iosr-JRME   Volume-5 ~ Issue-4 ~ July-August 2015

Abstract: This study was aimed at determining the students' achievement of Social Science at the Fifth Grade of State Primary School Bukittinggi, West Sumatera. This study was based on the problem that the students did not reach the standard minimum criteria score which was determined 70. The classroom action research was used in this study by using Jigsaw Cooperative Learning Model. The finding showed that there was an increase on the teachers' teaching skills and students' achievement.

[1]. Adams, Francis Hull. 2013. Using Jigsaw Technique as an Effective Way of Promoting Cooperative Learning among Primary Six Pupils in Fijai. "International Journal of Education and Practice, 2013, 1(6):64-74"
[2]. Adhami, Masoumeh. and Marzban, Amir. 2014. The Effect of Jigsaw Task on Reading Ability of Iranian Intermediate High School EFL Learners. "Journal of Academic and Applied Studies (Special Issue on Applied Sciences)" Vol. 4(2) February 2014, pp. 13-24.
[3]. Arends, R. I. 2001. Classroom Instruction and Management. New York: McGraw Hill Companies.
[4]. 2001. Learning to Teach. New York: McGraw Hill Companies.
[5]. Arikunto, Suharsimi. 2007. Research Procedure Practical Approaches. Jakarta: PT Asdi Mahasatya.

Abstract: Successful development strategy entails more than just formulating economic policies, investing in physical capital, or closing the gap in capital, but also involves designing educational curriculum that has economic relevance, having the ability to bridge the gap in economic need. This is where Nigeria and most developing countries tend to be lacking in policy relevance. Educational policies do not seem to correlate with economic needs, thus, with the much emphasis on compulsory education, increase in school enrolment at all levels and the proliferation of universities in the country, national productivity and economic development remain stiffened. Given this concern, there is need to develop knowledge- based educational curriculum in core economic areas that requires building a strong link between universities and industry for research, development and entrepreneurship.

[1]. Ajibola, G.M. (2008). "Manpower Development Strategies and Education Planning in the 1980s in Folayo, O. (1983) Manpower Strategies for the 1980s in Economic Community of West Africa States (ECOWAS)" Development Planning and Strategies in ECOWAS. Ibadan: Heinemann Educational Books Nigeria.
[2]. Antai, A.S. and Bassey, A. (2009). "Redefining Educational Objective for National Productivity ad Economic Development in Nigeria". A paper presented at the 2009 conference of the National Association for the Advancement of Knowledge (NAFAK) held at Nnamdi Azikiwe University, Awka-Anambra State from 9th-13th March, 2009.
[3]. Asogwa, D.U. (2009). Re-designing the Programme of Nigeria Universities to foster entrepreneur and entrepreneurial process: a paper delivered at the faculty of education, University of Nigeria, Nsukka 13th – 16th May, 2009.

Abstract: The research addressed two major problems, namely, the persistent negative attitude towards learners with special needs and the effectiveness of role play and bibliotherapy in attitude change of primary school pupils. The main purpose of the research was to examine the effectiveness of role play and bibliotherapy on attitude change of primary school pupils towards learners with special needs in Aba Abia State.

1]. Abang, T.B. (1985). Handicapped children: What future? The Special Educator 1 (1), 37-42.
[2]. Abang, T.B. (1992). Handbook of special education for educators in developing countries. Jos: Andex Press.
[3]. Afolayan, J. A. (1992). Documentary perspective of bibliotherapy in education. Reading Horizons, 33, 137 - 148.
[4]. Center for Studies on Inclusive Education (CSIE) (2002) Charter for inclusion. Internet Author.
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[6]. Chukwu, A.C. (1991). Attitude of secondary school teachers towards the Visually handicapped students in Anambra State. Unpublished Bachelor of Education Project University of Jos.

Abstract: The present research compares between two scientific methods of teaching garments, fantasy and the traditional method for Design and Manufacturing fashion design. Two groups of students are chosen to test the proposed method (fantasia) and in turn, the applicability of this method has been carried on 60 students in two groups .One of the groups is a controller and the other is experimental. It was found that to usage of fantasy style has conducted better results than traditional style ..

