This research was aimed at describing how is the model of educational character in High School Al-Istiqamah Simpang Empat, West Pasaman, West Sumatera and what strategy that was used by High School Al-Istiqamah to keep the quality outputs which have character, then this research became a model in organizing educational character related to the sustainable development and capacity human building. To get the aim of the research, the researcher used qualitative ethnography methodology. This study carried out on the condition of natural and cultural nature, it is more descriptive, it emphasis on the process rather than the product or outcome, data analysis conducted inductively, and further emphasize the significance (data behind the observed). The techniques of collecting data consisted of interviewing, observation, documentation, and triangulation. The model of educational character was (1) religious; (2) moderate; (3) smart; and (4) independent. The Strategy which was done to keep the output was forming the school’s culture such behavior, tradition, daily life, and symbols which were applied by all members of school and society around school.

The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.

This paper examined gender influence in the use of Mobile Phone Short Message Service (SMS) on note-taking and comprehension of materials presented through an audio system. Two research questions and hypotheses guided the study. The design of the study was quasi-experimental non-equivalent pretest and posttest. A sample of 400 subjects was drawn from the research population of 800 using stratified simple random sampling procedure. Two instruments were used for data collection. One of the instruments was the Audio- Taped Lecture (ATL) and the second was the Test for Assessing Comprehension (TAC). These instruments designed by the researcher were subjected to validate. Reliability coefficients of 0.88 and 0.81 were obtained for ATL and TAC respectively. Data for the study were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results of the study included that SMS style of writing improved students’ note-taking competence as well as comprehension of the notes for both the male and female students and that there was no significant difference in performance based on gender. Recommendations included that students be encouraged to use SMS writing styles for note-taking during lectures and that the use of SMS for note-taking could be tailored towards correcting gender differences in achievement.

This research was aimed at describing how is the model of educational character in High School Al-Istiqamah Simpang Empat, West Pasaman, West Sumatera and what strategy that was used by High School Al-Istiqamah to keep the quality outputs which have character, then this research became a model in organizing educational character related to the sustainable development and capacity human building. To get the aim of the research, the researcher used qualitative ethnography methodology. This study carried out on the condition of natural and cultural nature, it is more descriptive, it emphasis on the process rather than the product or outcome, data analysis conducted inductively, and further emphasize the significance (data behind the observed). The techniques of collecting data consisted of interviewing, observation, documentation, and triangulation. The model of educational character was (1) religious; (2) moderate; (3) smart; and (4) independent. The Strategy which was done to keep the output was forming the school’s culture such behavior, tradition, daily life, and symbols which were applied by all members of school and society around school.

The Israeli homeroom teacher’s role is relatively unique. Correlations between professional identity, burnout, and emotional well-being have been researched among various teacher populations. This study researched these correlations among teachers and homeroom teachers in three seniority groups. Professional identity, burnout, and emotional well-being questionnaires were answered by 431 teachers in Israeli elementary schools, around half of who were homeroom teachers. MANOVA analysis produced different interactions between seniority groups and position, regarding emotional exhaustion and depersonalization in burnout, and self-efficacy in professional identity. Regression analysis for predicting emotional well-being according to professional identity and burnout, produced different models among the groups, reflecting different aspects of two kinds of roles.

This study sought to achieve two specific objectives: First, to examine the challenges of teaching and learning moral and ethical values at advanced level secondary school in Tanzania and, secondly, to recommend ways of improving moral and ethical values among the youth. The study involved 80 students and 12 teachers, randomly selected from 4 secondary schools found in Morogoro Municipality. The data were collected using interviews, focus group discussions and review of curriculum materials. The findings were as follows: First, it was revealed that the teaching of moral and ethical values in schools faced a number of challenges, including lack of role models, inadequate human and material resources, and weaknesses of the content of the syllabus in use. Secondly, the respondents recommended that for the teaching of moral and ethical values to be effective, a tripartite of stakeholders, including teachers, parents, and the general public should work collaboratively. In light of these findings, it is recommended that the entire society and parents in particular, should serve as role models to ensure that children are both morally and ethically upright as they are brought up.

