The argumentation is an inherent activity to the human being, no matter neither the culture nor the level of schooling. It is implemented according to the referential and contextual support in which it was formed. In the teaching field, this argument obtained in a reasoned way is valuable in itself, and constitutes a direct way for the acquisition of knowledge. In this way it is possible to develop critical and reflective thinking of the students. The humanist perspective advocates learning as a planned activity, but by means of the dialogue which seeks to expand the perspectives of meanings, accepts them and it involves the transformation of the world and the development of the students themselves. Starting from these considerations it was decided to analyze their influence on the training process and therefore in the social and personal performance as a fundamental element in the conceptual thinking of the university students. As a result, it was found that developing the argumentative skill of the students is meaningful for their training, so that there must not only be promoted the acquisition of technical knowledge, but also the development of a critical and argumentative thinking. It is concluded that the work of argumentation in educational spaces is still insufficient.
Irwan Abdullah, Bambang Hudayana, Setiadi, Pande Made Kutanegara and Agus Indiyanto
The ability of Indonesian schools related to the character education of students is still far from the expectations and mandate of the law. Based on the qualitative research conducted in the three schools in Indonesia, the current study shows that the educational process only introduce students to the standardized concepts with no involvement in social process and practices, which will give them experience and opportunities to adopt the character values. The school curriculum only forms the ideal type of character, does not stimulate the active involvement of students in the community. Students only learn the character, based on dominant values constrained by the state, i.e.: having loyalty, defending the country, and loving homeland. In addition to narrowing the character space values to the interests of the state, the character education also does not accommodate the wealth of ethnic and religious cultures in Indonesia. This paper proposes the need for changes in school autonomy from an extension of the government, leading to provision of a conducive climate for the emergence of various approaches to improve character education. Character education stems from differences in school ideology and Indonesian cultural diversity. The education system should release itself from the text orientation to better fit in with the dynamic cultural context as a source of character learning.
The purpose of this study was to find out whether the selection of practical subjects in schools was still a gendered phenomenon. The motivators were findings of an investigation on business imitations in the Bulawayo Metropolitan Province, which revealed that men and women still participated in gender based entrepreneurial activities. A qualitative approach, which utilised the case study design was adopted for this study. Self-administered open-ended questionnaires were used as data collection instruments. The sample comprised 5 Heads of Departments, 15 practical subject educators and 75 students from 2 purposively selected co-educational schools in the Bulawayo Metropolitan Province. Data were analysed according to research questions. Findings showed that there were attempts to break the gender barriers as some girls were now studying subjects that were previously male dominated and some boys had enrolled for subjects that were in the past the preserve of girls. The study concluded that there was a gradual paradigm shift in the mind-sets of school authorities, learners and some parents. Recommendations were that school authorities should continue to intensify campaigns on de-constructing the learners’ gender stereo typed mind-sets and engage various stakeholders in the change process to enable learners to comfortably fit in a globally competitive environment.
Department of Education (DepED) required teachers’ in particular master teachers both elementary and secondary in all subject areas to conduct action research to enhance the performance of students most especially below average learners. This study was conducted to measure how effective close mentoring approaches to assist DepED teachers in Science and Mathematics in doing action research. In addition, this is also to enhance knowledge of these teachers on how to perform action research with their own created innovations. The results revealed all the informant wanted to conduct action research. But because of other commitments, and duties, many of them cannot complete what they have started. There were very few teachers in every schools; therefore, time management is very important because almost all of them have additional functions such as coaches, club advisers, office staff and others. However, the findings of the study suggested that mentoring was effective methods to help science and mathematics teachers to do action research. One science teacher was able to present completed paper in a regional conference. All these teachers have already their own innovations but just need to test for effective implementation. Also, support from higher officials must be priorities to help their teachers who have interest in action research.
Diana Rustamovna Sabirova, Elena Gennadyevna Solovyova, Nadezhda Pavlova Pomortseva and Svetlana Petrovna Antonova
The article discusses the integrative competence-based cultural approach to studying the complex and multifaceted world of the culture of the target language through comprehension of the English national character reflected in arts as a way to personal development, interdisciplinary professional mobility and professional culture of the student majoring in Linguistics. The English national character is revealed through its artistic understanding in such most ‘English’ genres as portrait, landscape and caricature, as well as in the perpendicular architectural style and features of landscape architecture. The authors have designated the content-semantic blocks of Linguistics and Culture Study courses to demonstrate the students who specialize in translation and interpretation the traditions reflected in the national character through the prism of art, thus revealing the semantics of the concept of the national character. The image of the English national character as constructed by English art is analyzed. Its main features are revealed: conservatism, patriotism, snobbery, respect of law and privacy, tolerance, politeness, practicality and rationality, conventionalism, eccentricity and sense of humor, contradiction and sometimes paradox. Interactive technologies that ensure the assimilation of educational material aimed at promoting national, ethnic and religious tolerance, respect of the values of a different culture, focus on cross-cultural communication, inculturation and socialization of the individual are presented in the article.
Students come to school to acquire knowledge, skills, positive behaviour and values for good citizenship. Students learning become more effective and meaningful when the classroom and school environment is calm and devoid of distractions. This study examined deviant behaviour in schools and how it impacts on students’ learning The study drew its sample from a population of public secondary schools in Edo State, Nigeria. The sample comprised 500 teachers selected through random sampling techniques from twenty secondary schools in the state. The questionnaire was the instrument for data collection from the respondents. Descriptive statistics were employed in the analysis of data. The findings revealed that deviant behaviour was prevalent in urban and rural schools but was more prevalent in urban schools than in rural schools. The findings further revealed that the extent of prevalent of deviant behaviour in large schools was more than in small schools. Deviant behaviour severely impacted on students’ learning. The study concluded by recommending the adoption of appointing two principals to head large schools. Principals of large schools should employ collaboration with school management team to effectively combat deviant behaviours.
