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American Journal of Educational Research

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Editor-in-Chief: Freddie W. Litton

Website: http://www.sciepub.com/journal/EDUCATION

Google-based Impact Factor: 1.27   Citations

Article

Educate and Philosophize at Yearbooks of EPENN’S Working Group 17 (WG17)

1Philosophy and Human Sciences Department, University of Southwestern Bahia, Vitória da Conquista-BA, Brazil


American Journal of Educational Research. 2016, 4(15), 1072-1077
doi: 10.12691/education-4-15-4
Copyright © 2016 Science and Education Publishing

Cite this paper:
Luiz Artur dos Santos Cestari. Educate and Philosophize at Yearbooks of EPENN’S Working Group 17 (WG17). American Journal of Educational Research. 2016; 4(15):1072-1077. doi: 10.12691/education-4-15-4.

Correspondence to: Luiz  Artur dos Santos Cestari, Philosophy and Human Sciences Department, University of Southwestern Bahia, Vitória da Conquista-BA, Brazil. Email: lacestari@hotmail.com

Abstract

This work originated from a literature review focused on research questions regarding philosophy of education in the Working Group 17 (WG17) annual report of the Educational Researchers Meeting of North and Northeast in Brazil (EPENN) held every two years at the universities of the North and Northeast of Brazil. Firstly, it will make an outline of themes to present an image of philosophy that relates more to education than an imposition to substantiate or think over education. Hence, philosophies appear connected to problems that came from education, schools or pedagogical situations. Afterwards, it will discuss two papers in which the authors present a philosophical rest on cultural experiences such as Brazilian afro-descendent and Amazon cabobla culture which attempts to create an alternative image of philosophy to discuss educational experiences beyond the wall of schools. Finally, it introduces the argument in favor to consider the WG17 as ‘events’ between education and philosophies, and suggest hypothetical paths to continue studies on philosophy of education.

Keywords

References

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Article

Effects of Phonological Awareness Training on the Reading Performance of Children with Dyslexic in Primary Schools in Maiduguri Metropolis, Borno State, Nigeria

1Department of Education, University of Maiduguri, P. M. B. 1069, Maiduguri, Borno State, Nigeria

2Department of Education, Ramat Polytechnic Maiduguri, Borno State, Nigeria


American Journal of Educational Research. 2016, 4(15), 1078-1085
doi: 10.12691/education-4-15-5
Copyright © 2016 Science and Education Publishing

Cite this paper:
Alice Kyauta Jauni Musa, Adamu Zharakahyel Balami. Effects of Phonological Awareness Training on the Reading Performance of Children with Dyslexic in Primary Schools in Maiduguri Metropolis, Borno State, Nigeria. American Journal of Educational Research. 2016; 4(15):1078-1085. doi: 10.12691/education-4-15-5.

Correspondence to: Alice  Kyauta Jauni Musa, Department of Education, University of Maiduguri, P. M. B. 1069, Maiduguri, Borno State, Nigeria. Email: akjmusa@yahoo.com, kyautajam@gmail.com

Abstract

The study determined the effects of training in phonological awareness skills on the reading performance of children with dyslexia in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effects of phonological awareness training on reading performance of children with dyslexia and the significant effect of sex on the intervention guided the study. The design of the study is quasi-experiment. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected in a private school, participated in the study. Phonological Awareness Skills Test (PAST), with Cronbach Alpha Coefficient reliability of 0.87, was used to give intervention on four phonological awareness skills - word identification, word deletion, word blending and word rhyming for 8 weeks, while a reading passage (Cloze test) was used to determine the reading levels of the participants before and after the intervention. Simple percentage and t-test were used to analyze the data at 0.05 level of significance. The results revealed that the training in phonological awareness skills significantly improved the reading performance of the children with dyslexia. However, there is no significant effect of sex on the intervention. Universities and colleges of education should give students specializing in English Language training in handling dyslexia to enable them indentify children with dyslexia in their classes and attend to their needs in their teaching in view of the move towards inclusive education.

Keywords

References

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Article

Spiritual Intelligence and the Differences among Gifted and Non-gifted Students, According to Gender and Class Level

1Department of Special Education College of Education, king Khalid University, K.S.A

2The Ministry of Education in Kuwait


American Journal of Educational Research. 2016, 4(15), 1086-1095
doi: 10.12691/education-4-15-6
Copyright © 2016 Science and Education Publishing

Cite this paper:
Khalid Abdallah hammouri, Sara Abdulaziz Alenzi. Spiritual Intelligence and the Differences among Gifted and Non-gifted Students, According to Gender and Class Level. American Journal of Educational Research. 2016; 4(15):1086-1095. doi: 10.12691/education-4-15-6.

Correspondence to: Khalid  Abdallah hammouri, Department of Special Education College of Education, king Khalid University, K.S.A. Email: khammuri@yahoo.com

Abstract

This study aimed to recognize the spiritual intelligence level and the differences among gifted and non-gifted students, in Jordan, according to gender and class level, this study sample consisted of (556) male and female students, (226) of them are gifted, selected from King Abdullah II schools for excellence, (300) of them are non-gifted, selected from Al-Zarqaa governorate schools, and the sample were distributed into two groups: the intermediate level and the secondary level, during the first semester of the year (2015/2016), the gifted were selected intentionally as they achieved the certified excellence criteria, while the non-gifted students s were selected randomly, and the spiritual intelligence scale was applied on them -that prepared and developed by (Al- Dabee) on the Arabic environment. The study results indicated the following: -The spiritual intelligence level was high among the gifted and non-gifted students. -There are statistically significant differences of spiritual intelligence level; due to (gifted/non-gifted) students' achievement, and the differences were in favour of gifted students. -There are statistically significant differences of the educational level variable among gifted and non-gifted students, and the differences were in favour of the secondary level. -There are no statistically significant differences of gender variable among gifted and non-gifted students.-There are no statistically significant differences due to the interaction between gender and educational level among gifted students, except meditation in the universe, and the differences were in favour of females in the primary level, and in favour of males in the secondary level. -There are no differences due to the interaction between gender and educational level among non-gifted students in all spiritual intelligence domains, except spiritual practice domain, and the differences were in favour of females in the higher primary level.

Keywords

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