Aboderin, M., 2012. ICPC, NUC strengthen war against corruption in varsities. The Punch Newspaper. November 13: 48.
Akinrinade, S., 2012. Quality of education in varsities has dropped. The Punch Newspaper. January 8: 57.
Babalakin, W., 2012. Nigerian spends N160 billion annually on varsity education in Ghana. The Punch Newspaper. September 9: 7.
Faborode, M., 2012. Nigeria loses #78.5b annually to foreign varsity. The Punch Newspaper. December 2: 40.
Ibidapo-Obe, O., 2012. New varsities cannot solve the problem of access to varsity education. The Punch Newspaper. January 17: 39-40.
Ijeoma, M.E., 1997. Monitoring excellence in higher education under condition of economic depression. Studies in Educational Planning and Administratio (SEPA), 1(1): 41-47.
Maduewesi, E.J., 2002. Unionism and quality assurance in the Nigerian academic system, In O.E. Ekpo and U.M.O. Ivowi (Eds). Unionism and academic productivity in the Nigerian education system. Uyo: Interconnect Publishers.
Mafuyai, H.B., 2012. Why Nigerian varsities fail world ranking. In Idegu, Y. A. [Accessed 23/03/2013].
National Universities Commission, 2005. Purported rejection of State Universities Graduates by Employers of Labour, Monday Memo, November, 4(45). Available from https://groups.google.com/forum/m/#.
Ibijola, Elizabeth Yinka (2015). Regulatory Roles of the National Universities Commission and the Quality of Nigerian University Education. International Journal of Education and Practice, 3(2): 104-113. DOI: 10.18488/journal.61/2015.3.2/126.96.36.199
The Regulatory Roles of the National Universities Commission (NUC) and the quality of Nigerian University Education was investigated in this study. The study employed a descriptive survey design research. The population consisted of public Nigerian universities. Samples were made up of 1,500 subjects, consisting of 200 students each, randomly selected from six public universities in South-West Nigeria and 50 staff members (teaching and non-teaching) from each of the six universities selected. The findings of the study established a moderate level of NUC performance of its regulatory roles, a corresponding moderate level of quality of Nigerian university education, and a significant relationship between NUC performance of its regulatory roles and the quality of Nigerian university education. Based on the findings of the study, conclusions were drawn and it was recommended that the government should encourage the National Universities Commission to put up optimal performance and an acceptable credibility to demand compliance from Nigerian universities.
The paper’s primary contribution is finding that the quality of Nigerian university education is not poor as perceived by most stakeholders in education, and that there existed a significant relationship between the performances of the regulatory agency and quality of university education. It complements the literature in the area investigated.
How to reach and Teach African American Students in Today’s Schools
Anderson, J.D., 1988. The education of blacks in the South. Chapel Hill: The University of North Carolina Press. pp: 1860 – 1935.
Anderson, J.D., 1990. Black rural communities and the struggle for education during the age of Booker T. Washington. 1877-1915. Peabody Journal of Education, 67(4): 46-62.
Anderson, J.D., 2004. . Crosses to bear and promises to keep: The jubilee anniversary of brown V. board of education. Urban Education, 39(4): 359-373.
Anderson, J.D., 2007. Post discrimination and diversity: A historical context for understanding race and affirmative action. Journal of Negro Education, 76(3): 204-215.
Azzam, A.M., 2007. The whole child: An international perspective. Educational Leadership, 64(8): 89-91.
Balfanz, R. and N.E. Legters, 2004. Locating the dropout crisis: Which high schools produce the nation’s dropouts? In G. Orfield Dropouts in America: Confronting the graduation rate crisis. Cambridge, MA: Harvard Education Press. pp: 57-84.
Balkin, J., 2002. What brown v. board of education should have said: The nation’s top legal experts rewrite America’s landmark civil rights decision. New York: New York University Press.
Benjamin, L.T.J. and E.M. Crouse, 2002. The American psychological association’s response to brown v. board of education. The case of Kenneth B. Clark. American Psychologist, 57(1): 38-50.
