# bib

id: gjte-26800
author: Editors, GJTE
title: GJTE Editorial Board
date: 2019
pages: 1
extension: .pdf
mime: application/pdf
words: 264
sentence: 7
flesch: 14
cache: cache/gjte-26800.pdf
txt: txt/gjte-26800.txt
summary:
  Editors-in-Chief Dr. Michael T. Ndemanu Educational Studies, Ball State University Dr. Serafin M. Coronel Molina Literacy, Culture and Language Education, Indiana University Managing Editor Dr. Tom J. McConnell Science Education, Ball State University Global Journal of Transformative Education (2019) 1:1 Open Access Published by the Global Insitutute of Transformative Education (http://www.gite.education) © GJTE. 2019. This journal is distributed under the terms of the Creative Commons Attribution NonCommercial NonDerivative 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits unrestricted use, distribution, and reproduction without revision in any non-commercial medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, Editorial Team Global Journal of Transformative Education Dr. Kennedy N. Bota Masinde Muliro University of Science & Technology Kakamega, Kenya Dr. Judah M. Ndiku Masinde Muliro University of Science & Technology Kakamega, Kenya Dr. Wilfridah M. Mucherah Ball State University Muncie, Indiana, USA Daniel Baron The Bloomington Project School Bloomington, Indiana, USA Dr. Bryce S. Smedley USAID Washington D.C., USA Dr. Teresia Mbogori Ball State University Muncie, IN, USA Dr. James Kigamwa Literacy International Tulsa, OK, USA Editorial Review Board GJTE invites you to apply to be a member of the Editorial Review Panel.


id: gjte-31776
author: Editors, GJTE
title: GJTE Open Call for Papers
date: 2020
pages: 1
extension: .pdf
mime: application/pdf
words: 478
sentence: 23
flesch: 26
cache: cache/gjte-31776.pdf
txt: txt/gjte-31776.txt
summary:
  Submitted manuscripts undergo a double-blind review process, and authors may be asked to revise text or images before final publication. The editorial board of the GJTE invites authors to submit manuscripts relating to research about transformative education, innovative teaching strategies or curricula, policy issues, the role schools have in transforming commu- nities and society, and resources that can help educators and policy makers enact meaningful reforms that contrib- ute to transformative education.


id: gjte-31758
author: Coronel-Molina, Serafín M.; Ndemanu, Michael T.
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 2151
sentence: 82
flesch: 36
cache: cache/gjte-31758.pdf
txt: txt/gjte-31758.txt
title:
  Transformative Education from Multiple Perspectives: Second Volume of the Global Journal of Transformative Education

summary:
  GJTE is focused on sharing educational research and re- search-based practices with all stakeholders in the de- sign and implementation of transformative education. education This volume is composed of eight articles that delve into transformative education from multiple perspec- tives.


id: gjte-26970
author: Ndemanu, Michael T.; Coronel-Molina, Serafin M.
title: Introduction: First Volume of the Global Journal of Transformative Education
date: 2019
pages: 4
extension: .pdf
mime: application/pdf
words: 1986
sentence: 63
flesch: 29
cache: cache/gjte-26970.pdf
txt: txt/gjte-26970.txt
summary:
  In “Inclusive Practice and Transformative Leadership Are Entwined: Lessons for Professional Development of School Leaders in Kenya,” Rose Opiyo discusses the concept of transformative leadership in inclusive education for Learners with Special Needs as a broad approach to education that seeks to interrogate the inclusive leadership Global Journal of Transformative Education (2019) Global Journal of Transformative Education (2019) 1 DOI 10.14434/gjte.v1i1.26970 Open Access Published by the Global Insitutute of Transformative Education (http://www.gite.education) © Ndemanu & Coronel-Molina. 2019


id: gjte-26654
author: Editors, GJTE
title: Open Call for Papers
date: 2019
pages: 1
extension: .pdf
mime: application/pdf
words: 551
sentence: 25
flesch: 21
cache: cache/gjte-26654.pdf
txt: txt/gjte-26654.txt
summary:
  Global Journal of Transformative Education (2019), 1:1, Open Access Global Journal of Transformative Education Open Call for Papers Published by the Global Insitutute of Transformative Education (http://www.gite.education) © GJTE. Open Access This journal is distributed under the terms of the Creative Commons Attribution NonCommercial NonDerivative 4.0 International License, which permits unrestricted use, distribution, and reproduction without revision in any non-commercial medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, The Global Journal of Transformative Education (GJTE).