The Fourth Industrial requires new concepts and skills to be acquired by learners at various levels. This has led to a new breed of learners joining our education institutions at various levels with prerequisite knowledge on technology which can be harnessed for learning and teaching purposes. This scenario has generated a lot of interest and more research on how first the process of knowledge acquisition is changing. There is excited attention among researchers, educators, education commentators and stakeholders on this aspect of learning. The new generations of techno savvy leaners joining institutions are a challenge to the old pedagogy of teaching. These young generations are creating a digital gap between the old ways of teaching and learning to new approaches in education. The nature of the generation change needs to bring some reforms in education especially in higher education in Kenya where electronic mobile devices penetration has escalated for the last ten years. This research paper, highlights issues around use of electronic mobile devices for knowledge acquisition purposes which if well utilized can aid the education systems in most African Countries in terms of access, affordability, ease of use and leaners wide interaction and independent study. The old pedagogy of the teacher being the absolute source of information is being transformed by the use of an array of emerging devices like Smartphone, ipads, laptops and others which are readily available to the leaner’s. The study was carried out among undergraduate and postgraduate students at the University of Nairobi, Kenya between 2016 to 2018.The researchers found out that, electronic mobile devices are with the students for ease of use. The study also found out that, some of leaners in higher institutions of learning are not well informed on how to utilize the mobile devices for learning purposes hence most of the time they are used for other purposes not related to learning. In general, most countries in Africa have tried to invest on internet connectivity, ICT Infrastructure, capacity building among others structure which can also be leveraged for Education needs.
Bashir Aboaba Mojeed-Sanni, Tasneem Tanveer Shaikh and Jainambu Gani Abbas
Contemporary HR entails the use, and the combination of modified HR practices and functions to ensure the integration of individual trust with organizational trust leading to accumulating and harnessing employee commitment, identification, and spirit of collectivism that are necessary for the achievement of organizational outcomes. Intensified discussions about the ever-increasing role HR practitioners have to play in harnessing, the inherent, capital in human social interactions provided the stimulus and inspiration for this research paper. More so, as contemporary HR, requires the bringing forth of a highly engaged organization workforce, sustainably. This paper approaches its aim in three strands: first, the paper explores the, hitherto unknown, symbiotic relationship that exists between business analytics (BA), organisational social capital (OSC), employee engagement (EE) and high performing employees (HPE). Secondly, it examines the causal role of BA in organisations social capital building (OSCB) initiatives; the multiplier effect of OSCB on EE and consequently high performing employees. Thirdly, this paper, theoretically, identified the specific area of BA that has a direct impact on OSCB, EE, and HPE, and suggest practical implications of how BA can enhance organisation performance via OSCB and EE. The paper employs literature-based analyses, and from these conceptual, theoretical and practical arguments are established.
Nataliya Anatolevna Deputatova, Diana Rustamovna Sabirova, Liya Faridovna Shangaraeva, Anel Nailevna Sabirova and Olga Valerevna Akimova
The article discusses the multi-level linguistic features of the variations of the American English in the United States under the influence of territorial isolation, which forms the structure and functional use of the language. In the USA an extensive material on regional types of pronunciation has been collected in the fields of sociolinguistics and dialectology while the variability of English speech on the territory of the United States of America remains practically unexplored. In this article the extra-linguistic features, namely, territorial peculiarities of the southern dialect are considered in combination with the features of the dialect of the South Mountain region and the dialect of South Coast area on the example of the novel “Go Set a Watchman” by Harper Lee. Phonetic, grammatical and lexical peculiarities of the southern dialect have been studied. The examples from the book enabled us to see the specific nature of the dialect of the Southern United States. We have also compared phonetic, lexical and grammatical features of this dialect with the literary English language and saw huge differences. Having analyzed the grammatical peculiarities of the southern dialect, for example, we conclude that the most common grammatical error of the local population is the incorrect formation of general questions, the use of the tense forms of the verbs and the absence of auxiliary verbs in the sentences.
The overall goal of this study was to find out French language teacher trainees perception of pedagogical content knowledge in French language. The study adopted a descriptive survey design. The population comprised of all 415 French undergraduate students’ in the Department of Educational Foundations, Faculty of Education and, the Department of Foreign Languages, Faculty of Arts of a Nigerian University. A total of 108 French students were selected from the population through a simple random sampling technique as the sample for the study. A likert type questionnaire with a four point scale was validated by three experts. Using the Cronbach Alpha statistic, a reliability coefficient of 0.75 was obtained. Data was analyzed using means and standard deviation and a criterion mean of 2.50 was used for acceptance and rejection. The results show that Pedagogical Content Knowledge (PCK) is capable of developing French teacher trainees’ competences in problem solving skills, erases possible misconceptions and erroneous reasoning, simulates the use of various representations and instruction of knowledge and helps in the development of proactive thinking, attitude and self-confidence. It was therefore, recommended that more methodology courses should be designed and implemented to help the trainees content knowledge as well as pedagogical content knowledge so that they can serve effectively as twenty first century language teachers.