The study primarily sought to assess the contribution of the Gwanda Community Share Ownership Trust to educational development in Gwanda District in Matabeleland South Province. The Community Share Ownership Trusts (CSOTs)were introduced by the Government of Zimbabwe through the Indigenization and Economic Empowerment Act Chapter 14:33 and the Statutory Instrument 21 of 2010 that provided for the establishment of Community Share Ownership Trusts to empower the poor indigenous Zimbabweans living close to the mines but have been deprived of the right to directly and indirectly benefit from the mineral resources. The mandate of the CSOT was to secure shareholding participation by the local communities in foreign owned mines exploiting the local communities’ mineral resources and for the communities to use the proceeds from the shares to fund projects such as educational development in order to facilitate their social, economic and general improvement of their livelihood. The study preferred the qualitative method for collecting in-depth data through interviews, observations and document analysis. The study revealed a tremendous socio-economic development that directly and indirectly contributed to the educational development for the Gwanda rural indigenous communities within a very short period. These direct and indirect contributions to educational development included the provision of educational facilities such as additional classrooms, furniture and five ‘A’ Level Science laboratories, health care facilities, clean bore hole water and rehabilitation of irrigation schemes that have enhanced the educational development of the local communities. The study recommended that the Community Share Ownership Trust be adopted as a model for the provision of educational projects in those areas that are endowed with natural resources in Zimbabwe. The study also recommended that the GCSOT assist the Ministry of Education in sourcing science teachers by providing some incentives to lure adequately qualified science teachers to come and teach science in these laboratories. The study further recommended that the GCSOT establish fund raising strategies to sustain the GCSOT against the possibility of the seed money drying up.

Education is now widely recognized as a scarce commodity but whose investment leads to future pecuniary and non pecuniary returns. Individuals invest in human capital (HC) with hope for future returns, while family investments expect social returns. Indeed governments in the East African Community (EAC) are motivated by the perceived social rate of returns. An emerging school of thought holds that Higher Education (HE) is a big business whose investment must be carefully planned. In EAC, cross border movement in search for HE has been to say the least, the most unequal. In her own admission, Kenya’s Minister of Foreign Affairs stated that the country loses over ksh 2 billion annually in students’ mobility to Uganda in search for HE. While this has gone on for years unabated, this study interrogates the central question: why is cross border HE students’ mobility in EAC unequal? The study generates a four tier typology of integration that includes (i) stagnant integration (LL), (ii)moribund integration (LH), (iii)synergistic integration (HL) and (iv) inequitable integration (HH) based on the relationship between students’ HE mobility and levels of inequality. Overall, the study advocates for the synergistic type of integration that encourages higher students’ mobility with lower inequalities. The study was done as a spatial variation based on the concept of extreme case selection and the most likely condition. Kenya, Uganda, Tanzania and Rwanda were seen as influential cases to be included in the study. Uganda was seen as the destination point for cross border students movement, while Kenya and Rwanda were the exit points. An extensive but selective review of existing literature was also done as well as modest collection of primary data which was done prior to the research visit. Greater premium was placed on empirical data and government reports. Quality appraisal strategy adapted was in line with the central research question in the initial proposal. Heterogeneity of included studies, the likely impact of bias and the applicability of the findings were also addressed. Inequitable cross border students’ movement is a product of many interrelated factors. The dominance of cross border students in Uganda’s tertiary institutions was largely attributable to the relatively lower cost of higher education in Uganda. However, varied tuition fees charged by HE institutions in EAC was a product of different corporate tax regimes instituted by partner states with Kenya and Tanzania registering the highest corporate tax regimes while Uganda and Rwanda had the lowest. Overall, the study established that asymmetries in systems of education practiced in EAC has disadvantaged Kenya as a destination of students mobility in search of HE. Students in Uganda and Tanzania, upon sitting their Advanced level examinations, expect to complete their basic university education in 3 years. Studying in Kenya, Rwanda or Burundi, would mean they are subjected to a 4 year curriculum and this would lead to unnecessary increase in duration and total costs. In the short run, universities in Kenya should consider reducing tuition fees in order to stem students’ movement to Uganda and possibly attract students from other countries in the region, however, in the long run, the EAC member states may need to establish a more comprehensive strategy to equalize tuition fees. To achieve this it may involve establishment of equalized taxation measures for education in the region. The reality is that EAC requires a unified system of education be it the 7-4-2-3 system or the 8-4-4 system of education. This idea is alluded to by article 102(e) of the EAC Treaty which requires partner states to harmonize curricular, examination and certification.