id: gjte-25920
author: McCaster, Antonette Lorraine
date: 2019
pages: 6
extension: .pdf
mime: application/pdf
words: 3336
sentence: 195
flesch: 54
cache: cache/gjte-25920.pdf
txt: txt/gjte-25920.txt
title:
  Adult Education and Dialogue: Utilizing Project-Based education as a method to provide transformative change in both students and teachers

summary:
  Thomas (2000) conducted a review of the research on project based learning and outlined five components that he felt were necessary in a project for it to fit under the umbrella of project based learning. Project based learning requires that students change their approach to the classroom.


id: gjte-26125
author: Okebiro, Gilbert Nyakundi
date: 2019
pages: 9
extension: .pdf
mime: application/pdf
words: 5221
sentence: 239
flesch: 47
cache: cache/gjte-26125.pdf
txt: txt/gjte-26125.txt
title:
  Anthropological Methods in Curriculum Instruction for Learners in Informal Education for Abagusii of South Western Kenya

summary:
  The problem learners are ignoring anthropological methods because are indigenous and suppress transformative education for instance in acquiring university education, cannot adjust in the society. Results indicates Abagusii have discarded anthropological methods for transformative education.


id: gjte-26141
author: Mbogori, Teresia; Mucherah, Winnie
title: Nutrition Transition in Africa: Consequences and Opportunities
date: 2019
pages: 6
extension: .pdf
mime: application/pdf
words: 4043
sentence: 202
flesch: 54
cache: cache/gjte-26141.pdf
txt: txt/gjte-26141.txt
summary:
  Nutrition transition is linked to an increased preva- lence of metabolic disorders and non-communicable diseases such as obesity, diabetes and cardiovascular dis- eases. Factors that have contributed to nutrition transition include urbanization, socio-economic developments and technological advancements.


id: gjte-26140
author: Mucherah, Winnie; Mbogori, Teresia
title: Examining Child Development from an African Cultural Context
date: 2019
pages: 7
extension: .pdf
mime: application/pdf
words: 5210
sentence: 314
flesch: 56
cache: cache/gjte-26140.pdf
txt: txt/gjte-26140.txt
summary:
  There- fore, this theoretical approach suggests that the knowl- edge, perceptions, attitudes and beliefs about language, childbirth practices, beauty, self-concept and identity development among African children is advanced through interaction with others within the sociocultur- al contexts. If self-esteem refers to a person’s self-worth or self-im- age, and if Western or European standards are used to determine one’s perceptions of beauty, this is bound to be problematic for African children.


id: gjte-31775
author: Editors, GJTE
title: GJTE Vol 2 Contents
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 547
sentence: 15
flesch: 17
cache: cache/gjte-31775.pdf
txt: txt/gjte-31775.txt
summary:
  Editors-in-Chief Michael T. Ndemanu, Ball State University, Muncie, Indiana, USA Serafín M. Coronel-Molina, Indiana University, Bloomington, Indiana, USA Managing Editor Tom J. McConnell, Ball State University, Muncie, Indiana, USA Editorial Board Kennedy N. Bota - Masinde Muliro University of Science & Technology, Kakamega, Kenya Judah M. Ndiku - Masinde Muliro University of Science & Technology, Kakamega, Kenya Wilfridah M. Mucherah - Ball State University, Muncie, Indiana, USA Daniel Baron - The Bloomington Project School, Bloomington, Indiana, USA Ernest Davis - University of Cape Coast, Ghana Nuboonyin Fokong - University of Bamenda, Cameroon Michael Fonkem - University of Wisconsin Oskhosh, USA Patience Fonkem - Appleton Area School District, Wisconsin, USA Isaac Galyuon - University of Cape Coast, Ghana Carla Gull - Inside Outside Michiana, Elkhart, Indiana, USA James Hollenbeck - Indiana University Southeast, New Albany, Indiana, USA Seema Lasi - Aga Khan University, Karachi, Pakistan James Kigamwa - Literacy International, Newark, Delaware, USA Maxwell Seyram Kumah - St. Teresa's College of Education, Hohoe, Ghana Daniel Mpolomoka - Zambian Open University, Lusaka, Zambia Maxwell Nyatsikor - University for Developmental Studies, Tamale, Ghana Rose Opiyo - Masinde Muliro University of Science & Technology, Kakamega, Kenya Stephanie Oudghiri - Purdue University, West Lafayette, Indiana, USA Jerry Parker - Southeast Louisiana University, Hammond, Louisiana, USA David Roof - Ball State University, Muncie, Indiana, USA Fai Wiysahnyuy - University of Bamenda, Cameroon https://scholarworks.iu.edu/journals/index.php/gjte/login Global Journal of Transformative Education (2020) GJTE is a peer-reviewed Open Access journal produced as part of the IU ScholarWorks system, Indiana University, Bloomington, Indiana, USA.