[1]. Al-Abadi, Mohsen Mohammed, (E-learning and traditional education, what is different), knowledge Magazine, Issue 91, 2002, p,
20.
[2]. Barr ,Serge and Broton, Philip, COMMUNICATIONS REVOLUTION, translation ,Hala, Abdel Raouf Murad, Cairo ,Dar Arab
Future , 1993.
[3]. Grant, John and Clute, John, and the Encyclopedia of the imagination, "imagination", ISBN: 8-19869 312-0, p, 338.

Abstract: India has one of the largest systems of teacher education in the world. Besides the University departments of education and their affiliated colleges there are a number of govt. and govt. aided institutions and self financing colleges and open universities who are engaged in teacher education. Though most teacher education programmes are nearly identical their standard vary. Uncontrolled growth of the number of self-financing teacher training institutions in the recent years has led to the unevenness in the quality of teacher training institutions. The implementation of RTE Act creates an enormous need for teacher education of 12.84 lakh teachers for providing quality education to all children in the country irrespective of gender,caste,creed,religion and geographies. This study is formulated to identify the role of public private partnership in teacher education to meet the crisis of trained teachers and to reform the teacher education programme ensuring quality.

Keywords: Public Private Partnership, Teacher Education, Accreditation, Quality Teacher

[1]. Restructuring and Reorganization of the Centrally Sponsored Scheme on Teacher Education 2012.
[2]. Inclusive and Qualitative Expansion of Higher Education 12th Five Year Plan 2012 2017.
[3]. WHO Guideline on Collaborating and Partnership with Commercial Enterprise Geneva.
[4]. Report of the Working Group on Teacher Education for the 12th Five Year Plan.

Abstract: The purpose of this study was to examine the relationship of antenatal care with the prevention of maternal mortality among pregnant women in Bauchi state. An ex-post facto research design was used to study 308 subjects drawn from six local government areas in Bauchi state. The subjects were drawn through stratified random sampling techniques. A close ended questionnaire was used to obtain responses from the subjects. Data collected for this study were analyzed using descriptive statistics of mean and standard deviation and inferential statistics of person product moment correlation analysis, 0.05 level of significance was used for all tests of significance.

[1]. AbouZahr, M. A.(2004). Strategies for reducing maternal complications in in the tropics.International journal of reproductive health, 8(20), 68-88
[2]. Adeyemi, A. A. (2005). Training Manual on Life Saving Skills for Nurse/Midwives. Published by Federal Ministry of Health/WHO
[3]. Admola,M. C., Dosur, C. W. & Joseph, I. O. (2011). Assessment of maternal mortality in in Nigeria. African journal of reproductive health, 4(22), 33-42
[4]. Asika, N. (1991) Research Methodology in Behavioural Sciences. Lagos, Nigeria: Longman Nigeria Plc.
[5]. Attah, B. E. (2000). Human Physiology.A Complete Text for Africa. Ibadan: University Press, Ibadan.
[6]. Begum, F. &Bhryan, A. B. (2009). Antenatal Care Counseling Pamphlet and Emergency Obstetrics Care. Journal of South Asian Federation of Obstetric and Gynaecology. 1(1), 56-60.

Abstract: The aim of this article is to present a model of solving, not so much favorite, mathematical tasks for the younger elementary school children using the example of a logical task under the name: "How a kid got the better of king's wise men by weighing an elephant without a scale". It comprises divided sequences that are linked up into integral whole by pupils throughout the trial and error method. Thus, this method instigates pupils to think, simultaneously making this subject more attractive.

Key words: A model of an animated logical task, step by step, animation, the method of trial and error, e-learning.

[1]. Retrived from http://www.021.rs/Info/Zanimljivosti/Bizarna-pitanja-na-razgovorima-za-posao.html on 15th Jan. 2014
[2]. Retrived from www.nspm.rs/kulturna-politika/bauk-matematike/stampa.html on 25th Jan. 2014
[3]. S. Hilčenko, ''Mathematics+Multimedia = The Direct Manipulation with Animation'', ISKANJA naučno-stručna, revija za edukaciju, str. 118-129, Zavod Republike Slovenije za šolstvo, Sovenija 2010
[4]. Retrived from www.edupoint.carnet.hr/casopis/57/clanci/1.html on 18thFeb. 2014
[5]. Retrived from www.edupoint.carnet.hr/casopis/57/clanci/1.html Ph.D. John B. Black, Teachers College, Columbia University (2nd International Conference on e-learning ICEL 2007.) on 27thFeb. 2014

Abstract: This article is part of didactic researches inspired by the history of science. Our aim is to identify and analyze the conceptions implemented by Moroccan physics teachers of senior secondary school, confronted with questions relatedto the perseverance of inertial motion as a motion-state, asexpressedby the principle of inertia formulated by Newton. The study was conducted among 59 teachers who responded to three multiple choice questions, guided by a research question. Pivot tables wereused when necessary, in order to establish a typology to the conceptual basis.

