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ABSTRACT As a newly independent country, South Africa is faced with an enormous task of providing educational services to its previously neglected African population, including the estimated 12 per cent of the population that has disabilities. Beginning with an overview of the development of special education in South Africa, this paper includes a brief description of the general educational structure, an historical background of South Africa's special education services and discussions of...
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The reliability of the 12-item Theism Sub-Scale of the Maranell Religious Attitudes Scale was examined among four cross-cultural samples. 186 Ghanaian, 177 Nigerian, 140 Northern Irish, and 74 Swaziland university students completed the Theism Scale. Across all four cultural groups data confirmed the reliability and unidimensionality of the scale. The Theism Scale is commended for further research.
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In this study we examined the problem-solving characteristics, strategy selection and use, and verification actions of 24 African American 8th-grade students. Students participated in individual, talk-aloud problem-solving sessions and were interviewed about their problem solutions and attitudes about learning mathematics. Students displayed approaches attributed to African American learners in the literature, regularly using holistic rather than analytic reasoning; their display of...
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A ZBTE research investigation on the relationship between learning performance and self-regulated learning strategies among form four Zimbabwean students.
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Abstract One of the reasons for restructuring Nigerian secondary education in 1977 was to introduce compulsory pre-vocational subjects in the Junior Secondary and vocational subjects in the Senior Secondary Schools. The aim was to prepare high school leavers for both higher education and the world of work. However, doubts have been expressed about the impact of the policy and programmes on the academic and vocational preferences of students. The academic and occupational preference of males...
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A schools programme aimed at sustainable agriculture by minimizing environmental degradation.
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ABSTRACT Nigeria has exerted tremendous and well‐documented efforts to address the problems confronting persons with special needs. One of these laudable efforts is the promulgation of Section 8 of the National Policy on Education, which gives guidelines for programmatic stability in special education. In its content, Section 8 is a piece de resistance; in practice, it is a national policy and not a national law instituted by legislation. In addition, it is plagued by endemic problems of...
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A total of 1,136 school children comprising 433 males and 703 females, within the age groups 4 to 16 years and all resident in Aba municipal town of Abia State were examined for clinical signs of dermatophytoses. Out of this number examined 196 (17.3%), which included 108 males and 88 females, had clinical lesions on various parts of the body including the head, skin, finger nails and toe webs characteristic of dermatophytoses. While the infection occurred highest among children between the...
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Formaldehyde vapour monitoring was conducted over the period July 1993 to September 1995 in the Human Anatomy Laboratory of the Faculty of Medicine; University of Natal. During the initial study, ambient levels of formaldehyde vapour exceeded the American (ACGIH) threshold limit value (TLV). An intervention in the form of ventilation controls was implemented and proved to be effective in reducing formaldehyde vapour levels. Whether that reduction is sufficient to prevent long-term health...
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Bruner’s work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Students must understand the more general concepts, or subsumers, before mastering details and sub-concepts. This paper compares and critically analyses the views of Bruner and Ausubel on the learning process and their relevance to Zimbabwe. Bruner’s four...
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(1998). Speaking from Experience: Anglo-American Teachers in African American Schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 71, No. 4, pp. 224-230.
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Growing Up African American in Catholic Schools. Jacqueline Jordan Irvine and Michele Foster, eds. New York: Teachers College Press, 1996.
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Abstract With the abolition of formal apartheid in education in South Africa there has been a movement of children classified African into schools which were previously reserved for Indians, ‘coloureds’ and whites. While this development has yielded a number of highly positive outcomes, of concern, has been the difficulty host schools have encountered in dealing with the social, cultural and economic backgrounds which entering children have brought with them. Significantly, host schools...