Volume 20 Issue 3

Volume 20 Issue 3

Program Logic for a Teacher Education Accreditation Council Accredited Program in Educational Leadership

By: Glenn L. Koonce and John C. Hanes

ABSTRACT: Utilizing a program logic model allowed us to plan and guide our successful Teacher Education Accreditation Council (TEAC) national accreditation for our educational leadership program. The model integrates the six principal Interstate School Leaders Licensing Consortium (ISLLC) standards with TEAC’s Quality and Processing Principles and with the specific elements of the TEAC Inquiry Brief where evidence is emphasized and the accreditation process is focused. Faculty members’ contributions enhanced the structure and operation of the model.

Institutional Framework for Developing Sustainable Quality Distance Education in West Africa: Guidelines, Engines, and Policy Options

By: Emmanual C. Ibara

ABSTRACT: As a tool in an educational delivery system contributing to social and economic development, distance learning has become an accepted and indispensable aspect of the mainstream of educational systems in developed and developing countries. Indeed, the globalization of distance education provides several opportunities for developing countries, including the West African sub-region, for the realization of education system goals, especially the growing need for continuing skills upgrading and retraining. As countries in the West African sub-region become more aware of the potential of distance learning, it is important for their educational planning that the opportunities provided by new technologies prominent in distance learning be realistically harnessed within the framework of well-defined policies. In this regard, a policy framework is needed to ensure that quality education is provided for learners in new and long-established distance education institutions in the West African sub-region. Regardless of the diverse distance education practices in the West African sub-region, a regional policy framework is possible and imperative to regulate the organization and implementation of quality distance higher education programmes in West Africa.

Revisiting Self-Regulation Skills and Distance Learners’ Academic Performance at the University of Ibadan, Nigeria: Planning Implications for Effective Use

By: Maruff Akinwale Oladejo

ABSTRACT: Learning is more personal and the responsibility rests more squarely on the shoulders of students in distance learning systems. Also, many distance learners have several other equally important commitments such as home demands, social engagements, and religious obligations that compete with their academic work. Balancing these responsibilities with academic pursuit in such a way that one does not affect the other may become problematic for the students, especially those who are not self-regulated. This may subsequently impact student academic performance. In view of this scenario, it is expected that distance learners will have good self-regulation skills in order to perform better in their academic endeavours. This study sought to discern a causal explanation of distance learners’ academic performance vis-à- vis their self-regulation skills. The study utilized a descriptive, ‘ex-post facto’ research design. Simple random sampling technique was used to select 1,500 participants while the University of Ibadan’s Distance Learning Centre was purposively selected. Data were collected through a questionnaire during the 2009 contact session. Three hypotheses were formulated and tested at the 0.05 level of significance. Pearson correlation, regression analysis, and t-tests were employed for data analysis. Students’ selfregulation skills and academic performance are positively and significantly correlated. (R2 =016;P<0.5). The study however, revealed no significant difference in students’ self-regulations skills on a gender basis. The need for students to have good self-regulation skills and monitor their academic progress was recommended.

Do Rural Districts Die When Their Schools Close? Evidence from Sweden Around 2000

By: Jan Amcoff

ABSTRACT: At the beginning of the twenty-first century, the continued existence of many rural schools is being threatened. It has often been suggested that the closure of a rural school renders the area it serves less attractive, and can prejudice in-migration and encourage out-migration as the school is often expected to have more functions than the mere provision of basic education. In this paper, using, geographically detailed population data, no significant such effects on migration patterns can be demonstrated, either in the immediate surroundings of the school or in its wider catchment area. These results remain even if the migrants being considered are limited to families with children (a group expected to be particularly affected by school closures).