE TESTS? FACTORS DETERMINING INSTRUCTORS’ PREFERENCES IN DESIGNING TESTS FOR CORE CURRICULUM REQUIREMENTS IN THE COLLEGE OF BASIC EDUCATION IN KUWAIT (Published)
This research aims at exploring the factors determining instructors’ preferences in designing tests for Core Curriculum required courses at the College of Basic Education in Kuwait. For this purpose, a sample of 120 instructors was randomly chosen from a population consisting of 500 instructors teaching the Core Curriculum Program in the CBE. The sample of instructors responded to a 21-statement questionnaire. Furthermore, a sample of 12 instructors, selected randomly from the population, was interviewed. The results of the study were based on the instructors’ response to a questionnaire and the interview related to two Core Curriculum required courses (Science Education and Kuwait and Development) which fairly represent the Core Curriculum Program at CBE. The study has shown that the main factors determining the choice of one test over the other are external to the processes and steps used in test design, like the class size and the amount of time consumed in designing and scoring the tests. Such factors were prioritized by instructors mainly because of special circumstances related to CBE’s admission policies of accepting a large number of students without strategically planning for proper teacher-student ratio. The study also showed that the tests were limited to the lower-order thinking skills, knowledge, comprehension and retrieval of information, a shortcoming attributed to the course designers who limited the learning objectives to the lower levels of thinking.
Keywords: Curriculum, Education, Higher Education, Testing, essay tests, forced-choice tests
BOKO HARAM INSURGENCY: A PERIL TO ACHIEVEMENT OF EDUCATION FOR ALL IN NIGERIA (Published)
An attack on education is a grave and rising concern in the world and Nigeria in particular. It includes violations of multiple provisions of international humanitarian and human right law, including the rights to life and liberty, the right to education, the protection of civilian and properties during conflict, and the rights to freedom of expression and association, among others. This study focuses on Boko Haram insurgency: a peril to the achievement of Education for All in Nigeria. The study concentrates on the Northeast Nigeria with primary focus on Borno state. The study also x-rays the Boko Haram’s attack on education since 2012 till date and the effects of this attack on education and the possible solutions to halt further attacks.
Keywords: Achievement, Boko Haram, Education, Insurgency
HOW TEACHERS COPE WITH THE RELIGIOUS DIVERSITY IN GREEK KINDERGARTEN CLASSES. FROM THEORY TO REALITY. (Published)
Nowadays, the religious diversity is a reality in Greek kindergarten school and it is found in almost all the classrooms. The kindergarten teachers are invited to manage effectiveness with this diversity. The legislative framework of religious diversity defines in some extent the range of practices that will be implemented. The opinions and the attitudes of kindergarten teachers play an important role, as they are those who implement the religious education in kindergarten school. This research examines the attitudes, the opinions and the ways of managing with religious diversity by kindergartener teachers. For this purpose, a questionnaire was given to 173 kindergarten teachers from various regions of Greece. The results shown that teachers know how to manage with religion diversity theoretically, but in practice they do not implement always. Younger kindergarten teachers and assistants seemed to implement practices which take more into account of children of another religion
Keywords: Churchgoing, Education, Kindergarten Teachers, Religious Diversity, Religious Education, Religious Feasts, prayer
How teachers cope with the religious diversity in Greek kindergarten classes. From theory to reality. (Review Completed - Accepted)
Nowadays, the religious diversity is a reality in Greek kindergarten school and it is found in almost all the classrooms. The kindergarten teachers are invited to manage effectiveness with this diversity. The legislative framework of religious diversity defines in some extent the range of practices that will be implemented. The opinions and the attitudes of kindergarten teachers play an important role, as they are those who implement the religious education in kindergarten school. This research examines the attitudes, the opinions and the ways of managing with religious diversity by kindergartener teachers. For this purpose, a questionnaire was given to 173 kindergarten teachers from various regions of Greece. The results shown that teachers know how to manage with religion diversity theoretically, but in practice they do not implement always. Younger kindergarten teachers and assistants seemed to implement practices which take more into account of children of another religion
Keywords: Churchgoing, Education, Kindergarten Teachers, Religious Diversity, Religious Education, Religious Feasts, prayer
EQUAL EDUCATION OPPORTUNITY AND EGALITARIANISM (Review Completed - Accepted)
Egalitarianism is that of a principle in which all people in a society have equal rights and receive impartial treatment in the same circumstances. Equal educational opportunity can be possible through the establishment and operation of various grants and scholarship awards. Loan scheme from which students can borrow to finance the costs of education should be established and effectively operated. Putting all these and other measures into effect, most often requires much more money than many societies can afford and more commitment than most decision-makers and implementers of education policies can make. People of diverse backgrounds, including scholars, sociologist, political scientist, philosophers, statesmen and educators are interested in the achievement of the ideal of egalitarianism in the societies. In this paper therefore, the concept of egalitarianism is examined and applied to education. The various ways of achieving egalitarianism through the provision of equal opportunities to individuals in education are considered. The roles of educational stakeholders in ensuring the principles of egalitarianism are adhered to at different levels of educational systems. Conclusion and recommendation were given
Keywords: Education, Egalitarianism, Equal treatment., Opportunity