ISSN ONLINE: 2664-3812
ISSN PRINT: 2664-3804
Journal of Educational Research on Children, Parents and Teachers (A Journal of the African Educational Research and Development Foundation [AERDF])
THE TEACHERS’ PERCEPTION OF THE USE OF TECHNOLOGY IN TEACHING AND SUPPORTING EARLY CHILDHOOD LEARNERS: A CASE STUDY OF SELECTED PRIMARY SCHOOLS IN LAGOS STATE,
Transforming Performance Management in Zimbabwean Public Secondary Schools: Pathways for Sustainable Education Reform Fortunate Mugwaze Performance management is instrumental in improving teacher effectiveness andacademic outcomes
ENHANCING STUDENTS’ ACHIEVEMENT IN ELECTION CONTENTS AMONG SENIOR SECONDARY SCHOOL GOVERNMENT THROUGH MASTERY LEARNING AND CONSTRUCTIVIST INSTRUCTIONAL MODELS Edna Nnenna Anumudu1, Patricia Nwamaka Aroh2, &
INVESTIGATING THE IMPACT OF SOCIO-EMOTIONAL LEARNING (SEL) ON STUDENTS’ WELL-BEING AND ACADEMIC PERFORMANCE IN NIGERIAN SECONDARY SCHOOLS Azukaego Ifeoma Eluemuno, PhD1, Mary Nneka Nwikpo PhD2,
EFFECTS OF KELLER SYSTEM OF INSTRUCTION (KSI) ON STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY Dr. Christiana Ogonna Odimkpa1, Dr. Adaora Phina Anudu1, Prof. S. O. Abonyi1
FRAMEWORK FOR A HOLISTIC INTERVENTION IN SUPPORT OF CHILDREN WITH COLOUR VISION DEFICIENCY Ronél Ferreira* & Tegan van der Westhuizen In this article, we propose
APPLICATION OF ITEM FACILITY INDICES IN THE DEVELOPMENT OF CAT TEST THROUGH A SUPERVISED MACHINE LEARNING TECHNIQUE IN EDUCATIONAL RESEARCH Christian Ngozi1; Onoja Emmanuel Agada1;
ASSESSMENT OF THE LEVEL OF ECONOMICS TEACHER’S AWARENESS OF THE APPLICATIONS OF ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING ECONOMICS Okere, Ikechukwu Justice1; Onoja Emmanuel Agada1;
THE TEACHERS’ PERCEPTION OF THE USE OF TECHNOLOGY IN TEACHING AND SUPPORTING EARLY CHILDHOOD LEARNERS: A CASE STUDY OF SELECTED PRIMARY SCHOOLS IN LAGOS STATE,
Transforming Performance Management in Zimbabwean Public Secondary Schools: Pathways for Sustainable Education Reform Fortunate Mugwaze Performance management is instrumental in improving teacher effectiveness andacademic outcomes
ENHANCING STUDENTS’ ACHIEVEMENT IN ELECTION CONTENTS AMONG SENIOR SECONDARY SCHOOL GOVERNMENT THROUGH MASTERY LEARNING AND CONSTRUCTIVIST INSTRUCTIONAL MODELS Edna Nnenna Anumudu1, Patricia Nwamaka Aroh2, &
INVESTIGATING THE IMPACT OF SOCIO-EMOTIONAL LEARNING (SEL) ON STUDENTS’ WELL-BEING AND ACADEMIC PERFORMANCE IN NIGERIAN SECONDARY SCHOOLS Azukaego Ifeoma Eluemuno, PhD1, Mary Nneka Nwikpo PhD2,
Diaspora and Migration Dynamics: Implications for the Nigerian Teaching Profession Bernice Nefeye AGHAHOWA (Ph.D) Department of Curriculum and Instructional Technology,Faculty of Education, University of Benin,
IMPACT OF COMMUNITY RESOURCES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN BIOLOGY Martha Ijok Adibe NJOKU Department of Biology, Ignatius Ajuru University of Education,
Teaching practice experiences of trainee Biology teachers: Challenges and possible panacea Martha Ijok Adibe NJOKU & Tubonemi MGBOMO Department of Biology, Ignatius Ajuru University of
EFFECTS OF ETHNO-CHEMISTRY INSTRUCTIONAL APPROACH ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN CHEMISTRY IN DEMMILI -NORTH LOCAL GOVT. AREA, ANAMBRA STATE Ezeanya Maureen
The Journal of Educational Research on Children, Parents and Teachers is an Interdisciplinary outlet for transformative engagement with research findings that implicate policy and practice within the domain of the educational development of children as well as the impacts of both the parents and teacher practices. For this reason the journal publishes a broad range of papers from all branches of education relating to childhood to early teens, parents and teachers. Papers that feature curricula developments in the primary, secondary and teacher education are also published by this journal.
Journal of Educational Research on Children, Parents and Teachers, is seeking theoretical and empirical articles that seek to advance knowledge and theory of the education on the welfare of children, teachers and parents in education. Papers that derive data from quantitative, qualitative and mixed-methods approaches will be given consideration. Papers may be submitted by prospective authors at any time of the year for consideration.
Researchers, scholars, teachers, administrators, specialists, and advanced graduate students are invited to submit manuscripts.
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