KINDERGARTEN ASSESSMENT

Background/purpose. This paper explores Artificial Intelligence (AI) in
advancing Sustainable Development Goal 4 (SDG4) in South Africa.
Although there has been a drastic interest in AI’s transformative
capacity in education, limited studies address its pitfalls and benefits
using a phenomenological approach focusing on the South African
context.
Materials/methods. By adopting a phenomenological lens, this study
delves into the lived experiences of six high school teachers grounded
in the contextual realities of AI in South Africa using a purposive
sampling technique. We used a semi-structured interview guide to
conduct an in-depth thirteen-minute interview and analysed the data
thematically.
Results. The study generated two themes through qualitative analysis,
including unequal resource distribution and enhanced quality
education. The study proposed AI-driven solutions tailored to the
contextual nuances of South Africa. By incorporating diverse
perspectives and utilising AI technologies, an approach aims to enhance
educational outcomes, promote inclusivity, and bridge existing
education access and quality gaps.
Conclusion. This research contributes to the growing discourse on AI’s
potential to address complex societal challenges. It offers insights for
policymakers, educators, and technologists seeking to leverage AI for
sustainable development initiatives in South Africa and beyond.

Arts play a vital role in the development of children in preschool education. Artistic expression within the kindergarten setting offers children opportunities to explore the world around them, enhance their imagination, strengthen their self-confidence and creativity, express their ideas through various media, enrich their emotional world, and cultivate their cultural awareness. Today, engagement with the creation of art serves as an effective means of creative representation and communication of ideas and emotions for preschool children. Findings from numerous studies highlight the impact and significance of integrating arts into early childhood education, linking them to the development of lifelong learning skills. The international academic community recognizes the importance of building children's capacity to respond effectively to situations that require critical thinking, reflection, autonomy, creativity, and decision-making. Incorporating artful thinking (A.T.) and thinking routines (T.R.) into kindergarten classrooms has been shown to support both artistic reasoning and the development of children's critical thinking skills. But how artful thinking, thinking routines, and the arts are connected in early childhood education? Can thinking routines, in the context of art, become effective and meaningful in developing children's critical thinking skills? The purpose of the present study is to implement and evaluate a program for introducing works of art by pre-service kindergarten teachers (P.K.T.) to preschool children through the technique of artful thinking. Specifically, this research aims to investigate whether an innovative education program based on global artworks-conducted during the teaching practice of pre-service kindergarten teachers-can enhance preschool children's thinking skills through artful thinking routines. The study sample consists of 40 third-year pre-service kindergarten teachers from the Department of Preschool Education at the University of Crete, who are teaching in five public kindergartens

This study aimed to examine teachers' attitudes, competence, challenges, and the necessary actions to promote research capacity among teachers in the Lemery Sub-Office. Using a descriptive survey method, data were collected from 90 teaching and non-teaching staff from small schools. The study revealed that while teachers acknowledge the importance of research in improving their instructional practices and professional growth, many find it time-consuming and difficult to balance with their teaching responsibilities. Teachers demonstrated higher competence in identifying research problems and referencing but faced challenges in technical aspects such as crafting research titles and formulating research questions. Major challenges included heavy teaching loads, limited knowledge and skills, lack of institutional support, and insufficient motivation.
Based on these findings, a proposed plan of activities was developed to enhance research capacity. This includes professional development workshops, mentoring and coaching programs, technical assistance, and institutional incentives for research engagement. Additionally, platforms for knowledge-sharing, such as research forums and conferences, were recommended to foster a supportive and collaborative research culture. The study concludes that with adequate support and structured interventions, teachers can develop the skills and motivation needed to conduct meaningful research, which will ultimately contribute to improved teaching practices and student outcomes. The "Project MATATAG na SALIKSIK" was introduced as a banner program of the Lemery Sub-Office to systematize research efforts and leverage institutional knowledge-sharing in K-12 schools.

The rapid evolution of technology has significantly reshaped education systems across the globe. From interactive whiteboards and virtual reality simulations to learning management systems and AI-powered tutoring platforms, the integration of technology in classrooms has introduced unprecedented opportunities to enhance teaching and learning processes

Given the increasing diversity within classrooms, this study investigated the impact of professional development programs on teachers' abilities to address the needs of students in the District of Jiabong (2023-2024). Utilizing a descriptive-correlation design and a survey questionnaire, the study found that while teachers demonstrated competence in meeting student diversity based on national standards, there was room for improvement, particularly in integrating technology, diverse resources, and differentiated instruction strategies. Interestingly, the frequency of attending professional development did not directly correlate with improved skills in addressing diversity. However, teachers who actively participated in programs with a focus on diversity found them more effective. To enhance professional development in this area, the study recommended a multi-pronged approach. This included targeted workshops that address the specific needs of students from various backgrounds, regular needs assessments to tailor programs to current gaps, and the implementation of culturally responsive teaching programs. Additionally, fostering a culture of mentorship by pairing experienced educators with younger colleagues can promote knowledge sharing and best practices for addressing diversity in the classroom. By prioritizing these recommendations, the District of Jiabong can cultivate a culture of continuous learning and growth among teachers, ultimately leading to a more inclusive learning environment where all students can succeed.

The contemporary emerging technologies present prospects and challenges to users. This study analyzes the dual impact of the technologies on 8-12 years old children. It relies on secondary data and observation. The data are analyzed descriptively and qualitatively, focusing content and thematic elements of the data. The analysis demonstrates that technologies impact the children both positively and negatively, with the positive impact being more than the negative impact. The study concludes that children benefit from emerging technologies and at the same time suffer from the associated risks. Stakeholders, particularly parents and teachers alongside other agents of socialization, are tasked to deploy comprehensive and integrative measures for finding lasting solutions to the adverse effects of emergent technologies on children.

