Viewing the reconstruction of primary schooling in Southern Sudan through education data, 2006–2009     

HyeJin Kim  Kurt D. Moses  Bosun Jang  Annababette Wils 《Prospects》2011,41(2):283-300

After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world’s quickest education reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community and the government and people of Southern Sudan united under a common goal: to increase access to education for both children and adults. Southern Sudan’s experience leads to three lessons. First, countries entering a post-conflict situation should anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second, after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly, demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year commitment.  相似文献   

Predicting teachers’ continuance in a virtual learning environment with psychological ownership and the TAM: a perspective from Malaysia     

Yim  Joanne Sau-Ching  Moses  Priscilla  Azalea  Alia 《Educational technology research and development : ETR & D》2019,67(3):691-709

Educational technology research and development - Psychological ownership (PO) is a sense of being psychologically tied to an object to the extent that it becomes part of the extended self. As...  相似文献   

Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice     

Njora Hungi  Moses Ngware  Gerald Mahuro  Nelson Muhia 《Educational Research for Policy and Practice》2017,16(2):129-155

The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined.  相似文献   

An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children     

Annie M. Moses  Debbie B. Golos  Colleen M. Bennett 《Early Childhood Education Journal》2015,43(6):485-494

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Knowledge sharing practices among African health sciences librarians     

Olalekan Moses Olayemi  Kemi Jummai Olayemi 《Journal of the Medical Library Association》2021,109(4):624

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Students' rating of Speak Out television programme     

Stephen Ogu Moses 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(4):293-302

This study is an evaluation of Speak Out television programme in Lagos State. A total of 300 junior secondary school students of Lagos State participated in the study: 150 class I and 150 class II students randomly selected from the six secondary schools in the two environment settings (200 urban and 100 rural).
Two groups of subjects featured—Experimental: representing students taught using the instructional television programme approach, and Control: representing those taught the same subject matter of the instructional television programme using the group activity (socio-drama) without the stimulus of the television programme.
The research tested three hypotheses. The findings revealed that there were significant differences found in the performance of the Experimental groups that were taught with the instructional television programme approach. In addition, there was a significant difference found between location and instructional method. The classes' performances were not significant. The article discusses the findings and makes some recommendations  相似文献   

When Is It Democratically Legitimate to Opt Out of Public Education?     

Michele S. Moses  Terri S. Wilson 《Educational theory》2020,70(3):255-276

In this essay, Michele Moses and Terri Wilson explore the recent movement to opt out of state tests. They situate this activism within a diverse line of efforts to refuse aspects of public education, asking how to evaluate the democratic legitimacy of different kinds of refusal in public education. Drawing on specific examples of opting out, they point to different ethical principles at stake in conflicts over public education. They pose three sets of questions — emphasizing reasons, positionality, and consequences — to help guide local educational leaders, policymakers, and citizens in negotiating difficult cases of refusal in public education. Moses and Wilson conclude that opting out of tests may, under certain conditions, serve the public purposes of education in a democratic society. Although many opt-out activists justify their actions in terms of individual rights, others are concerned with public goals and ideals, including concerns about the narrowing of curriculum, the erosion of teacher authority, and the widening privatization of public education. Yet communicating across and between different interests in this movement remains a challenge, one that points to the need for spaces of democratic deliberation about the aims of education policy.  相似文献   

Teacher Empowerment: A Key to Restructuring     

Kathayn S. Whitaker  Monte C. Moses 《Clearing house (Menasha, Wis.)》2013,86(2):127-130

Despite a wealth of research pointing to the benefits of empowerment, teachers still remain encapsulated in their classrooms (Rice 1987). They have been unable to take their place as first-class citizens within the education profession. It is encouraging to note the various programs and plans that are being tried across the country. It is also encouraging to read so much in the literature about teacher empowerment, school-centered decision making, and the restructuring of schools. Empowerment, it is to be hoped, will not be looked on as merely “another fad.”

It is crucial that programs supporting teacher empowerment expand and that the “reform states” reduce the restrictions placed on teacher autonomy. If legislators continue to insist on making the crucial educational decisions, then they ought to accept the fact that schools are unlikely to improve.  相似文献   

Relationships of Measurement Error and Prediction Error in Observed‐Score Regression     

Tim Moses 《Journal of Educational Measurement》2012,49(4):380-398

The focus of this paper is assessing the impact of measurement errors on the prediction error of an observed‐score regression. Measures are presented and described for decomposing the linear regression's prediction error variance into parts attributable to the true score variance and the error variances of the dependent variable and the predictor variable(s). These measures are demonstrated for regression situations reflecting a range of true score correlations and reliabilities and using one and two predictors. Simulation results also are presented which show that the measures of prediction error variance and its parts are generally well estimated for the considered ranges of true score correlations and reliabilities and for homoscedastic and heteroscedastic data. The final discussion considers how the decomposition might be useful for addressing additional questions about regression functions’ prediction error variances.  相似文献   

Reprint of: The 2011 Benjamin Franklin medal in earth and environmental science presented to Jillian F. Banfield     

Carl O. Moses 《Journal of The Franklin Institute》2014

The Franklin Institute, Philadelphia, Pennsylvania awards the 2011 Benjamin Franklin Medal in Earth and Environmental Science to Professor Jillian F. Banfield for her pioneering work in the fields of geochemistry and environmental microbiology, in particular her discoveries of the underlying principles of mineral formation and alteration by microbes and her efforts to advance the understanding of the form, composition, and distribution of minerals in the presence of living organisms.  相似文献