Reconceptualisation of Democratic Citizenship Education Against Social Inequalities and Electoral Violence in Zimbabwe

This article analyses the implications of a reconceptualised democratic citizenship education on universities in Africa with special emphasis on Zimbabwe. This is a qualitative research where data has been gathered through interviews and observation. Democratic citizenship education theory is used as a theory speaking to the argument. The arguments proffered in the research are that the concepts of DCE, education, and democracy that are rooted in liberal ideas of education have the potential to develop critical thinking necessary for political participation, justice, and political tolerance. The findings are that an African university education can teach students to become human with others, meaning students are taught to respect and value human dignity as dictated by Ubuntu.

Efficiency of Indigenous and Intercultural Higher Education and Research Programs

A study was carried out using data envelopment analysis, in which variables (inputs and outputs) of a group of 13 public HEIs from the northwest of the country were compared with data from the 2018-2019 cycle to characterize the UAIM. It was found that 1) when considering government financing and generated own resources, UAIM has an efficiency of 39%; 2) when considering ordinary financing and tuition, the institution is 100% efficient; 3) in relation to the total number of teachers and enrollment has an efficiency of 39%, it has the capacity to serve up to 14,325 students; 4) it has an efficiency of 26% in relation to the total and accredited educational programs; and 5) the total efficiency is 51% and represents an intermediate level with respect to the other HEIs, which on average is 56%.

Self-Regulation and Adult Learners

The ability to write effectively becomes increasingly essential in our global community. Writing is a cognitively complex and demanding activity. Thus, writing instruction assumes an increasing role in language education in general, and writing proficiency heavily depends on the acquisition and development of self-regulation and transcription skills. With self-regulated learning (SRL), students create better learning habits, strengthen their study skills, monitor their performance, and evaluate their academic progress. The body of research in composition and language teaching highlights the self-regulation impact on beginning and developing writers' competencies in diverse cultural backgrounds. Hence, educators should be aware of the factors influencing their manipulation of SRL in their writing classes. This article addresses some of these factors directing the composition pedagogy for more adult learners' deliberate practice and high self-regulation beliefs. It pinpoints some research-based classroom strategies for more effective teaching.

Implications of Preservice Teachers' Perceptions of the Visual Arts for Educator Preparation

This study addresses preservice teacher perceptions of their experience with the arts. Implications are explored for how educator preparation programs might address an art course for generalist or multiple-subject teachers. This study adds to the literature on perception of art from K-8 generalist multiple-subject teachers by applying a discourse analysis to a survey of preservice teachers' (n = 37) perceptions of their experience with art in school. The survey was administered at a public university in the United States with questions asking participants to briefly explain their perceptions and experiences with the fine arts and how the fine arts are integrated into teaching practices. This study addresses the following question: How do preservice elementary teachers conceptualize the fine arts? Recommendations are made for educator preparation programs.

The Effects of Technology Integration in the Classroom for Students With ADHD

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.

Documenting Student Representation of Indigenous HIV/AIDS Information and Integration Into the School Curriculum

Often times, contemporary health and epidemiological practices ignore indigenous information on HIV prevention. Colonial hegemony tends to replicate indigenous knowledge bases as primordial, superstitious, and lacking vivid scientific explanation to qualify the test for medical diagnostic study. Using an information science viewpoint and an anti-colonial discursive theory, this paper challenges the skewed discernment that it is only Western knowledge production that is considered legitimate knowledge. The authors argue that indigenous HIV/AIDS information exists and can be integrated into the curriculum to complement Western knowledge paradigms on adolescent HIV prevention.

How Cognitively Coached Teachers Design and Facilitate Self-Directed Learning in General Education Classrooms

The purpose was to describe how cognitively coached teachers design and facilitate instruction for self-directed learning in general education classrooms. Vygotsky's social development theory and Bronfenbrenner's development ecological model of human development provided the theoretical frameworks for this study. The two sources of data that were utilized in this study were semi-structured individual interviews and a lesson plan artifactual document review. The results indicated that cognitively coached teachers design and facilitate instruction for self-directed learning through a description of the following five themes: 1) developing individualized learning with challenging expectations, 2) preparing meaningful and transferable content, 3) establishing an active learning environment, 4) engaging learners in authentic tasks, and 5) supporting student responsibility for learning.

Teach Less and Learn More

This study aims to investigate the impact of assessments and instructional technology on a students' learning experience and the development of their graduate capabilities. In a disruptive employment market where there appears to be a mis-match between employer expectations and the graduate skill-set, the onus has fallen upon education providers to better align the capabilities taught in school with employer and employment market expectations. Using a survey-based approach to collect 118 responses, this research revealed the positive and significant roles played by assessments and technology in enhancing students' learning development of graduate capabilities, with the use of technology identified as the stronger influencer on student learning. The findings of this study are beneficial to educators and policy makers, providing insight into the individual and collective role of assessment(s) and embedding technology into the curriculum as means to address the skills gap which should inform further research into the graduate skills conundrum.

Dental Health Curriculum for Pre-Schoolers With Robot Application Intervention

Owing to unhealthy self-care practices such as oral hygiene and diet, preschool children can be at high risk of having dental issues. As traditional oral health education focusing on spreading information and providing advice may not be as effective in making a sustained impact on young children, this study explores how incorporating an innovative element such as a robot game to improve on it can help. Using a quasi-experimental treatment and control group design, two groups of preschool children were compared for the effectiveness of the intervention in eliciting their knowledge of dental health and the behaviours in preventing caries. Findings and implications of this pilot study, the first of its kind on preschool children's dental health knowledge and the use of a robot application as an intervention to enhance the curriculum, are discussed.

Aligning Information Systems Programs With the New ABET-CAC Criteria

ABET recently revised their published list of program specific criteria. Beginning from the 2019-2020 cycle, all computing programs, including information systems, must meet the new criteria to receive ABET accreditation. This paper describes the procedure followed by the Computer Science and Information Systems (CSIS) Department at the American University of Kuwait (AUK) in aligning the information systems (IS) program with the new ABET-CAC criteria. The paper illustrates all the steps taken by the department from the initial preparation, measurements, and assessments of students' outcomes to the continuous improvement and closing the loop processes. This paper aims at sharing the methods and experiences of the CSIS Department at AUK, which may be beneficial for other institutions seeking ABET accreditation of their information systems programs.