Background/purpose. Despite progress in inclusive education policies, research has largely neglected the analysis of learning environments that are adjustable for all students. School gardens are learning environments that emphasize the broader view of participation on current perspectives of inclusion. This article discusses the possibilities and limitations of using school gardens in inclusive learning environments and their relations with different inclusive education national policies. Materials/methods. We performed a content analysis of inclusive education national policies and 16 learning activities tested and implemented in four schools from Slovenia, Spain, Greece, and Portugal participating in an exchange project which promoted teaching with school gardens supported by digital tools. Results. The study revealed illustrations of how activities that combine the use of school gardens with digital tools can emphasize collaboration and participation in inclusive learning approaches. However, fostering inclusive practices was found to be either constrained or promoted by each country's view of inclusion in educational policies. Conclusion. Integrating teacher collaboration and project-based learning with garden-based school activities fosters student collaboration and participation, while offering enriched sensorial experiences that benefit the learning and development of all students. School gardens also foster inclusion through deepening intercultural understanding and stronger student interactions that heighten awareness and normalization of diversity.

Background/purpose. The role of early childhood education (ECE) teachers is very important in building the foundation of mathematics, such as recognizing counting, patterns, and problem solving. However, many teachers still face challenges in understanding mathematical concepts in depth. This study aims to investigate the level of Mathematical Knowledge for Teaching (MKT) among early childhood education teachers and understand the factors influencing their MKT levels, serving as a foundation for designing an effective professional development programmed (PDP). Materials/methods. This study uses an exploratory case study design because it allows researchers to understand the complexity of a problem and explore it in depth. This study involved 5 ECE teachers in West Java, Indonesia, with the following criteria: more than 10 years of teaching experience, BA in ECE, teaching in a public ECE school, and having more than 20 students per class. The data collection techniques include participant observation, tests, interviews, and documentation. The data analysis technique uses thematic analysis. Results. Research findings show that the limited knowledge of MKT of ECE teachers, especially related to basic mathematics skills and children's mathematics development, is influenced by several factors. These factors include the lack of special training in mathematics teaching, limited appropriate learning resources, limited teaching experience, and a lack of focus on professional development in mathematics. Conclusion. Improving ECE teachers' MKT requires targeted training, better resources, and focused professional development. The contribution of this research is that it can improve the quality of mathematics teaching in ECE and support children's mathematics achievements in the future.

This study explores the challenges experienced by non-Early Childhood Education graduates teaching preschool and what ways do they employ to navigate preschool teaching. This study created a structure based on a story plot called Frytag's pyramid. Using the qualitative phenomenological method, the researcher conducted in-depth interviews among five participants of Palimbang District 1. The results of the interview were transcribed and translated to produce themes. The transcriptions were analyzed using thematic Analysis where 13 major themes and 43 core ideas were generated. Four themes emerge concerning the challenges they have experienced in teaching preschool. The themes are the lack of formal training and ECE background, struggles in classroom management, limited resources and difficulty in ensuring safety of learners. In terms of the ways, they employed to navigate preschool teaching, four themes also emerged: acknowledging challenges, adapting to the diverse learner needs, employing coping strategies, engaging in continuous professional development. Lastly, in the structure of lived experiences drawn, five themes emerged: considerations, challenges, adaptation, continuous learning and fulfillment, which structured into a conceptual model to understand the lived experiences of non-early childhood education graduates teaching preschool. These findings are important as they enhance the understanding of the experiences of participants in teaching preschool.

This study aimed to determine the level of coordination of the SDRRM Coordinators and the level of capabilities in disaster response of the high-risk schools in the Fourth Congressional District of Quezon for the School Year 2023-2024. The research utilized a descriptive-correlational design with a quantitative approach to assess coordination and capability levels and explore their relationship. Data were collected through a researcher-made survey questionnaire, which underwent expert validation and reliability testing using the Sielge Reliability Calculator to ensure internal consistency. Respondents were purposively selected, including school heads, teachers, and SDRRM coordinators directly involved in disaster risk reduction management. Statistical tools such as weighted mean and standard deviation were used to analyze levels of coordination and capabilities. At the same time, Spearman's Rho was employed to determine the correlation between the two variables. Results indicated that SDRRM coordination in high-risk schools were generally moderate, with strengths in preparedness, response, and recovery, but areas such as prevention and mitigation showed room for improvement. Regarding disaster response capabilities, schools were moderately capable in human resources, facilities, and innovation, while policy planning and procedural frameworks were identified as areas of firm performance. Furthermore, the study found a significant positive relationship between the level of coordination of SDRRM coordinators and the disaster response capabilities of high-risk schools. It implies that better coordination directly contributes to

Background/purpose. ChatGPT, an AI-based tool, has significantly impacted higher education by enhancing the learning and teaching experience. This study aimed to analyze students' perceptions of ChatGPT's role in higher education, focusing on five dimensions: perceived abilities, ethical concerns, satisfaction, academic impact, and skills development. Understanding these perceptions is crucial to harnessing their potential while addressing associated challenges. Materials/methods. The study surveyed 4,005 university students from ten countries in Latin America and Europe using a structured questionnaire. Data collection focused on quantitative measures, including correlations between ChatGPT usage and academic performance, skills development, and ethical concerns. Results. The findings revealed a generally positive assessment of ChatGPT's capabilities. A strong correlation was found between using ChatGPT and improved academic performance (r=0.845, p<.001) as well as the development of advanced skills like academic writing and critical thinking (r=0.720, p<.001). Satisfaction varied by institutional context, with private universities reporting higher satisfaction levels. Ethical concerns, such as plagiarism and misinformation, exhibited more dispersed responses, highlighting the need for strategies promoting responsible use. Conclusion. The study underscores ChatGPT's potential as a transformative resource in higher education, particularly in enhancing academic outcomes and skill development. However, ethical and pedagogical challenges remain critical to ensuring its responsible integration into educational practices.