Brown, R., 2003. The images of African Americans in children’s literature of the past. Retrieved from ERIC data base. (ED476543).
Brown v. Board of Education, 1954. 347 U.S. 483.
Campbell, J., 2003. Goals 2000: A modest proposal for reform. Research for Educational Reform, 8(2): 40-45.
Carter, R., 1995. The unending struggle for equal educational opportunity. Teachers College Record, 94(4): 619-626.
Cook, S.D., 2005. What are the ultimate meaning and significance of brown v. Board of education? A note on justice, constitutionalism, and the human person. The Negro Educational Review, 56(1): 3-10.
Dee, T. and B. Jacob, 2010. Evaluating NCLB. Education Next, 10(3): 54-61.
Dee, T. and B. Jacob, 2011. The impact of no child left behind on student achievement. Journal of Policy Analysis and Management, 30(3): 418-446.
Du Bois, W.E.B., 1935. Black reconstruction in America, 1860-1880. New York: The Free Press.
Elmore, R.F., 2004. School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press.
English, F.W., 2002. On the intractability of the achievement gap in urban schools and the discursive practice of continuing racial discrimination. Education and Urban Society, 34: 298-311.
Gentry, R., 2012. Implementing promising practices to prepare quality teacher educators. Journal of College Teaching and Learning, 9(3): 179-187.
Green, T.D., A.S. McIntosh, V.J. Cook-Morales and C. Robinson-Zanartic, 2005. From old schools to tomorrow’s schools. Psychoeducational assessment of African American students. Remedial and Special Education, 26(2): 82-92.
Guinier, L. and G. Torres, 2002. The miner’s canary: Enlisting race, resisting power, transforming democracy. Cambridge, MA: Harvard University Press.
Hardarson, A., 2012. Why the aims of education cannot be settled. Journal of Philosophy of Education, 46(2): 223-235.
Harvard University Civil Rights Project, 2002. The impact of racial and ethnic diversity on educational outcomes. Lynn, MA School District.
Howard, T.C. and R. Reynolds, 2008. Examining parent involvement in reversing the underachievement of African American students middle-class schools. Educational Foundations, 22(1-2): 79-98.
Kluger, R., 1977. Simple justice: The history of brown v. Board of education, the epochal supreme court decision that outlawed segregation, and of black America’s century-long struggle for equality under law. New York: Random House.
Kusimo, P.S., 1999. Rural African Americans and education: The legacy of the brown decision. Charleston. Retrieved from ERIC data base. (ED425050).
Minow, M., 2010. In brown’s wake: Legacies of America’s educational landmark. Oxford: Oxford University Press.
Newson, T., 2010. Developing African-American leaders in today’s schools: Gifted leadership, the unfamiliar dimension in gifted education. Black History Bulletin, 73(1): 18-23.
No Child Left Behind Act of 2001, 2002. Pub. L. No. 107-110, 115 Stat. 1425.
Obiakor, F.E., 2007. Multicultural special education: Effective intervention for today’s schools. Intervention in School and Clinic, 42(3): 148-155.
Orfield, G., 1997. Residential segregation: What are the causes? (Testimony of Gary Orfield, March 22, 1996). Journal of Negro Education, 66(3): 204-213.
Orfield, G., 2004. Losing our future: Minority youth left out. In G. Orfield. Dropouts in America: Confronting the graduation rate crisis. Cambridge, MA: Harvard Education Press. pp: 1-11.
Superfine, B.M., 2005. The politics of accountability: The rise and fall of goals 2000. American Journal of Education, 112(1): 10-43.
Tatum, B.D., 1997. Why are all the black kids sitting together in the cafeteria? And other conversations about race. New York: Basic Books.
Willie, C.V., 2005. The continuing spirit of the brown decision of the supreme court. The Negro Educational Review, 56(1): 11-17.