[1]. Azzaoui, H., Benjelloun, N., El Hajjami., A. (2007). Analyse de quelquesdifficultésconceptuelles en mécaniquedans la transition secondaire-supérieur, Actes du symposium international, FSDM, Fès, p. 155-160. [2]. Azzaoui.H et al. (2014 b). Mise en relief des conceptions des enseignantsmarocains de physique du secondairequalifiant À propos du mouvementinertiel dans son rapport à la force. EpiNet n°165. [3]. http://www.epi.asso.fr/revue/articles/a1405f.htm [4]. Ben Jaballah.H, 1999, La formation du concept de force dans la physique moderne. Tunisie. Volume II, Alpha éditions.
[5]. Coppens N. (2007). Le suivi des conceptions des lycéens en mécanique :développement et usages d'exercicesinformatisés. Université Paris 7, Denis Diderot. Thèsedoctorale. http:/tel.archives-ouvertes.fr docs/00/20/38/91/PDF/these_et_annexes_nc.pdf

Abstract: Education is the highest source of empowerment an individual can acquire, as it teaches exhibition of desirable behaviour and makes people aware of their rights, privileges and obligations. The paper therefore, discussed relevance and challenges in the management of secondary education for national security and sustainable development. The purpose of this paper is to identify relevance of effective management of secondary on national security and sustainable development. Finding the problems encountered by secondary school administrators in achieving this.

[1]. Arikwandu, S.O. and Ifesi, C. (2003). Women education and national development. A conference paper presented at the 2nd NationalAssociation for Researchs Development (NARD) at FET (T) Asaba: DeltaState 11th – 15th August, 2003.
[2]. Etesike, C.N. (2011). Education as an instrument for Security and National Development: Challenges ahead in Abolade, A.O., Ogbodo, C.M. and Maduewesi, B.U. (eds). Contemporaray issues in Nigerian education. Onitshe: West and Solomon publishing co. ltd.
[3]. Federal Republic of Nigeria. (2004). National Policy on Education. Lagos: NERDC press.
[4]. Inyamah, C.K. (2011). Educational the 7 – point agenda for national development: some critical issues. A paper presented at the 12th annual national conference of National Association for Advancement of Knowledge (NAFAK). Held at Kaduna Polytechnic, Kaduna 15th – 19th March, 2010.

Abstract: Classroom social environment is very important in academic life because it can affect students' lifestyle in terms of their studies. One of the important elements in getting positive classroom social environment is interaction amongst the students. The objective of this study is to understand and examine the engineering technology students' perceptions towards promoting interaction for the classroom social environment at the Faculty of Engineering Technology (FTK), Universiti Teknikal Malaysia Melaka.

[1]. A.S. Hirschy and M.E. Wilson, The sociology of the classroom and its influence on student learning, Peabody Journal of Education, 77(3), 2002, 85-100.
[2]. J.F. Volkwein and A.F. Cabrera, Student measures associated with favorable classroom experiences, Paper presented at the association for Institutional Research Forum, Minneapolis, MN, 1998.
[3]. P.T. Terenzini, C. Theophilides and W. Lorang, Influences on students' perceptions of their academic skill development during college, Journal of Higher Education, 55, 1984, 621-636.
[4]. M.T. Hallinan and S.S. Smith, Classroom characteristics and student friendship cliques, Social Forces, 67, 1989, 898-919.
[5]. P. Helen, M.R. Allison and K. Avi, Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement, Journal of Educational Psychology, 99(1), 2007, 83-98.
[6]. M.R. Allison and P. Helen, The classroom social environment and changes in adolescents' motivation and engagement during middle school, American Educational Research Journal, 38(2), 2001, 437-460.