This study aimed to identify the concept of media literacy among students of media faculties and its application in journalism and media, in light of the efforts exerted to enhance media culture in Jordanian universities, as a result of exposure to a vast amount of information through the media and social media platforms, in addition to the popularity of misleading or fabricated news. The inability of students to understand the concept of media literacy and how to apply it in their daily lives leads to their inability to critically analyze and evaluate the content of the media, which leads to possible negative consequences on their personal and academic lives. This study employed a cross-sectional survey approach. The study population included 1926 students enrolled in the 2022/2023 academic year. A total of 385 students, representing 20% of the population, were selected through simple random sampling from the Faculties of Media at Yarmouk University and the Middle East University. This sample was chosen to ensure proportional representation from both universities. Data were collected via an electronic questionnaire containing six questions designed to measure the opinions of media students towards their knowledge of the meaning of the term media literacy. The majority of media students know the meaning of the term media literacy, and they heard about it for the first time at the university, where the most prominent concept they have was associated with verifying information, photos, videos, and fake news and distinguishing information from opinion in media materials. Despite their need for training, the students did not receive specialized training in media literacy. The hypotheses proved that the ability of media students to define the concept is positively related to the teachers' introduction of media literacy terms in their explanation of some courses, which was reflected in their ability to identify the most prominent concept of media literacy. The need to raise awareness of the importance of media and information literacy in universities through holding training courses with the aim of enhancing students' skills in understanding, analyzing, and using media and social media.

Background/purpose. Collaborative concept maps (CCMs) stand out for their ability to organize knowledge and enhance retention. However, their use in higher education raises questions about their effectiveness. This study aims to evaluate the effect of CCMs on learning of students enrolled in the Master's program in Training and Supervision Professions in Morocco, identify the challenges they faced during the creation of these maps, and propose improvements aimed at optimizing the use of these tools in higher education. Materials/methods. The study involves 60 students divided into two modules, "Work Psychology" and "Andragogy." Organized into small groups, the participants designed concept maps throughout the semester, using course materials and recommended scientific articles. Data were collected at the end of the semester through a questionnaire that included Likert-scale items and open-ended questions. The results were analyzed using descriptive statistics and thematic analysis, respectively. Results. CCMs proved to be effective in fostering creativity, enhancing critical thinking, and improving knowledge retention. However, certain limitations were identified, including cognitive overload related to organizing complex information and interpretive divergences within groups, which slowed down the collaborative process. Additionally, technical and organizational challenges, such as a lack of digital skills and coordination difficulties, were also noted. These limitations occasionally hindered the effectiveness of collaborative dynamics and the achievement of learning objectives. Conclusion. CCMs are an innovative teaching-learning tool that promotes interactivity among learners. By overcoming identified challenges and implementing recommended strategies, these maps effectively achieve a variety of educational objectives.

ABSTRACT
This study evaluates the effectiveness of the localized reading intervention materials- JDMES Kit, in improving the reading abilities of Grade 4 students with low vocabulary skills and reading comprehension. Employing a single-group experimental design, the researcher conducted baseline assessments to identify students needing support. These assessments included a standardized reading comprehension test and a vocabulary evaluation, which served as the pre-test for the participants. The grade 4 students were classified according to their reading ability as: Nonreader, Frustration, Instructional and Independent. Following the implementation of the reading intervention materials over a designated period. The learning outcomes were explicitly defined, ensuring they aligned with students' reading abilities, promoted skill development, and were measurable for effective assessment. Future studies may consider extending the intervention duration to investigate the long-term impact of the localized reading intervention materials-JDMES Kit, on learners' reading abilities and retention of skills over time.

Teachers' effectiveness is measured by how consistently they exhibit skills-related actions and how they apply their diverse abilities to accomplish tasks and achieve high-quality performance. Therefore, it is necessary to measure and determine the teachers' professional needs and priorities in order to provide adequate and effective professional growth and development. This study examined the capability, priorities, and teaching performance of secondary school teachers in selected high schools in the second district of Eastern Samar as input for a professional development plan. The study involved 287 high school teachers during the school year 2023-2024. Respondents answered survey questionnaires that solicited their demographic profiles, including teaching position, total years in teaching, educational attainment, and area of specialization. The findings revealed that among the 287 respondents, most held the position of Teacher II, had 4 to 7 years of teaching experience, most had earned master's units, and most specialized in TLE/TVL. The respondents demonstrated a moderate level of capability in terms of content knowledge and pedagogy (x̄=3.05), learning environment (x̄=3.20), curriculum, and planning (x̄=2.94), as well as community linkages and professional engagement (x̄= 3.22). Moreover, the 287 respondents indicated a high level of priority for development in content knowledge and pedagogy (x̄= 3.51), while a low level of priority for development was noted in learning environment (x̄=1.96), curriculum and planning (x̄=2.16), as well as community linkages and professional engagement (x̄= 1.89). Based on the results, a highly significant relationship was found between the respondents' level of capability and their teaching performance (r= .439, p-value = .000). Furthermore, a highly significant relationship was also found between the respondents' level of priority for development and their teaching performance (r= .373, p-value= .000). Among the respondents' profiles, teaching position (r= .206, p-value = .002), total years in teaching (r= .170, p-value = .040), and educational attainment (r= .185, p-value = 0.44) were found to be significantly related to teaching performance, while area of specialization showed no significant relationship. This study recommends that teachers aim to upgrade their teaching positions, either through promotion or reclassification, by fulfilling the basic requirements in accordance with DepEd policies and guidelines, as teaching position was found to be a significant contributing factor to teaching performance. Teachers should also strive to pursue higher education to update their professional skills and learn about contemporary trends in the educational system.

