New Approach to Solve Some Problems in Undergraduate Education of Chemical Engineering Students

The present short paper is an attempt in the direction of understanding the learning problems of undergraduate students. Sample of chemical engineering students was selected to perform a simple exam test. The test was divided into four steps. Closed book - individual student, Closed book - cooperative students, Open book - cooperative students, and Exam completion steps. Questionnaire was carried out to obtain the research results. It was found that a large percentage of the students are not studying carefully, the studying method was shallow and depend only on reading ready printed lectures. The results compared with previous exam results. Current test improved the performance of students. The novelty of present work represented by applying a new teaching method in colleges of engineering in Iraq. This short paper also proved that the methods of teaching not restricted to social and humanity studies. paper is an attempt in the direction of understanding the learning problems of undergraduate students. Sample of chemical engineering students was selected to perform a simple exam test. The test was divided into four steps. Closed book - individual student, Closed book - cooperative students, Open book - cooperative students, and Exam completion steps. Questionnaire was carried out to obtain the research results. It was found that a large percentage of the students are not studying carefully, the studying method was shallow and depend only on reading ready printed lectures. The results compared with previous exam results. Current test improved the performance of students. The novelty of present work represented by applying a new teaching method in colleges of engineering in Iraq. This short paper also proved that the methods of teaching not restricted to social and humanity studies

Avaliação dos alunos com necessidades educacionais especiais na Educação Infantil

Trabalho de Conclusão de Curso (graduação)—Universidade de Brasília, Faculdade de Educação, 2017.O presente estudo tem por finalidade identificar como acontece a avaliação dos Alunos com Necessidades Educacionais Especiais (ANEEs) na Educação Infantil. Objetiva-se investigar as formas dessa avaliação, se os professores estão preparados para essa tarefa, bem como se os mesmos contam com o suporte da equipe escolar nessa prática. Para tanto, foi aplicado um questionário aberto, respondido por 11 professoras, sendo dez da rede pública de ensino e uma da rede privada, mais entrevista realizada com uma Professora Especialista em ANEEs da SEDF. Para o referencial teórico, foram consultados estudos e pesquisas relacionadas ao tema, de autores tais como Alonso (2013), Rocha (1998) Sant’anna (2010), Santos (2006) e Serra (2006), além de consulta aos documentos oficiais. Os resultados obtidos constataram que a avaliação dos ANEEs utilizada na Educação Infantil é, em grande parte, a formativa e que, quanto mais preparado estiver o professor, mais produtiva será a avaliação. A comunidade escolar se mostrou aliada importante do processo, pois para o professor, o sentimento de ser apoiado é fundamental para o trabalho com os ANEEs.The present study aims to identify how an assessment of Students with Special Educational Needs (ANEEs) in Early Childhood Education takes place. It is intended to investigate how forms of this evaluation, if teachers are prepared for this task, as well as if they contaminate the support of the school team in this practice. For this purpose, an open questionnaire was used, answered by 11 teachers, ten of them from the public school system and a network, plus an interview with a Specialized Teacher in ANEDs of SEDF. (2006), Santos (2006) and Serra (2006), in addition to official official consultations (2006) and Serra (2006), in addition to the official consultations. The results obtained showed that the evaluation of ANSIsipse in Early Childhood Education is largely a formative one and that it is more important for a teacher, the more productive an evaluation will be. The school community is welcome, well to the teacher, the feeling of being supported is key to working with ANEEs

Preparation of Teacher-Trainees in Pedagogy in Kenyan Universities

There has been a concern about the quality of school teachers being prepared at the university especially in pedagogy. The main objective of the study was to investigate the preparation of teacher-trainees in pedagogy in Kenyan universities.The theoretical framework of the study was based on Shulman’s concept of pedagogical content knowledge. The study was conducted in public and private universities in Kenya. Purposive, random and stratified sampling techniques were used to select the subjects for the study.The sample size comprised of 85 lecturers and 1100 fourth year students drawn from the selected universities.The research instruments included questionnaires, interview guide observation and document analysis. The study established that Teacher education programme is narrow in scope, conservative/conventional in nature and more or less irrelevant to the needs of modern Kenya. Lectures and students have a good perception about Teacher preparation programme however they feelthe present duration for preparing school teachers is perceived to be inadequate.Also, the established findings show that the quality of instruction in pedagogy good. The study recommended that given the need for modernization and broadening of the scope of this programme to meet the needs of modern Kenya, the duration/period of preparing school teachers be extended from the present four years to at least five years. Keywords: Preparedness, Pedagogy, Instruction proces

