Abstract:Recognition of the data-driven technological nature of society the current trend in the sociology of education is emphasis on statistical literacy. As such, many university-level sociology departments across the globe require undergraduate students to successfully complete a social statistics course to meet minimum program requirements. In an effort to increase student access to the required statistical education, courses (traditionally taught exclusively on campus) are now moving to online platforms. There are a number of significant challenges that impact both the instructor’s ability to effectively teach and enrolled student’s ability to successfully complete an online statistics courses. Unfortunately, the most current review of scholarship on the topic of challenges and innovations in teaching statistics examined literature published between 1993 and 2010 is outdated due to rapid advancement in educational technology.  The purpose of this systematic review of literature (2010 to 2018) is to contribute to the scholarship of teaching and learning undergraduate social statistics online in two distinct ways. First, to provide a resource for educational researchers, by compiling, synthesizing, and discussing a decade of academic literature on the topic of challenges to teaching and learning undergraduate statistics online into one easily accessible manuscript. Second, to provide a resource for educators, by adding new pedagogical insights and suggestions for practical instructional interventions to address teaching and learning challenges. 
Keywords:challenges to teaching and learning in higher education, distance learning, educational technology, e-learning, innovative pedagogy, literature review, online learning, statistics education, student success.
Title:Access to Higher Education through Distance Learning: Exploring Challenges, Innovations and Strategies for Online Statistical Education

Abstract:The primary goal of this study was to determine the moderating effect of reflective practice on the relationship between career adapt-abilities and teacher engagement of junior high school teachers in Davao Region. Adapted survey questionnaires were given to a sample of 400 teachers from public junior high school teachers in the region.  Results showed that the levels of career adapt-abilities, teacher engagement and reflective practice are high. Moreover, findings revealed that there was a significant relationship between career adapt-abilities and teacher engagement ditto with reflective practice and teacher engagement. To determine the moderating effect of reflective practice, a logistic hierarchical regression was employed. Findings showed that reflective practice does not moderate the relationship between career adapt-abilities and teacher engagement. Teachers who have higher and lower levels of reflective practice demonstrated the same degree of teacher engagement as influenced by career adapt-abilities. However, results revealed that separately career adapt-abilities and reflective practice are important contributors to teacher engagement.

Abstract:The purpose of this article is to implement the Communicative Language Teaching (CLT) in teaching grammar at Sudanese Secondary School Levels in Khartoum State. To answer the purposed questions, Secondary School teachers were chosen for the questionnaire, an interview was held with experts. The study found that Communicative Grammar Teaching is not being successfully implemented at Secondary Schools in grammar lessons. The overall findings include that: students lack opportunities to practice language items in meaningful situation, the teachers' reluctance to employ various techniques of teaching.

Abstract:Early Childhood Development and Education is regarded as the initial stage and the beginning of every young child’s formal education. Attainment of Curriculum objectives entails putting into practice the officially prescribed courses of study, syllabus and subject. Teaching learning material resources are central to the educational process because they play an important role in the achievement of educational goals and objectives since they facilitate teacher’s work and accelerate learning on the part of the student. The study investigated the influence of adequacy of teaching and learning material resources in public primary schools on the attainment of the ECDE curriculum objectives in Lamu-west sub-county, Kenya. Teaching and learning methods formed the intervening variable. The study is based on Systems Approach Theory and Constructivism theories of learning. The study adopted descriptive survey research design.The target population was 123 ECDE centers in the public primary schools in Lamu-West Sub-County. The three administrative divisions of Amu, Witu and Mpeketoni formed the clusters. Simple random sampling was employed to get a sample of 37ECDE centers. One head teacher and one ECDE teacher from each centre made the study sample; thus, giving a total of 74 respondents. Data was collected using questionnaires, observation checklist and interview schedules. These tools were validated through appraisal from the supervisors and then subjected to a pilot study. The reliability of the instruments was tested using, test-retest technique. Descriptive statistics involving frequencies and percentage was used to analyze the data using the Statistical Package for Social Science (SPSS) programmer version 22. Findings: the teaching and learning material resources in Lamu West sub County ECDE centers were found to be inadequate in most centres. In most centers material like computers, audio tapes, crayons and nature corners are not available. Attainment of curriculum objectives in the Lamu west sub County is ‘partial’. Recommendations: In view of the fact that education is a shared responsibility, there is need for the Key stakeholders-county government, the ministry of education, the school administration, quality assurance office, policy makers and publishers to collaboratively avail resources for teachers and learners in adequate quantities.  The study suggest that others studies be undertaken in future that involve a larger sample.
Keywords:Adequacy, Curriculum, Objectives, Teaching Learning Material Resources (TLMR).
Title:INFLUENCE OF ADEQUACY OF THE TEACHING AND LEARNING MATERIAL RESOURCES IN PUBLIC PRIMARY SCHOOLS ON THE ATTAINMENT OF THE ECDE CURRICULUM OBJECTIVES IN LAMU-WEST SUB-COUNTY, KENYA