In the Commonwealth of Pennsylvania, there is significant variation in kindergarten programs and the entry assessment systems used in school districts. There are no reliable data on the kindergarten entry assessment (KEA) systems used in public kindergarten programs across the Commonwealth. It is well-established that comprehensive KEAs should be part of a broader preschool through third grade (P-3) continuum of early childhood education to assess wholechild skills, include families and community partners, be culturally and linguistically responsive, and developmentally appropriate. This study aimed to understand the KEA practices of kindergarten teachers in Pennsylvania. An online survey was distributed to kindergarten teachers and elementary administrators in K5 classrooms in Pennsylvania public schools. The study evaluated the best practice strategies used including the skill domains assessed, the types of assessment instruments used, the purposes of KEA, and the professional development opportunities for teachers to implement the KEA system implemented by school districts. Responses were analyzed using an independent sample t-test to identify differences between groups for ratings of professional development types. There were significant differences between teachers and administrators on professional development teachers received for administering and conducting analyses for KEAs. Further research is needed to identify a larger sample of participants to inform policies and practices for teacher preparation, professional development, and the development of KEA systems in Pennsylvania. The data may also inform best practices for implementation, instructional content and strategies, and early childhood education curricula across the Commonwealth.

Background/purpose. ChatGPT has become one of the groundbreaking examples of artificial intelligence-based chatbots with its capacity to produce texts and engage in human-like conversations. Therefore, it has garnered the attention of people with diverse backgrounds, including educational professionals. The current study aims to investigate how school principals and teachers perceived the use of ChatGPT in education and reveal their attitudes towards using AI-based tools to facilitate the teaching-learning experience. Materials/methods. The study was designed using the qualitative case study method since it aimed to gather detailed information regarding school principals' and teachers' perceptions of ChatGPT. Data was collected from 80 teachers and school principals selected purposefully from public primary, secondary, and high schools. Data was analyzed using content analysis techniques by synthesizing codes into categories and themes. Results. The study revealed four major themes regarding school principals' and teachers' perceptions of ChatGPT: overall perceptions, perceived opportunities, perceived risks, and the effective use of ChatGPT. The participants referred to several advantages of using ChatGPT in education such as lesson planning, offering customized learning, and enabling easy and fast access to information. They were also cautious about some risks such as ethical and responsible use, the likelihood of encouraging dishonesty, free-riding, cheating, or plagiarism as well as weakening students' cognitive skills. Due to its potential to provide inaccurate information depending on the reliability of its data source, they were also doubtful that it could provide students with false guidance in its current form. The participants also made some recommendations to make better and more effective use of ChatGPT in education such as providing ongoing training for both teachers and students on recent developments, increasing the reliability of its data sources through continuous tests, and aligning its capacity with the readiness and age of students. Conclusion. The current study showed that school principals and teachers had sufficient knowledge of ChatGPT and mostly had a positive attitude towards its use in education despite some risks. Combined with the findings of prior studies, the current results suggest taking several steps to minimize the risks and offering both pre-and in-service training to teachers for more effective use.

In order to raise achievement for all students in a Greek elementary school struggling to be inclusive, attempts are being made towards empowering teachers through short term in-service training programs. In the in-service training program described, a school advisor collaborates actively, as a designer and facilitator, with teachers who are responsible for data collecting and being reflective practitioners. The program involves teaching and learning writing skills and promoting student understanding in mathematics. The three-school-year program’s main goal is the promotion of teacher professional standards within a Universal Design for Learning (UDL) -like a framework with an emphasis on data and reflection.

The thesis attached hereto, entitled "SUPER ROWBOX: USING LITERACY BOX AND TECHNOLOGY INTEGRATION TO IMPROVE READING READINESSS OF KINDERGRTEN PUPILS" prepared and submitted by ROWELA DORO-ON ROXAS, in partial fulfillment of the requirements for the degree, Master of Education major in Early Childhood Education, of the Graduate School of Education, College of Education, is hereby recommended for approval and acceptance.