Abstract: Character education is needed specially in Indonesia. Why it is needed? Because nowdays Indonesia has moral crisis. Sometimes, experts make differencies between character and moral. This paper doen't want to differ them. This paper assumes that character and moral have same essential meaning that is about behavior. Character education means an education that makes students happy, no pressure, and meaningful. A characteristic of character education is that students do not lose freedom and independence. Character education can also mean education that builds character. The paper explored the phylosophy of character education. The findings of the research as hyphotesis.

[1]. Arismantoro, 2008. Penyunting. Tinjauan Berbagai Aspek "Character Building". Tiara Wacana Yogyakarta.
[2]. Character Counts. 2012. The Six Pilars of Character. Diambil dari http://charactercounts.org/sixpilars.html. Dikutip tgl 27 Maret 2012, pukul 18.
[3]. Djohar, 2000. Gambar "Ekologi Pendidikan". Arsip ada pada penulis
[4]. 2011. Paradigma Baru dalam Membangun Karakter. Makalah dipresentasikan di Yayasan Budi Mulia
[5]. 2011a. Membangun Bangsa Melalui Pendidikan Karakter. Paper Dipresentasikan pada Seminar Nasional Pendidikan Karakter, Diselenggarakan oleh Yayasan Budimulia Yogyakrata. Paper ada pada penulis.

Abstract: This study examines approaches to solve the problem of truancy among secondary school students in Kuala Terengganu, Malaysia. The study investigated school-based interventions, role of teachers and role of parent teachers' association in solving truancy. Descriptive survey research design was used where self-administered questionnairesweregiven to 100 teachers and 100 parents in five selected secondary school within Kuala Terengganu district.

[1]. Trujillo, Lorenzo Alan. "School truancy: A case study of a successful truancy reduction model in the public schools." UC Davis Journal of Juvenile Law and Policy 10 (2006): 69-95.
[2]. Dhruv, Samata, KalpanaVedmitra, and Ravindra Kumar. "Combating Truancy Delinquency Need of an Action Plan."International Journal of Science and Research (2012), vol.1, p.174-180.
[3]. Blyth, Eric, and Judith Milner. "Exclusion from school and victim‐blaming"Oxford Review of Education 20.3 (1994): 293-306.
[4]. NikRuzyanei, N. J., et al. "Psychosocial factors influencing truancy in high risk secondary schools in Kuala Lumpur." Malaysian Journal of Psychiatry 18.2 (2009): 14-21.
[5]. Williams, Linda L. "Student absenteeism and truancy: Technologies and interventions to reduce and prevent chronic problems among school-age children." Retrieved May 12 (2001): 2010.

Abstract: This study investigates the perceptions and preferences of ESL learners in Libyan secondary schools, regarding the corrective feedback. The results are based on the analysis of the responses to 120 questionnaires administered to the students. It confirms the positive value of corrective feedback, which the body of existing research literature in the field states, and also reveals and provides evidence to the fact that the learners quite often feel offended or embarrassed, particularly in teacher-fronted classes, when the corrective feedback is given in the presence of their peers. And it is, however, also not decisively clear whether the corrective feedback should be given immediately after the error is detected or after the students have finished their tasks. The study also reveals that, often, the learners do not receive their expected feedback

[1]. Bitchener, J., & Knoch, U. (2009). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31, 193-214.
[2]. Brown, H. D. (2000). Principles of language learning and teaching. (4th ed.). New York, Longman.
[3]. Ellis, R., & Sheen, Y. (2006). Re-examining the role of recasts in SLA. Studies in Second Language Acquisition, 28, 575–600.
[4]. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
[5]. Ellis, R., Loewen, S., & Erlam, R. (2005). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339–368.

Abstract: This research work investigated the impact of Girl-Child Education on Community Development with focus on Ika Local Government Area of Akwa Ibom State. The specific objectives of the study are to identify the role of Girl-Child Education in Community Development, to determine the factors impeding against girl-child education in the aforementioned area and to examine how social, economic and political development affects Girl-Child Education in Ika Local Government Area of Akwa Ibom State.