Ruben Gentry (2015). How to reach and Teach African American Students in Today’s Schools. International Journal of Education and Practice, 3(2): 90-103. DOI: 10.18488/journal.61/2015.3.2/188.8.131.52
It is inconceivable that any child will succeed in life without an education. But in the 21st century the question remains, just what kind of education are African Americans getting in today’s schools? Research indicates that some African American students are succeeding while, unfortunately, many are failing along the way. It is as though the educational system is more suited for the dominant culture than for African Americans. This manuscript provides reflections of the American educational system and offers recommendations, via the concept REACH, for making it more appropriate for the needs of African Americans.
This study contributes to existing literature by delineating a unique strategy which enables African American students to experience greater success in school. It builds on some of the best practices in education to form a REACH concept. Evidence suggests that if schools are appropriately structured for students, they will learn.
Teaching of Mathematics and Physics in Secondary School through Research and Study Paths
Otero, M.R., M.A. Fanaro, A.R. Corica, V.C. Llanos, P. Sureda and V. Parra, 2013. Teoría antropológica de lo Didáctico en el aula de matemáticas. Tandil, Buenos Aires: Dunken.
Peralta, M.H., N.L. Ercoli, M.L. Godoy, I.E. Rivas, M.I. Montanaro and R.O. Bacchiarello, 2008. Proyecto estructural de la réplica de la piedra movediza: Comportamiento estático y dinámico. XX Jornadas Argentinas de Ingeniería Estructural. Trabajo N° 051. Buenos Aires, Argentina.
Maria Paz Gazzola , Maria Rita Otero , Viviana Carolina Llanos (2015). Teaching of Mathematics and Physics in Secondary School through Research and Study Paths. International Journal of Education and Practice, 3(2): 85-89. DOI: 10.18488/journal.61/2015.3.2/184.108.40.206
In this paper we present a proposal for teaching based on the Research and Study Paths (RSP) involving Mathematics and Physics together at the Secondary School. We adopt the ideas of the Anthropological Theory of didactic (ATD). The Research and Study Path (RSP) and the Praxeological Model of Reference (PMR) are described and analyzed. We carried out an implementation with N=68 students of 5th year at the secondary school. Some results obtained in this experience are described.
This study is one of very few studies which have investigated the implementation of Research and Study Paths (RSP) in usual courses of secondary school. This teaching by research requires of the joint study of physical and mathematical notions, in the math classes, and in this sense also this is one contribution.
Relationship between Self-Efficacy Belief and Academic Achievement of Distance Learners in National Teachers Institute (NTI) Adamawa State, Nigeria
Bandura, A., 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A., 1997. Self-efficacy: The exercise of control. New York: W.H. Freeman & Company.
Coleman, J.C. and C.L. Hammen, 1974. Contemporary psychology and effective behaviour. Glenview, Illinoise: Scott, Foresman and Company.
Covington, M.V., 1992. Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
Deci, E.L. and R.M. Ryan, 1985. Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.
Federal Ministry of Education, 2002. Blue print and implementation plan for the national open and distance learning programmes. Abuja: Government Press.
Mac-Lever, D.J., E.M. Young and B. Washburn, 2001. Instructional practices and motivation during middle school (With Special Attention to Science). Paper Presented at the Annual Meeting of the American Educational Research Association. April 10-14.
Multon, K.D., S.D. Brown and R.W. Lent, 1991. Relations of self-efficacy beliefs to academic outcomes: A meta analytical investigation. Journal of Counselling Psychology, 38(1): 30-38.
Ogunniyi, M.B., 1996. Science, technology and mathematics: The problem of developing critical human capital in Africa. International Journal of Science Education, 18(3): 267-284.
Pajares, F. and M.D. Miller, 1994. The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86: 193-203.
Pintrich, P.R. and D. Groot, 1990. Motivational and self-regulated learning components of classroom academic/performance. Journal of Educational Psychology, 82(1): 33-40.
Schunk, D.H., 1983. Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75(6): 848-856.
Zimmerman, B.J., A. Bandura and M. Martinez-Pons, 1992. Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29: 663–676.