Awareness of the mathematical skills and knowledge children possess in their early years is widely accepted. This includes various common positive aspects, not only for educators but also for researchers and policymakers. This study presents a systematic review conducted to meticulously identify empirical studies published in the Scopus-Index Journal database about the mathematical skills children aged 3 to 8 years old have mastered. This review followed the PRISMA guidelines and the research database comprised of Scopus-indexed journals. The technique followed used “keywords” and Boolean operators. The screening processes included reviewing abstracts, scanning complete texts of published articles, and rejecting those not meeting preset inclusion criteria. Moreover, systematic reviews, meta-analyses, and papers not written in English were also excluded. Of the 801 studies initially identified, a total of 15 empirical studies were included in the systematic review. Children master various math skills from a very young age, mainly in “numbers and operations”, but face difficulties in skills related to “algebra” as well as “geometry and measurement”. Additionally, several preschoolers’ characteristics help to explain the acquisition of these skills, with “age” being the primary factor. Researchers use various research instruments and mainly conduct individual semi-structured interviews. Children’s geometry skills and knowledge appear to have been studied to a small extent. The areas of “measurement” and “data analysis and probability” were found to be under active investigation. It is worth noting that not only does a noticeable research gap exist for the math domains of “measurement,” “geometry,” and “data analysis and probability”. Factors that seem to affect young children’s math skills, such as “gender”, “parents’ educational level”, and “attendance to a preparatory preschool” need further investigation. The implications of the current study’s results extend beyond academia, providing valuable insights that educators and policymakers can leverage to enhance the quality of mathematics education during the early years period.

Research studies in early childhood indicate that teaching science in early years helps children to construct understanding of world concepts and leads them to the development of scientific thinking. Today, kindergarten teachers play a substantial role as they motivate children to explore the world around them by introducing them to science experiences. This study was designed to present the outcomes of a training program on kindergarten teachers' instructional use of science with preschoolers, which was implemented by the ex-Preschool Advisor in collaboration with the Laboratory Center of Physical Sciences during school year 2016-2017 in Chania, Greece. The purpose of this study was to explore kindergarten teachers' thoughts and to analyze their attitudes after their participation in the training program regarding teaching science in early childhood. Findings show that science education in Greek early childhood settings through a training program is a positive contribution in kindergarten teachers' professional development and lifelong learning.

The objective of this paper is to explore the management of peace education and conflict resolution strategies in the 21st century for students' multidimensional skills development and literacy acquisition in the right direction. The researchers discuss the concept of skill development and literacy acquisition. They also examine the concept of conflict resolution strategies in consonant with school related conflicts which are capable of obscuring the degree of students' skill development vis-à-vis literacy acquisition in the right direction. Furthermore, the paper assessed available mechanism for conflict resolution among parties involved in school as multidimensional skill development and literacy acquisition may not thrive in a violent and chaotic school environment. The paper equally evaluates the goals every school administrator ought to adopt in a bid to resolve conflicts meditatively without hurting the parties involved and disrupt the academic programme of the school. Conclusively, suggestions to managing peace education to promote students' skills development and literacy acquisition n the right direction are proffered. It was however recommended among others that the training and retaining of school administrators and teachers should be intensified to enable acquire the essential skills and knowledge, appropriate techniques and methods to effectively manage peace education and conflict resolution measures in such a way that concepts that are relevant to students' skill development and literacy acquisition will be reflected and identified.

Evaluating the effectiveness of Early Childhood Education (ECE) programs across different developmental domains such as language, psychomotor, social, and cognitive growth is essential. The main objective is to support families, promote learning and social outcomes for young children, and ensure high-quality education standards. This process facilitates continuous improvement and helps to achieve the overarching goal of ECE.

The main purpose of this study was to determine the compliance with the code of conduct and teaching performance of 347 public elementary teachers of 6th Congressional District of Negros Occidental using stratified random sampling. The descriptive research design was used. The modified survey questionnaire adapted from the study of Jongue (2010) and approved Individual Performance Commitment and Review Form (IPCRF) for S.Y. 2015-2016 was utilized to get the needed data. The data collected was analyzed using frequency and percentages, mode and Pearson-r correlation coefficient. Moreover, Focus Group Discussion (FGD) with 10 participants was utilized to enrich and supplement the results of the study. Results revealed that in terms of profile, majority of the participants were female, ages 31-40 and 11-20 years in length of service. For the teaching position, majority of the participants were Teacher 1 and Bachelor degree holders. For school location, majority of the participants were ...

One goal of the teacher's professional portfolio is to describe the full range of abilities and document effective teaching over an extended period of time. In this article we discuss the procedure that teachers can use in developing their own portfolio assessment to help generate data for making decisions about teaching performance. The development of a teacher portfolio requires planning, time, organization and cooperation from students, colleagues, parents and supervisors. The format of the portfolio may vary from individual to individual and be based upon personal preference. Organizations and contents of the teacher portfolio are suggested. Questions and associated lists of teaching artifacts are discussed based on the authors' experiences as early childhood classroom teachers and university professors. The answers to these questions will guide the selection of activity-generated products to best represent the essence of the teacher performance.

This study examined the Impact of Leave-No-Child Behind Policy on Public
Preschool and Primary School (PPPS) Enrolment in Lagos State. It examines
the Pupils' Enrolment in Pre-school and Primary School before and after the
Leave-No-Child-Behind Policy in the 20 Local Governments in Lagos State,
and also gender Enrolment in PPPS before and after the Leave-No-ChildBehind Policy in Lagos State. The study adopted an ex post factor design and
made use of secondary data collected using the Pro forma as the research
instrument eliciting enrolment data of the 20 Local Governments in Lagos
State. The data were analysed using the Descriptive Statistics (Frequency, Bar
Chart and Percentage) and Inferential Statistics (Paired Sample t-test). The
result showed the frequency and the percentage of gender enrolment in Pre
Leave -No-Child-Behind Enrolment (PLNCBE) of 2018/2019 with male at
199,456(49.52%) and female: 203,314 (50.48%), and the Leave -No-ChildBehind Enrolment (LNCBE) in 2022/2023 with male 223,778 (50.76%) and
female 217,110 (49.24%). The frequency also showed that Pre Leave -NoChild-Behind Enrolment PLNCBE of 2018/2019 had enrolment at 402,770,
and the Leave -No-Child-Behind Enrolment (LNCBE) of 2022/2023 had
enrolment at 440,888. The study established that there is an increase in PPPS
Enrolment as a result of Leave-No-Child-Behind Policy in Lagos State aimed
at reducing the effect of poverty on Enrolment.