The Status and the Specifications of the Questions of an Achievement Exam from the Points of View of the Teaching Staff-members of Palestine Technical University- Kadoorie (PTUK)\Tulkarm-Campus

The aim of this study was to investigate the status and specifications of the questions of an achievement exam from the points of view of the teaching staff-members of Palestine Technical University Kadoorie PTUK Tulkarm campus to achieve the purpose of this study the researchers followed a descriptive quantitative approach through which a 24-item questionnaire was distributed after ensuring its reliability and validity to a sample of 140 subjects out the population of 355 teaching staff-members of PTUK Findings and conclusions of this study confirm the shaggy and blurred reality of the status and the specifications of the questions of an achievement exa

ENHANCE STUDENTS' INTELLECTUAL CHARACTER THROUGH PERSONAL-SOCIAL GUIDANCE PROGRAMS

Intellectual character education began to develop until now based on an imbalance between intellectual ability and the application of the values of goodness and morality in life. Virtue values should guide intellectual ability so as to form an open person, wanting to keep on finding out, being humble, honest and polite in speaking. These conditions provide the basis for this paper to design a study to test the effectiveness of personal-social guidance programs as an educational effort to instill the values of intellectual character. Previous research studies on social-personal guidance interventions only deal with general or equivalent character conditions. The issue of intellectual character in particular is more discussed in theoretical reviews. Although some methods and learning techniques for instilling the values of intellectual character have been proven by research trials, but not in the development of personal-social guidance programs. The design of this study began the product of a personal-social guidance program to instill the values of students' intellectual character with a quantitative research approach and a quasi-experimental design. The expected results are in accordance with the objectives of the research design as an effective product to improve intellectual character. As an introduction, this paper aims to strengthen and deepen the literature review before research is conducted

Spartan Daily, October 16, 1951

Volume 40, Issue 15https://scholarworks.sjsu.edu/spartandaily/11602/thumbnail.jp

Factors Affecting Quality of Primary Education in Kohat Division, Pakistan

Education in general and primary education in particular can bring a revolution in the advancement of a nation. The main objective of the study was to investigate the factors that affect the quality of primary education in Kohat Division, Pakistan. A total of 240 primary school heads and 800 teachers were selected in the same region on the basis of simple random sampling technique. The nature of the study was descriptive and a semi-structured questionnaire was used to solicit responses from the participants. Chi square and simple percentage was employed for the statistical analysis of the data. The findings indicate that lack of educational facilities; insufficient qualified staff; poor supervision and management; political interference; unattractive salaries packages for primary teachers; unsatisfactory evaluation and examination system; poor curricula; inadequate budget for education; corruption; poor implementation of educational policies; lack of coordination between schools and community; parental low socioeconomic status; parental negative attitudes; illiteracy of parents; and lack of in-service training programmes for teaching staff. Based on findings, it was suggested that corruption and political interference should be discouraged. Pre-service and in-service teachers’ training programme should be made effective. Adequate funding should be allotted for the advancement of education. Curriculum should be reviewed and redesigned according to the needs of emerging society. Proper check and balance system might be put into practice effectively. Keywords, Factors, Affecting, Quality Education, Primary Education, Kohat Distric

Situating occupational injustices experienced by children with disabilities in rural India within sociocultural, economic, and systemic conditions

This paper contributes to diversifying and situating understandings of occupational injustices through presenting findings from the knowledge generation phase of a participatory action research (PAR) project that utilized participatory filmmaking with children with disabilities in rural South India as co-researchers. Centering on situations of occupational injustices generated through a participatory analysis conducted with the child co-researchers, a critical theoretical analysis, informed by critical occupational science and critical disability perspectives, was carried out. This theoretical analysis of data generated through the filmmaking process, as well as data generated with parents of children with disabilities, community members, and service providers, was used to elucidate forces shaping and perpetuating occupational injustices within the study context. Findings address the complex layers of sociocultural, economic, and systemic forces shaping occupational injustices, as well as ways contested responsibility and individualization of issues limited collective action. The paper illustrates the contributions that can be made through critical participatory approaches to enhancing understanding of the production and perpetuation of occupational injustices in ways that contribute to nuanced understanding of diverse human occupations. As well, issues of occupational injustice related to occupational marginalization, restricted occupational possibilities, occupational degradation, and non- sanctioned occupations are fore fronted

1988 - 1989 Bulletin

Bulletin of LOMA LINDA UNIVERSITYSchool of Religion 1988-89 Volume 79, Number 1, January 22, 1988https://scholarsrepository.llu.edu/fr_bulletin/1004/thumbnail.jp