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The Efficacy of the Bioecological Model of Human Development in Predicting Primary Pupils’ Academic Achievement in Ghana and Its Curriculum Implications
Nyatsikor Maxwell Kwesi,
Esia-Donkoh Kweku,
Abroampa Winston Kwame
Issue:
Volume 9, Issue 2, June 2020
Pages:
20-29
Received:
7 May 2020
Accepted:
26 May 2020
Published:
3 June 2020
Abstract: The study examined the efficacy of the Bioecological Model of Human Development to predict Ghanaian primary school pupils’ academic achievement in a National Education Assessment test in English language and mathematics. A total of 19,458 primary 3 and 17,447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion at p < 0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of micro and macro systems they operated in. The outcome of the study validates the model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils’ in Ghana.
Abstract: The study examined the efficacy of the Bioecological Model of Human Development to predict Ghanaian primary school pupils’ academic achievement in a National Education Assessment test in English language and mathematics. A total of 19,458 primary 3 and 17,447 primary 6 pupils from 548 schools were involved in the study. Participating schools were s...
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Towords Education 2030: Construction and Implementation of Lifelong Inclusive Education Curriculum System
Feng Xia,
Yuyun Wen,
Xichun Yan
Issue:
Volume 9, Issue 2, June 2020
Pages:
30-36
Received:
5 June 2020
Accepted:
29 June 2020
Published:
6 July 2020
Abstract: Responding to the general objective of UNESCO Education 2030 Framework for Action, and promoting the development of its spirit" Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", Shanghai Changning Special Education Guidance Center began to explore the lifelong inclusive education curriculum system. Based on the concepts of "Lifelong, Inclusive, Support, and Talent" and characterized by whole-process, whole people, inclusiveness, growth, and selectivity, the curriculum take the center project as the starting point, it integrates resources such as special education schools, teaching and research institutions, hospitals, and rehabilitation institutions. From direct services to indirect services, serving two dimensions to cut through, forming a four-dimensional "LIST" course for the SENs, parents, teachers, and schoolmasters. The lifelong inclusive education curriculum system is inspired by the postmodern curriculum theory, and break through the traditional special education curriculum paradigm. The lifelong inclusive education curriculum system has realized the enlargement of learning segment, the extension of handicap types, and the expansion of service objects. The construction and implementation of the curriculum system has changed the overall appearance of regional special education. The action of Shanghai Changning Special Education Guidance Center provided a sample of regional lifelong inclusive education curriculum system.
Abstract: Responding to the general objective of UNESCO Education 2030 Framework for Action, and promoting the development of its spirit" Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", Shanghai Changning Special Education Guidance Center began to explore the lifelong inclusive education curriculum syste...
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Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action
Feng Xia,
Lian Lu,
Can Liu
Issue:
Volume 9, Issue 2, June 2020
Pages:
37-45
Received:
5 June 2020
Accepted:
29 June 2020
Published:
13 July 2020
Abstract: Inclusive education is a general trend in the development of world education and the inevitable requirement of education modernization in China. Lifelong Inclusive Education will become the direction of inclusive education in the future. This paper discusses the necessity and feasibility of lifelong inclusive education from both theoretical and empirical perspectives. Based on the Education 2030 Framework for Action, the paper put forward the theory model of lifelong inclusive education, discussed the constituent elements and the relationships among elements of lifelong education theoretical model. The theoretical model of lifelong inclusive education is a spatial structure, which includes three levels, consisting of three elements: the scope of inclusive education objects, the stage of inclusive education and the situation of lifelong inclusive education. At the same time, Changning district of Shanghai has formed some typical cases in the aspects of 0-3 years old special education support, community inclusive service for adults with disabilities, leisure and health care support service for disabled elderly, support service for gifted student, students learning in regular classrooms, thus demonstrating the feasibility of implementing lifelong inclusive education. Finally, the development of China's inclusive education is prospected. Inclusive education in China will step towards lifelong inclusive education and may take the lead in turning lifelong inclusive education into reality.
Abstract: Inclusive education is a general trend in the development of world education and the inevitable requirement of education modernization in China. Lifelong Inclusive Education will become the direction of inclusive education in the future. This paper discusses the necessity and feasibility of lifelong inclusive education from both theoretical and emp...
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Activity: A Basic Teaching Form of Morality and Rule of Law Lessons in Primary Schools
Issue:
Volume 9, Issue 2, June 2020
Pages:
46-49
Received:
14 June 2020
Accepted:
Published:
22 July 2020
Abstract: As a basic teaching form of morality and rule of law lessons in primary school, activity plays a significantly importance role in mobilizing the students’ enthusiasm and subjective initiative. By participating in a variety of activities, students can improve their knowledge structure and enrich their life experience, thereby promoting the formation of students' correct concepts and good qualities. There are massive activities which can be designed by teachers to trigger students' creativity and enhance their practical ability. In this paper, methods, openness, integration of activities as well as how to conduct the activities are investigated. In general, the activities of morality and rule of law lessons in primary schools mainly include: observation activities, investigation activities, discussion activities, visit activities, production activities, planting activities, breeding (feeding) activities, exchange activities, participation in ceremonial activities, filial piety activities, environmental protection activities. These activities can be arranged before, during or after class by combination with other activities, such as class activities, school activities, festival activities and family activities. Based on different themes of teaching, it is suggested that teachers can conduct these activities by direct activities or communication activities. It is widely acknowledged that the activities of a class often exist in a comprehensive way. The development of activities can achieve the best teaching results by taking the teaching content and the actual situation of the class into consideration.
Abstract: As a basic teaching form of morality and rule of law lessons in primary school, activity plays a significantly importance role in mobilizing the students’ enthusiasm and subjective initiative. By participating in a variety of activities, students can improve their knowledge structure and enrich their life experience, thereby promoting the formation...
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