Creativity and intelligence have been one of the most important things in early childhood students due to their hyperactive and adaptation capability to any kind of knowledge. Providing required assessment and proper tasks to proper foster creativity among students requires proper research on the previous existing education models. A focus has to be provided on the training of the teaching professionals to adapt various strategies to foster creativity in the classroom environment. On the other hand, a proper pedagogy framework has been implemented with the ability to adapt to the recent requirements and changes in the schooling format. Students need to be assessed differently based on their interest in the chosen subject. Each student has to be assigned different tasks to ensure their intelligence and creativity enhancement. Impacts have been described based on the nature of the selected model of schooling format.

Play allows children to build and extend their knowledge and skills as they interact with their environment, with others, and on their own. This research study aimed at exploring kindergarten teachers' perspectives on the 'play based learning' approach to teaching Early Childhood classrooms. This study employed a qualitative research design with the use of a descriptive survey. Purposive and simple random sampling techniques were used to draw 100 kindergarten teachers from the public kindergarten schools. Questionnaire was used to gather the data from the respondents. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that the majority of the kindergarten teachers have knowledge and understanding of the concept play based learning approach to teaching. However, lack of learning materials, parent's expectations on children's academic performance and large class size were the major factors impeding teachers from implementing the play based learning in Early childhood classrooms. The study recommended that the Education Directorate in collaboration with the Local Assembly should supply learning materials to schools, organise regular in-service training to teachers, and build more classrooms so as to curb the challenges raised.

Vocabulary learning through games is an exciting approach that can imprint longlasting learning experience. The second learners can benefit from the hands-on activities practiced in class which can enhance retention of new words. Language can be learned faster and easier by having fun in class that can also reduce the 'anxiety' factor in ESL students. This paper aims to examine the impact of vocabulary learning through games to get the educational benefits and how to incorporate games in a language classroom to enhance student learning. Moreover, this research paper analyzes the Vocabulary learning through games and activities for undergraduates and ESL students through. The games were developed Language skills, Vocabulary development. A quantitative survey questionnaire was adopted for this research. This research was conducted by 35 undergraduate students through convenient sampling techniques to analyze the effect of learning vocabulary through games. The study finding shows that English language is easy to learn by different by creative activities, physical games there is a quotation of Benjamin Franklin "Tell me and I forget. Teach me and I remember". "Involve me and I learn." It draw attention of ELT learner's motivation through game type activities that could be easy to enhance their ability and for learning English language because language cannot be learned it needs to do practice and efforts from teachers, learners and as well as exposure to the target language.

This study was conducted to determine the most common contemporary evaluation methods used by kindergarten teachers to assess kindergarten children. The study sample consisted of 527 kindergarten teachers. A scale was developed in order to achieve the study's purposes. The results indicated that the Teacher's Practices in the Evaluation Process (TPEP) had the highest mean score, and the Informal Evaluation Methods (IEM) had the lowest. The results revealed that there are statistically significant differences in the evaluation methods kindergarten teachers use in their classrooms according to their qualifications, their years of teaching experience and the interaction between these two variables. The study recommends training courses for kindergarten teachers to raise their competencies in the field of evaluation, in order to change the methods of evaluation used and avoid the errors of traditional evaluation methods.

This study investigates the challenges in reading competence faced by Pedagogy students at the National Open University of Nigeria (NOUN), specifically targeting those at the 100 and 200 levels. Reading competence is fundamental for educators, influencing not only academic success but also effective teaching practices. In the context of NOUN's unique open and distance learning framework, understanding the intricacies of reading challenges is imperative for optimizing pedagogical training. The research aims to identify and analyze the specific obstacles hindering reading competence among Pedagogy students during their foundational years at NOUN. These levels mark the inception of their academic journey, setting the groundwork for advanced studies and professional development. By focusing on this critical juncture, the study seeks to unravel the nuances of reading challenges within the context of open education.This research contributes to the broader discourse on literacy within open education systems, shedding light on the unique challenges encountered by Pedagogy students at NOUN. Findings will inform not only institutional policies but also teaching methodologies tailored to address the distinctive needs of open and distance learners. The study aims to provide actionable insights for educators, curriculum developers, and policymakers invested in enhancing the foundational skills of future educators within the dynamic landscape of open education.

This study investigates the challenges in reading competence faced by Pedagogy students at the National Open University of Nigeria (NOUN), specifically targeting those at the 100 and 200 levels. Reading competence is fundamental for educators, influencing not only academic success but also effective teaching practices. In the context of NOUN's unique open and distance learning framework, understanding the intricacies of reading challenges is imperative for optimizing pedagogical training. The research aims to identify and analyze the specific obstacles hindering reading competence among Pedagogy students during their foundational years at NOUN. These levels mark the inception of their academic journey, setting the groundwork for advanced studies and professional development. By focusing on this critical juncture, the study seeks to unravel the nuances of reading challenges within the context of open education.This research contributes to the broader discourse on literacy within open education systems, shedding light on the unique challenges encountered by Pedagogy students at NOUN. Findings will inform not only institutional policies but also teaching methodologies tailored to address the distinctive needs of open and distance learners. The study aims to provide actionable insights for educators, curriculum developers, and policymakers invested in enhancing the foundational skills of future educators within the dynamic landscape of open education.