[1]. Adaralegbe, A. (2005). Education of Women: Philosophy for Nigerian Education. Ibadan: Heinemann Educational Books (Nigeria)
Limited.
[2]. Akinpelu, B. (2004). The Challenges of Information Technologies for education in Africa: Consideration for 21st Century, African
Journal of Information Technology and Educational Media (AJITEM) (2), 119 -124.
[3]. Ballara, M. (2002). Women and Literacy: Women and Development Series. London, Zed Books Limited.
[4]. Ballara, M. (2002). Girls and Women Literacy. London: Zed Books Limited.
[5]. Bolaji, S. (2007).Child Marriage. Sunday Sketch Newspaper, Lagos September 9.

Abstract: Recently, there have been discussions on the efforts being made to provide Nigerians qualitative education by government: an attempt often couched in the phrase "excellence in education". The paper highlights what excellence in education implies as well as the purpose of education in Nigeria and its constraints. It further analyses the reality of the catch phrase "excellence in education" and observes that the rhetoric behind it has defeated the objectives of the education system. Hence, the paper points out some essential imperatives of excellence in Nigerian education, which deserves adequate consideration and attention to ensure accelerated national development and a stable socio-economic and political climate.

Key words: excellence, curriculum, rhetoric, quality assurance, depth of knowledge, imperatives

[1]. Abiri, J. O. O., &Tekayinfa, A.A. (2003).Perspectives on the History of Nigeria. Ibadan: Emola-Jay Communications Inc.
[2]. Adesina, S., Akinyemi, K., &Ajayi, K. (Eds.) (1983).Nigerian Education: Trends and Issues. Ile-Ife: University of Ife Press Ltd.
[3]. Adewoye, O. (1973). The Antecedents.In J.F. Ade-Ajayi and T.N. Tamuno (Eds.).The making of the University of Ibadan. Ibadan: Ibadan University Press.
[4]. Akpochafo, W.P. (2007). National Development and the Imperatives of Educational Reforms in Nigerian Universities.In Nigerian Journal of Educational Philosophy. 20(1), 58-66.
[5]. Awofala, O.A. (2007). Women and the Learning of Mathematics.In African Journal of Historical Science in Education. 3(1), 195-213.
[6]. Ayandele, E.A. (1976). Christian Missions in Nigeria 1845 – 1881: The making of New Elite (Ibadan History Series). London: Longman.

Abstract: Background: PBL as a teaching-learning strategy is progressively being incorporated into the medical curriculum. Problem- based learning (PBL) provides the forum for the students to solve the given problem and in the process students learn content knowledge and also develop problem-solving skills, reasoning skills, communication skills, and self-assessment skills. It has evoked a substantial interest and debate in medical teaching in recent years.

[1]. Barrows, Howard S. (1996) . "Problem based learning in medicine and beyond : A brief overview". New Directions for teaching and learning.
[2]. Speaking of Teaching. Stanford university newsletter on teaching. Winter 2001 vol. 11, no. 1
[3]. Thomas R.E., PBL: Measurable outcomes. Med edu. 1997 Sept: 31(5):320-9
[4]. Woei Hung, David H Jonassen, Rude Liu. Problem based learning. Problem based learning approach- AECT. Accessed from www.aect.org/ed tech/edition 3/ER5849x_CO38.fm.pdf

Abstract: NasimGhanbariholds a PhD in Applied Linguistics. She is an assistant professor at English Department of Persian Gulf University in Bushehr, Iran. Her areas of interest include language assessment, academic writing and writing assessment.

[1]. Alderson, J. C. (2000). Assessing reading.Cambridge: Cambridge University Press.
[2]. Al- Udaini,A. (2011). The Effect of a Computerized Program on Developing 9th Graders' Reading Comprehension Skills and their attitudes towards Reading in Palestine. The Islamic University – Gaza
[3]. Arnold, J. (2006). Examining the experience of Reader-response In An On-line Environment, A study of A Middle-School Classroom.Published Ph.D. Thesis.The Ohio State University. Available from: http://etd.ohiolink.edu/view.cgi?acc_num=osu1164637393
[4]. Baron, N. (2001). Alphabet to Email: How Written English Evolved and Where it's Heading. London: Routledge. Available: www.questia.com
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Abstract: E-learning has established a critical presence in the 21st century learning environment. With the rise of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution. Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive Remediation Solutions Framework to e-tutoring.

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