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])
TOWARDS AFRICANIZING SUSTAINABLE DEVELOPMENT GOALS (SDG) 4: SCHOOL LEADERSHIP REFLECTIONS ON EDUCATION FOR SUSTAINABLE FUTURES Authors: Contact: Prof Kathija Yassim Department of Education Leadership and
SCHOOL ENROLLMENT AND COMPLETION RATES AMONG SECONDARY SCHOOL STUDENTS IN NIGERIA: THE MODERATING EFFECTS OF PARENTAL INCOME AND TAXATION Authors: Contact: Ambrose Nnaemeka OMEJE (PhD)
GRADE 11 EDUCATORS’ DIGITAL LITERACY PRACTICES AND THEIR INFLUENCE ON TECHNOLOGY INTEGRATION IN CLASSROOM INSTRUCTION Authors: Contact: Sympathy Luyanda Mncube Faculty of Humanities, Social Sciences
LEVERAGING SOCIAL MEDIA FOR LITERACY: A LITERATURE REVIEW ON THE STRATEGIC ROLE OF SCHOOL MANAGEMENT IN SECONDARY EDUCATION Authors: Contact: Azwidowi Aubrey Mokwebo Department of
RECONCEPTUALISING EDUCATIONAL LEADERSHIP: UKUBUYISANA AND KINTSUGI AS DECOLONIAL FRAMEWORKS FOR INSTITUTIONAL REPAIR IN SOUTH AFRICAN SCHOOLS Authors: Dr Sharon Margaretta Auld DThe Independent Institute of
MULTIMEDIA INSTRUCTION FOR UNDERGRADUATES IN SCIENCE EDUCATION: A SYSTEMATIC REVIEW OF THE IMPACT ON LEARNING OUTCOMES Authors: Dr. Tunji Henry Ogunyebi Department of Science Education,
ENHANCING SCIENCE PROCESS SKILLS AND ATTITUDES THROUGH STEMFOCUSED TEACHING IN BASIC SCIENCE CLASSROOM Authors: Dr. Obodo Abigail Chikaodinaka Science Education, Department Enugu State University of
Impact of Low-Intensity Conflicts on The Mental Health and Academic Performance of Undergraduates: A Comparative Study Between Universities in Southeast and South-South Geopolitical Zones of
APPLICATION OF E-ASSESSMENT TOOLS BY EDUCATION ENGLISH LECTURERS IN ASSESSING STUDENTS’ ACADEMIC PERFORMANCE IN POSTCOVID-19 IN PRIVATE COLLEGES OF EDUCATION IN ENUGU STATE, NIGERIA Chioma
Leveraging Kahoot to Support Mathematics Learning in Early Childhood Classrooms Mmakgabo Angelinah Selepe Kahoot is a digital game-based platform that provides immediate feedback to learners
Challenges of Implementing Inclusive Education Amid Crisis: Exploring Grade 10 English Language Teachers’ Experiences in Johannesburg Schools Maryam Chinasa ADEWUNMI1 & 2Chinegbonkpa Hope NWAKANMA2** The
EVALUATION OF PRE-SERVICE PHYSICS TEACHER EDUCATION PROGRAMME IN UNIVERSITIES IN SOUTHEAST NIGERIA Dr Ignatius Ifeanyi Adonu1 & Dr Vincent Chukwujekwu Davidson2 This study evaluated the
TEACHER EXPERIENCE AND COMPETENCES IN THE EFFECTIVE IMPLEMENTATION OF BASIC SCIENCE AND TECHNOLOGY CURRICULUM IN SCHOOLS Nkeiru Catherine Enyi Many Nigerian basic education graduates enroll
PREVALENCE AND EXTENT OF SUICIDAL BEHAVIOURS AMONG UNDERGRADUATES OF UNIVERSITIES IN NORTH-EAST STATES OF NIGERIA Akor Sabina Suicide is increasingly becoming one of the leading
BLENDED COLLABORATIVE AND COOPERATIVE RESEARCH SUPERVISION MODEL FOR HIGHER EDUCATION Vincent Chidindu Asogwa The conventional hierarchical models of research supervision that have been prevalentin higher
AWARENESS AS CORNERSTONE TO INCLUSIVE SUPPORT FOR LEARNERS WITH COLOUR VISION DEFICIENCY Akuse, Sesugh Stephen1, & Asongo, Terkuma Stanley2 The issue of poor academic achievement
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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