Abstract:

Abstract: We present in this article the documentation and analysis of a Service Learning (SL) experience conducted in the Faculty of Pedagogy of the University of Barcelona and entitled Els amics i amigues de la lectura [Reading Friends]. This is a training proposal in which first-year students on the pedagogy, social education, social work, and early childhood and primary education bachelor’s degree courses help the city’s children and adolescents to enjoy reading and improve their reading skills. The project sets out to achieve two essential goals. The first, to offer a response to a need which is crucial to pupils’ academic and personal success: raising their levels of reading competence. The second, to contribute to the improvement in university students’ initial training, offering a challenge which enables them to link theoretical knowledge and practical experience, develop basic professional skills and exercise social responsibility and civic engagement, while at the same time building an affective relationship with the pupils involved, with all that this represents. The article consists of five basic sections. In the first two we set out a brief overview of service learning and of the project itself, addressing some of the fundamental questions regarding its history and evolution. An overall vision of the experience architecture is presented in the third point, with a description of how its main phases develop. We go on to focus on analysis of one of the project’s key issues: the pedagogical relationship established between students and pupils. We close the article by offering a number of final conclusions, together with the consulted bibliography.

Abstract: This paper presents a case study of a group in initial primary teacher education students becoming researchers of their peers’ course experiences of school – university links. The connection between university teacher preparation programmes and work in school is a well-researched area with suggestions that there is a marked disconnect between the two. The project took an emergent approach to learning researching through carrying out a research project. Unlike many studies, both students and tutors were able to identify a range of links between their work in school and work in the university. Outcomes are presented for the becoming teachers as becoming researchers and as becoming teachers, as well as for the programme as a whole.

Abstract: The different types of typographies that we find today in the labels of our society lead us to rethink whether the typography that we are taught in school now and observe in school alphabets are functional for students in Elementary Education and Child Education, who later will have to read and to write with a typography that has nothing to do with what they have learned in school. In this paper, we describe a work experience in initial teacher training in which from the disciplines of Educational Process II and Language Teaching II we asked our university students what kind of typefaces they see in society and whether these are also those working in schools with students who are learning to read and write.

Abstract: Biological development difference related to gender causes significance differences including academic achievement, metacognitive, and critical thinking skills. Therefore, the learning process should be designed based on the students’ learning style to equalize the students’ achievement and other skills between the two genders. The purpose of this study is to find out the appropriate learning strategy that can enhance and equalize the male and female students’ achievement, metacognitive, and critical thinking skills. The study had been carried out in Quasi-Experiment of Pretest - Posttest Nonequivalent Control Group design. Population of the study was second grade of Banjarmasin senior high school students Indonesia majoring in science. The results of the study showed that the students’ learning achievement, metacognitive, and critical thinking skills are similar or almost similar between the two genders, when the PQ4R strategy combined with the concept mapping strategy was applied.

Abstract: This paper presents a case study of a group in initial primary teacher education students becoming researchers of their peers’ course experiences of school – university links. The connection between university teacher preparation programmes and work in school is a well-researched area with suggestions that there is a marked disconnect between the two. The project took an emergent approach to learning researching through carrying out a research project. Unlike many studies, both students and tutors were able to identify a range of links between their work in school and work in the university. Outcomes are presented for the becoming teachers as becoming researchers and as becoming teachers, as well as for the programme as a whole.

Abstract: Both history of mathematics and education of mathematics are old subjects. This question arises whether these two important subjects can help each other or not. Unfortunately this idea divided mathematics society into two groups one have the idea that History of Mathematics can help education of mathematics and the other group have idea that not only history of mathematics can not help education of mathematics but also it make some confusion. In this article I am going to make some comparison and take some conclusion that history of mathematics can make education of mathematics so active and interesting.

Abstract: The content and years of basic education differs around the world. Unfortunately, low quality of education is often received in poor regions or in countries where resources are not properly managed. Quality education however leads to acquisition of relevant skills and knowledge required for sustainable development and could be achieved through formal and informal education. The key factor is for the knowledge to be relevant to the society and be able to solve the unemployment challenges for the economic empowerment of an ever-growing population. To achieve this in Nigeria, the relevant focal points for sustainable development must be identified and addressed. What are the key issues that have to be addressed in order to steer the country towards sustainable development? The non- formal aspect of education has to be looked into. Science and entrepreneurship education be strengthened, and admission policies unto relevant courses that address the societal needs be reviewed.

Abstract: The history of boarding system is traced back to 20th century when Anglican and Roman Catholic Missionaries aimed for public school of English system to Africans. Uganda has started it in 1900s meant for the education of elite class. The boarding system helped the students in utilization of teachers and was economical as it reduced the need of extra coaching or tuitions. Boarding system has many short comings like food problems etc. Sometimes over crowdedness is also seen as a problem in boarding system due to the less availability of space. Although boarders have many problems, they enjoy their studies, living, and sports properly. The home environment is not suitable for study for day scholar students. They walk long distances to reach the school, sometimes in harsh weather conditions. Similarly bad company is a common problem both for boarders and day scholars. Studies in Kenya revealed that home environment badly affect students' performance of day scholars. The current study identified some factors that influence the behavior of the day scholars and boarders; their study and achievements. Three hundred and twenty nine students were selected randomly for the study from boarding and the day scholar system. Structured questionnaires were used for the collection of data which was further processed by using statistical tools (SPSS). It was found that the boarding system is better at many aspects while the day scholar system has its own benefits.

Abstract: The characteristics of commitment to school, students, teaching, career and profession along with a body of knowledge, skills, abilities and behaviors are those which compose the organizational commitment of teachers. The purpose of the present study is to investigate teachers’ views about their organizational commitment to primary school. More specifically, the study aims to record teachers’ views regarding seven teamwork characteristics: communication, leadership, guidance, feedback, supportive behavior, collaboration and trust. The sample was consisted of 245 primary education teachers. The results show that teachers recognize the importance of all the seven factors regarding teamwork characteristics. Moreover, teachers’ views are significantly influenced by their age and their teaching experience.