This paper examined the “Knowledge of students about the rules and regulations guiding the conduct of examinations in Kogi state College of Education (KSCOE), Ankpa. This was with the view to suggesting measures that could reduce examination malpractices that have become resilient in most institutions of learning in Nigeria. Through stratified random sampling procedure, two hundred students admitted into the college in 2012/2013 academic sessions were sampled for the study. The instrument for data collection was a 49 items’ questionnaire that was divided into three sections A, B and C. Section A sought information on rules and regulations guiding examinations in the college, section B, required information on the knowledge of students about the behavior that constitute examination malpractice and section C sought to know their levels of knowledge on the prescribed penalties for the examination offences. The data collected were analyzed using mean and the findings were that students of KSCOE, Ankpa, have sufficient knowledge about the rules and regulations guiding examinations, behaviours that constitute examination malpractices and penalties for the examination offences. That examination malpractice is a deliberate act by students. In addition, there was no difference between the levels of knowledge of both the Christians and the Muslims. Recommendations were that culprits should be made to face the full wrath of the law, pastors and Imams in churches and mosques should work more on their members to instill into them obedience, godliness and respect for laws and orders. They are to be taught more intently the earthly and eternal consequences of disobedience and that invigilators avoid behaviours that predispose examinees to cheating among others.

The teachers job is influenced by two main categories of forces- the internal forces, which he has control over and the external forces which are not within the domain of his control. The paper took a critical look at the internal forces from the point of view of the seven laws of the teacher as postulated by H G Hendrinks. The ability of the teacher to comply with these laws poses great challenge to him. The paper is an exposition with ample illustrations on what the teacher must do, why he must do it and how he is to do it in order to overcome or minimize the challenge. Furthermore, the paper recognizes the influence of the external forces which, if not controlled, can inhibit the manifestation of his professionalism. Two of such inhibitors are identified as infrastructure/facilities and teachers’ welfare. Recommendations were made on the popularization of Hendrinks laws among teachers and control of external inhibitors through provision of adequate school infrastructure and welfare for teachers.

The main purpose of this study was to investigate the educational background of Social Studies teachers and how it relates with pupils’ academic performance in Public Junior High Schools in Mfantseman Municipality. A descriptive survey design was used for the study and the sample for the study was made up of all the Social Studies teachers in the Mfantseman Municipality numbering 103. The purposive sampling method was used to select the respondents for the study. A seven item questionnaire was developed made up of close-end six (6) questions with one Likert scale. The result of the study showed that there is a problem associated with the teaching of Social Studies in the Municipality and the general academic performance of pupils over the last four years (2009-2012) was average. There is a weak positive relationship between educational background of social studies teachers and academic performance of their pupils in the Municipality.

Citation practices among expert writers and dissertations in postgraduate level have been widely investigated in scholarly community. Although recent literature have already expounded on the citation practices in the undergraduate level, few, if none, have paid attention on corpus written by education students. It is therefore the focus of this paper to present citation practices of the pre-service teachers in a teacher education institution in Southern Philippines. Discussion sections of the Chapter 4 of the thirty seven undergraduate corpuses were analyzed using the integral and non-integral citation structures employed by Luz?n (2015). Interviews were also conducted to obtain data on the grounds of their identified (problematic) citation practices. Findings reported that there was an overutilization of integral citation pattern and a great number of citation practices are indeed problematic mainly due to lack of knowledge of rhetorical citations and poor linguistic skills. Grounding from these results, we recommended that an academic writing subject be offered in the College of Education to address the pressing need for scholarly writing.