Ten Years of the National Policy on Education in Nigeria: An Assessment of Policy on Special Education

The National Policy on Education in Nigeria is an important document that had attractive plans for the Educational System of the country in general and, in particular, for persons with a disability. As the policy concerns the welfare and education of persons with a disability, its implementation has been fraught with the problem of lack of a legal document to regulate implementation activities. Basic to this problem, of course, are those of funding, limited definitions and policy objectives. This paper highlights these problems with brief discussions and concludes with suggestions for effective implementation.     

A review of the use of video‐conferencing for actuarial education — a three‐year case study

This paper reviews the three‐year history of teaching actuarial studies in live time by video‐conferencing from The University of Melbourne to students at The Australian National University, Canberra. The paper discusses the practicalities of this programme including aspects relating to students, staff and the technology. The outcomes for students at both institutions are presented together with a discussion of a number of issues from the perspectives of the lecturing staff. Some limitations of the programme are also presented.     

Combining issues of “girl-suited” science teaching,STS and constructivism in a physics textbook

This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism. Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the market will be discussed. Specializations: constructivist approaches in science education research and practice. Specializations: gender issues in science instruction. Specializations: primary education, integrated science. Specializations: STS, phenomenological oriented physics instruction. Specializations: peace education within science education.     

Preparing for re-entry; A program for the sojourning student

A visitor to a new country is assaulted by many changes, both environmental and cultural. Expecting things to be different the visitor is shocked by what he/she finds, thus the term culture shock. A second shock, possibly more traumatic, awaits the international sojourner upon his or her arrival home. The experiences of the returnee typically do not match his or her expectations. Frequently, the individual returning home is not anticipating adjustment difficulties. Compounding the problem is the fact that re-entry has not been widely recognized or researched and thus, little has been done to help individuals to prepare for it.Focusing on international students, who by definition return home, this paper refers to a wide range of social, cultural, political, educational and professional difficulties. The many variables which determine the extent of re-entry shock are identified and discussed. A group program is suggested as one strategy for assisting those about to return home. The results of a pilot study of such a program illustrate how it can be a powerful force to minimize the disorientation and shock of re-entry.This paper serves as a challenge to all those who are responsible or work with international students. Re-entry preparation is also a prerequisite if individuals, institutions, corporations, home countries and host countries are to maximize the benefits and minimize the problems of studying or working abroad.     

The role of cognitive factors in chemistry achievement

Evidence from the research literature suggests that a variety of cognitive factors is responsible for chemistry achievement. This investigation examined the role of four cognitive factors, namely, formal reasoning ability, prior knowledge, field dependence/ independence, and memory capacity on achievement in chemistry as measured by tests of laboratory application, chemical calculations and content knowledge. The sample comprised grade 11 students from eleven high schools who were following the same chemistry syllabus. The results indicated that prior knowledge and formal reasoning ability were each statistically significantly related to variation in chemistry achievement. Field dependence/independence and memory capacity played no significant role in chemistry achievement.     

How do instructional designers evaluate? A qualitative study of evaluation in practice

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.     

Erratum to: Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers

This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains, with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21) gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported science learning can have a positive effect on concept attainment in teachers.