Abstract:In this small-scale survey quantitative and qualitative research about skype, I am trying to collect data with the help of a questionnaire with 20 structured questions and record the self reports of the respondents, who are students of the University of Macedonia in Thessaloniki, University in Ioannina and others, in anonymity, for the use of skype and its writing practices as an educational tool. The exploration and edit of the responses of the representative sample using data analysis methods with descriptive statistics and pair-wise comparisons lead to some significant findings about the use of skype as a synchronous social medium for educational purposes.  A web survey via e-mail used which has the advantage of having each respondent’s answers automatically entered into a data file and saving on data entry time. Spreadsheet (excel), database, graphics and statistical analysis software were also available for this step. The demographic characteristics of the representative sample of the entire group for this type of comparison include gender, educational level (status), age, etc.
The final discussion about these findings reveals the protagonist role of the new educational technology in the age of digital literacy.
Keywords:data analysis methods, descriptive statistics, digital literacy, questionnaire, representative sample, skype, small-scale survey, writing practices.

Abstract:The turmoil and the instability in the Middle East countries had as result the arrival of a great number of refugees and migrants in the European Union. States tried to face this event by adopting policies and measures that aimed at the relief of these populations and their gradual integration to the local societies. European countries didn’t react in the same way on the waves of refugees and migrants that tried to access European Union. There are three different approaches or in other words, three different reactions that EU member states adopted. The reaction to the problem was based on the previous experiences that some countries had with migration, on dominant political ideologies and populist reactions that didn’t want to face the problem, on domestic political situation and cultural acceptability by the local societies.

Abstract:This paper examines how and what English language teachers think in their practice of teaching functional writing skills. It looks at the planning practices of teachers, both in preparation for the classroom and during the moment-by-moment decision-making that occurs in the classroom. It tries to establish how these cognitions influence the teacher in teaching functional writing as a system of communication. This was a descriptive research and data was collected using observation, students’ self evaluation schedule and interview schedule to capture the actual teaching and learning of writing in the classrooms. During the entire study 720 students and 18 teachers of English language participated. The analysis of data was done descriptively. From the research, it was found that teachers have different cognitions, knowledge, beliefs and understanding about the teaching of functional writing skills. A strong recommendation is that the teacher should be left to identify what works for him and his learners in their own particular context.

Abstract:Transition of curriculum is the process of changing from a present curriculum and adopts another. The dynamics of life necessitate curriculum that are relevant to the society. Therefore it is imperatively important for a country or state to adopt a curriculum that satisfies cultural and education requirements and expectations.The main objective of the study was to find out influence of mentorship on the transition of Early Childhood Development Education Competence Based Curriculum in Msambweni Sub County. The focus was Head teachers, teachers and BOMS of the sampled schools and the target population was 428 which consist of 107 pre-school head teachers, 214 class teachers and 107 Board of Management Committee chairs. The sample size was 17head teachers,34 class teachers, 17 BOMS from the sampled pre – schools making a total of 68. It is believed ECDE is faced by challenges in the transition process. A sub county meeting in Msambweni availed that the change was abrupt, inadequate training, lack of resources and lack of proper sensitization to the parents. Participative theory by Donald Trump was the guiding theory of mentorship. The researcher used descriptive method, research instrument used was a questionnaire and data collected was analyzed using descriptive statistics. Tables were used to present findings. The study found that leaders in ECDE centers in Msambweni Sub County exhibited great mentorship in their schools. The study recommends that Head teachers in Msambweni sub county public ECDE centers should enhance their mentorship role by creating more time for teachers. The study also recommends that the Ministry of Education in collaboration with County Governments and Institution of Higher Education should develop and organize trainings for Head teachers, teachers, BOMs and other stakeholders.
Keywords:Curriculum, Mentorship, Transition.
Title:INFLUENCE OF MENTORSHIP IN EARLY CHILDHOOD DEVELOPMENT AND EDUCATION CENTRES ON TRANSITION OF COMPETENCE BASED CURRICULUM   IN MSAMBWENI SUB-COUNTY – KWALE KENYA
Author:JosphineMumbua Mulandi, Eric Mathuva, Kennedy Mzae
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:English as an international language is used in order to communicate in the fields of education technology, trade and politics, so it is learnt as a foreign language in many countries around the world. Due to the importance and necessity of communicating in English in recent decades, many countries including Sudan that teach EFL or ESL have shifted from traditional grammar based teaching method to Communicative-focused instruction. The purpose of this article is to find out the factors which affect the application of Communicative based grammar teaching. To answer the purposed questions, a questionnaire was designed for EFL teachers. The study found that communicative grammar teaching is not being successfully implemented at Secondary Schools due to inappropriate application of communicative based grammar teaching.