This research examined the influence of teacher factor on students' academic performance with a special reference to Caleb International College, Ikosi, Ketu, Lagos State. The objective of this research work was to determine how teachers experience influences students' academic performance, investigates teachers teaching methodology, influence students' academic performance and examine how adequate teaching and learning aids affects teachers' productivity in Caleb International College, Ikosi, Ketu, Lagos State. The findings of this study pointed out that there is significant relationship between teacher experience and students' academic performance in Caleb International College, Ikosi, Ketu, Lagos State, there is significant relationship between teacher orientation and students academic performance in

Digital technology affordance has been recognized as a social and learning tool, and the requirements for digitalizing the kindergarten curriculum have been present for decades. Digitalization in a child’s early years can present conflict with parents, as the societal and economic demands of digitalized society for a child’s digital technology use are in dissonance with guidelines and recommendations of health organizations that caution against preschool children’s technology use. Kindergarten curricular reform in Slovenia was conducted in the 1990s. In this period, the use of digital learning technology and digital play for the development of children learning predispositions and early literacy was already recognized. At the time of curriculum design, it integrated some elements of digital learning technology. Now, 30 years after the design of the new curriculum, we are facing the post-digital era. Learning technology in the early years is a matter of partnership with parents; acco...

This review paper examines the integration of technology into early childhood education practices in two distinct contexts: Nigeria and the United Kingdom (UK). The global evolution of technology-enhanced learning for young children is reflected in these case studies, offering valuable insights into the challenges, opportunities, and implications of technology integration in early childhood education. In Nigeria, access, infrastructure, and teacher preparedness disparities pose significant challenges. While government initiatives and policies lay the groundwork, the digital divide remains a barrier to equitable integration. Ensuring quality content, fostering research efforts, and involving parents are key priorities. In contrast, the UK boasts a robust technological infrastructure and clear government policies that support technology integration. Researchdriven practices, stringent quality assurance, and effective parental involvement contribute to a holistic approach. This comparative analysis underscores the significance of contextual factors in shaping technology integration practices. It emphasizes the need for equitable access, comprehensive teacher training, rigorous research, and robust quality control. Both Nigeria and the UK share a common goal: to enhance early childhood education through technology, offering valuable lessons for global educators, policymakers, and researchers. As technology continues to evolve, the insights gleaned from these diverse contexts will guide future efforts to harness its potential to benefit young learners worldwide.

The objective of this paper is to explore the management of peace education and conflict resolution strategies in the 21st century for students' multidimensional skills development and literacy acquisition in the right direction. The researchers discuss the concept of skill development and literacy acquisition. They also examine the concept of conflict resolution strategies in consonant with school related conflicts which are capable of obscuring the degree of students' skill development vis-à-vis literacy acquisition in the right direction. Furthermore, the paper assessed available mechanism for conflict resolution among parties involved in school as multidimensional skill development and literacy acquisition may not thrive in a violent and chaotic school environment. The paper equally evaluates the goals every school administrator ought to adopt in a bid to resolve conflicts meditatively without hurting the parties involved and disrupt the academic programme of the school. Conclusively, suggestions to managing peace education to promote students' skills development and literacy acquisition n the right direction are proffered. It was however recommended among others that the training and retaining of school administrators and teachers should be intensified to enable acquire the essential skills and knowledge, appropriate techniques and methods to effectively manage peace education and conflict resolution measures in such a way that concepts that are relevant to students' skill development and literacy acquisition will be reflected and identified.

This study examined the learning and teaching approaches used in three kindergartens in Hong Kong. The kindergartens used the same curriculum package and were assessed as being of "good", "acceptable" and "unsatisfactory" quality, respectively, by the regulatory body. The participants were five kindergarten teachers and their students, and five specialists in pre-primary education who provided an independent assessment of kindergarten quality. Each teacher was observed for three hours a day over three consecutive days. The specialists discussed videotaped observations of learning activities from each of the kindergartens in a focus group, and rated kindergarten quality. The results indicated that the ratings of the regulatory body and the specialists were consistent and appeared to be informed by the criteria for "developmentally appropriate practices". The low-quality classroom was teacher-directed, engaged mainly in chalk-and talk and paper-and-pencil activities, and involved few interactions between the teacher and the children or among the children. The children in the other two kindergartens engaged in authentic learning activities, learned in small groups, appeared cognitively engaged and had many interactions with the teacher and other children. Although the kindergartens claimed to use the Montessori, Project and Unit approaches, the specialists felt that none of them actually implemented their purported approaches with fidelity. On the basis of these findings, suggestions are made to improve the quality of learning and teaching in pre-primary schools.