Yusufu Gana Balami (2015). Relationship between Self-Efficacy Belief and Academic Achievement of Distance Learners in National Teachers Institute (NTI) Adamawa State, Nigeria. International Journal of Education and Practice, 3(2): 80-84. DOI: 10.18488/journal.61/2015.3.2/220.127.116.11
This study assessed relationship between self-efficacy and academic achievement of National Teachers Institute (NTI) Nigeria Certificate in Education distance learners in Adamawa State, Nigeria. The study tested one hypothesis: There is no significant relationship between self efficacy belief and academic achievement of learners. All NCE learners of Adamawa State NTI distance learning centres for 2011/2012 academic session with a total of seven hundred and sixty eight (768) students were used as the population while 636 distance learners who returned their questionnaire formed the sample for the study. Two types of instruments were used for data collection in this study. They were the Learners Self-Efficacy Questionnaire (LSQ) and Achievement Data Format (ACDF). The ACDF contains Grade Points of each candidate for the end of semester examinations. Pearson Product Moment Correlation was used for testing the hypothesis. The study revealed that there was no significant relationship between learners’ self-efficacy and academic achievement.
Relationship between Selected Total Quality Management Practices Employed By Public Secondary Schools Principals and Students’ Performance in Kenya Certificate of Secondary Education in Kiambu County, Kenya
Relationship between Selected Total Quality Management Practices Employed By Public Secondary Schools Principals and Students’ Performance in Kenya Certificate of Secondary Education in Kiambu County, Kenya
Alison, L.F.C. and Y. Hon Keung, 2011. Principals’ and teachers’ opinion of quality management: In Hong Kong primary schools. Quality Assurance in Education, 19(2): 170-186.
Arumugam, V., K.B. Ooi and T.C. Fong, 2008. TQM practices and quality management performance: An investigation of their relationship using data from ISO 9001: 2000 firms in Malaysia. The TQM Magazine, 20(6): 636-650.
Bobby, M., J. Green and W. Kenneth, 2009. Enhancing performance through goal setting, engagement, and optimism. Industrial Management & Data Systems, 109ISS(7): 943-956.
Braxton, J.M., A.S. Hirschy and S.A. McClendon, 2004. Understanding and reducing college student departure. ASHE-ERIC Higher Education Reports, 30: 1-97.
Burns, J.M., 1978. Leadership. New York: Harper and Row.
Darling-Hammond, L., M. La Pointe, D. Meyerson, M.T. Orr and C. Cohen, 2007. Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford Educational Leadership Institute.
Day, C., P. Sammons, D. Hopkins, A. Harris, K. Leithwood, Q. Gu, E. Brown, E. Ahtaridou and A. Kington, 2009. The impact of school leadership on pupil outcomes. Research Report DCSF-RR108, Department for Children, Schools and Families, London.
Dragoni, L. and M. Kuenzi, 2010. The impact of a climate for learning: Boundary conditions and facilitators. Paper Presented at the Annual Academy of Management Conference, Montreal.
Fullan, M., 1991. The new meaning of educational change. New York: Teachers College Press.
Harold, K. and W. Heinz, 2010. Essentials of management: An international perspective. New Delhi: Tata McGraw Hill.
Heck, R.H., T.J. Larsen and G.A. Marcoulides, 1990. Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2): 94-125.
Heck, R.H., G.A. Marcoulides and P. Lang, 1991. Principal instructional leadership and school achievement: The application of discriminant techniques. School Effectiveness and School Improvement, 2(2): 115-135.
Huffman, J. and A. Jacobson, 2003. Opinions of professional learning communities. Journal of Leadership in Education, 6(3): 239-250.
Kuh, G.D., J. Kinzie, J.A. Buckley, B.K. Bridges and J.C. Hayek, 2007. In: Piecing together the student success puzzle: Research, propositions, and recommendations (ASHE Higher Education Report) San Francisco, CA: Jossey-Bass, 32.
Leithwood, K., B. Riedlinger, S. Bauerand and D. Jantzi, 2003. Leadership program effects on student learning: The case of the greater new orleans school leadership center. Journal of School Leadership and Management, 13(6): 707-738.