The study focused on gender as an intervening variable in comparing effectiveness of teaching methods on the interest of early childhood agricultural science pupils. Two research questions guided the study. Quasiexperimental design, specifically pre-test and post-test group was adopted. The sample for the study was 58 Basic 3 pupils comprising 31 males and 27 females from intact class. The two classes were randomly assigned experimental group I and II. The experimental group one was taught with blended learning method while experimental group II were taught with roleplay method. The treatment lasted for four weeks. The instrument for data collection Agricultural Interest Inventory. The instrument used for data collection were validated by three experts all from Department of Agricultural Education. The reliability of the instrument was established using Cronbach alpha which yielded a coefficient of 0.74. Mean and standard deviation were used to analyze the data collected for the study. Findings of the study revealed that that gender plays an intervening role in the interest of pupils in agricultural science when taught with blended learning and role play method as female pupils had higher interest in comparison to their male counterparts. Hence, the study recommended amongst others that the local government should provide more funds for research so that investigations be made to enquire on the reasons why females perform better when roleplay and blended learning are utilized and possibly find other innovative methods that would be a better fit for male pupils; and ministry of Education should organize workshops, in-service training programme for teachers so that they would be conversant in the use of innovative teaching methods

Purpose: Information literacy refers to the set of characteristics that enables ordinary learners become wise information consumers and lifelong learners. The set of abilities or skills the learner requires in order to determine information needs, locate, access and evaluate information sources and effectively use resources regardless of the format. There is global acceptance of the need for information literacy among trainees undertaking Technical and Vocational Educational Training (TVET). Integrating information literacy in the Competency-Based Education and Training (CBET) curriculum has become a necessity. The purpose of this study was to investigate how TVET trainees applied information literacy during the COVID-19 pandemic. The objective was to ascertain the trainees` uptake of e-learning and establish the strategies laid down for integration of information literacy in TVET curriculum. Methodology: Descriptive research design was adopted. The Nyeri National Polytechnic was pu...

The first case of coronavirus disease 2019 (COVID-19) caused by severe acute respiratory syndrome coronavirus 2 was officially confirmed in Nigeria on February 27, 2020. [1] Due to the ravaging spate of its contagiousness globally, COVID-19 was declared by the World Health Organization as a global pandemic on March 11, 2020. [2] This caused many countries, including Nigeria, to introduce a national lockdown which was characterized by the restriction of human and vehicular movements, closure of nonessential sectors, and suspension of activities in all educational institutions. This resulted in a major disruption in teaching and learning activities in universities around the world. The uncertainty about the ending date of the pandemic made it practically impossible to ascertain the time that physical academic learning would resume on university campuses. [3,4] Consequently, universities around the world adopted a new strategy to ensure a continuous learning process that involves the substitution of physical face-to-face classroom learning Background: To sustain learning during the coronavirus disease 2019 pandemic, there was the adoption of online teaching and learning for all academic programs, including anatomy in a Nigerian University. This study assessed the participation, perception, and experience of undergraduate students regarding the online classes adopted for uninterrupted anatomy learning during the pandemic. Methodology: The online class participation of 85 students of the nursing science, physiotherapy, and human anatomy programs was evaluated in four anatomy modules-systemic histology, systemic embryology, gross anatomy, and neuroanatomy. A survey was conducted to evaluate their perception and experience during the online classes. The data obtained were statistically analyzed. Results: The students had ≥ 96.5% active participation in each module. In comparison to physical classes, the distribution of perception of the students about online classes included less effective (50.6%), less interactive (48.2%), and more challenging time management (56.5%), requiring more self-discipline (65.9%), increased lecture hour per week (76.4%), and improved performance in class continuous assessments (58.8%), and a significant (P ≤ 0.05) majority reported the similar level of knowledge gained during the online classes. However, a significant (P ≤ 0.05) majority indicated a preference for the traditional physical classes. Conclusion: Online learning can be adopted to achieve comparatively similar learning outcome in anatomy courses when physical learning is not possible. Hence, a hybrid mode of learning for anatomy education should be developed in medical colleges to sustain learning during a global emergency that prevents physical learning.

The women’s sector in the academe is one of the most affected profiles during the COVID-19 pandemic which directly ravages their livelihood and other economic activities. Thus, this research project investigated the economic situations of 30 private and public-school teachers who were displaced from their occupations or were forcibly deprived of income-generating activities. In-depth interviews as research instruments were employed in the study to extract responses on how the educators creatively apply adaptive economic strategies and how government should aid them during a global crisis. The research findings showed that the pandemic has affected the economic activities of the respondents including the loss of their livelihood and other economic sidelines. They responded to these economic effects through adaptive strategies using diversifying and analyzing trends, using digital technology resources, data-driven, acquiring new alternative skills, pricing strategy, and becoming an ex...

Teachers are expected to implement curriculum, by using the specified guidelines and resources, to ensure fidelity and thus effectiveness. Evidence, however, points at high-stakes external assessment as driving this process, and also becoming a major barrier to the curriculum and its implementation. The purpose of the study was to develop an understanding of why teachers are reluctant in using these guidelines and resources, and instead allow their classroom practices to be driven by high-stakes external assessments. Utilising the experiences of some Senior High School Social Studies teachers in Ghana, this paper employed a grounded theory analytic framework to build a theoretical model, which explains the constraining hold of high-stakes external assessment on teachers' classroom practices. It also emerged from the study that the effective implementation of any novel and transformative curriculum depends on a corresponding change in the external assessment regime, to ensure congruity/balance among the components of curriculum implementation.

Teachers are expected to implement curriculum, by using the specified guidelines and resources, to ensure fidelity and thus effectiveness. Evidence, however, points at high-stakes external assessment as driving this process, and also becoming a major barrier to the curriculum and its implementation. The purpose of the study was to develop an understanding of why teachers are reluctant in using these guidelines and resources, and instead allow their classroom practices to be driven by high-stakes external assessments. Utilising the experiences of some Senior High School Social Studies teachers in Ghana, this paper employed a grounded theory analytic framework to build a theoretical model, which explains the constraining hold of high-stakes external assessment on teachers' classroom practices. It also emerged from the study that the effective implementation of any novel and transformative curriculum depends on a corresponding change in the external assessment regime, to ensure congruity/balance among the components of curriculum implementation.