Ooi, K.B., V. Arumugam, M.S. Safa and N.A. Bakar, 2007. HRM and TQM: Association with job involvement. Personnel Review, 36(6): 936-996.
Orr, M.T. and S. Orphanos, 2011. How graduate-level preparation influences the effectiveness of school leaders: A comparison of the outcomes of exemplary and conventional leadership preparation programs for principals. Educational Quarterly, 47(1): 18-70.
Ortlieb, E., 2010. Beyond just books: Sparking students’ interest in reading. International Journal of Education, 2(2): E9.
Parshiardis, G., 2008. Toward knowledge base for school climate in Cyprus’s schools. International Journal of Education Management, 22(5): 399-416.
San Antanio, D.M. and D.T. Gamage, 2007. PSALM for empowering educational stakeholders: Participatory school administration, leadership and management. International Journal of Educational Management, 21(3): 254-265.
Teh, P.L., K.B. Ooi and C.C. Yong, 2008. Does TQM impact on role stressors? A conceptual model: Industrial Management and Data Systems, 108(8): 1029 - 1044.
Teh, P.L., C.C. Yong, V. Arumugam and K.B. Ooi, 2009. Does total quality management reduce employees’ role conflict? Industrial Management and Data Systems, 109(8): 1118-1136.
U.S.A.I.D, 2011. Kenya in action: United States agency for international development. Available from http://kenya.usaid.gov.
Weick, K.E., 1995. Sense making in organizations. Thousand Oaks, CA: Sage.
Yusuf, Y., A. Gunasekaran and G. Dan, 2007. Implementation of TQM in China and organizational performance: An empirical investigation. Total Quality Management, 18(5): 509-530.
Zabarack, M., 1998. The rhetoric and reality of total quality management. Administrative Science Quarterly, 43(3): 602-636.
Zakuan, N.M., S.M. Yusof, T. Laosirihongthong and A.M. Shaharoun, 2010. Proposed relationship of TQM and organizational performance using structured equation modeling. Total Quality Management, 21(2): 185-203.
Margaret W. Ruinge , Gerald N. Kimani (2015). Relationship between Selected Total Quality Management Practices Employed By Public Secondary Schools Principals and Students’ Performance in Kenya Certificate of Secondary Education in Kiambu County, Kenya. International Journal of Education and Practice, 3(2): 66-79. DOI: 10.18488/journal.61/2015.3.2/18.104.22.168
The Purpose of the study was to investigate the relationship between selected total quality management (TQM) practices employed by principals and students’ performance in Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Kiambu County, Kenya. The selected TQM practices were; school focus on meeting students’ needs, goal setting(establishing performance objectives) and communication of curricular issues. Ex post facto research design was adopted for the study. Target population consisted of 227 school principals from public secondary schools in Kiambu County and 3736 teachers in these schools. Kiambu County has 10 sub-counties. Cochran’s sample size formula was used to determine the sample size of 143 principals and 343 teachers. In order to ensure equal representation of principals and teachers from all public secondary schools in the 10 sub-counties, 14 principals (143÷10 sub-counties = 14.3) from schools in each sub-county and 3 teachers [(348 ÷ 10 sub-counties) ÷14 schools = 2.5] from each sample school were selected using simple random sampling technique. A questionnaire developed by the researchers was administered to 140 principals from the sample schools and 420 teachers. Correlations were generated to establish the relationships between the three selected TQM practices employed by school principals and students’ performance. Linear regression analysis was used to test the hypothesis and identify predictor variable for the students’ performance in KCSE. The findings revealed that, school focus on meeting student’s needs, establishment of performance objectives (goal setting) on curricular activities and embracement of high level of communication on curricular issues especially from the students, enhance students’ performance in national examinations.
This study is one of very few studies which have investigated the relationship between students’ performance in national examinations and total quality management practices employed by public secondary schools principals analyzing data using linear regression analysis to estimate the unknown effect of school management practices over students’ performance in examinations.