id: gjte-25848
author: McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan
title: Problem-Based Learning for Responsive and Transformative Teacher Professional Development
date: 2019
pages: 8
extension: .pdf
mime: application/pdf
words: 5473
sentence: 276
flesch: 56
cache: cache/gjte-25848.pdf
txt: txt/gjte-25848.txt
summary:
  Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Keywords: Teacher PD, Problem-Based Learning, Professional Learning Community, Action Research Published by the Global Insitutute of Transformative Education (http://www.gite.education) © McConnell, Eberhard, & Parker. 2019


id: gjte-26142
author: Lozenski, Brian David
title: Constructing a Dual-Subjectivity: Understanding the Intersection of Ethnic Studies and YPAR
date: 2019
pages: 12
extension: .pdf
mime: application/pdf
words: 9040
sentence: 474
flesch: 52
cache: cache/gjte-26142.pdf
txt: txt/gjte-26142.txt
summary:
  Early proponents of educational self-determination in public education were people like Anna Julia Cooper and W.E.B. DuBois, who argued that black youth should not only be taught classical European history, which was the central focus of elite education in U.S. schools. With the passing of the Brown v. Board of Ed- ucation Supreme Court decision5, a lackluster process of racial desegregation began, where black youth were slowly phased into formerly all white schools, often fac- ing violent resistance and hostility.


id: gjte-34349
author: Ndemanu, Michael; Coronel-Molina, Serafín
date: 2022
pages: 2
extension: .pdf
mime: application/pdf
words: 1430
sentence: 77
flesch: 49
cache: cache/gjte-34349.pdf
txt: txt/gjte-34349.txt
title:
  Transformative Education: From Theory to Practice - Daring to Re-Imagine and Re-Innovate: Introduction to Volume 3 of the Global Journal of Transformative Education

summary:
  Acknowledgments The Global Journal of Transformative Education (GJTE) is a singular publication venue since its main objective is to share educational research and re- search-based practices on transformative education from local and global perspectives. The contributions are relevant to scholars, educators, practitioners, educational policymakers, graduate students, and grassroots organizations inter- ested in transformative education across the globe.


id: gjte-27424
author: Nwagu, Evelyn Nwagu
title: Transformative Learning Potentials of Trainee Health Workers in Nsukka, Enugu State, Nigeria
date: 2020
pages: 12
extension: .pdf
mime: application/pdf
words: 7686
sentence: 454
flesch: 51
cache: cache/gjte-27424.pdf
txt: txt/gjte-27424.txt
summary:
  While training institu- tions for health workers in developed nations of the world are undergoing reforms to increase the compe- tencies of health workers trained in such institutions (Stubbs, 2015; World Bank, 2018), there is a scarcity of information and research about health workers training in Sub-Saharan Africa, particularly Nigeria. A large proportion of health workers in Nigeria and other Sub-Saharan African countries are trained in post-secondary health institutions and they form the major health workforce in health facilities in many communities in Nigeria.


id: gjte-31205
author: Njong, Aloysius Mom
title: Classroom Democracy and Learning Outcomes in Primary Schools in Francophone Africa
date: 2020
pages: 14
extension: .pdf
mime: application/pdf
words: 7999
sentence: 460
flesch: 50
cache: cache/gjte-31205.pdf
txt: txt/gjte-31205.txt
summary:
  Democracy as a way of living and everyday experiences should not be indifferent to these local contextual factors in which African children are grow- ing. This suggests that a child’s feeling of self-esteem is affected by their inter- est in other children and the reactions they receive in return.


id: gjte-34176
author: Zhang, Zhaoyi
title: Book Review - Learning that Matters: A field guide to course design for transformative education.
date: 2022
pages: 4
extension: .pdf
mime: application/pdf
words: 2664
sentence: 127
flesch: 55
cache: cache/gjte-34176.pdf
txt: txt/gjte-34176.txt
summary:
  In chapter nine (“Supporting Students”), how to provide targeted support to students to ensure their success, effectively address inequities in education, and ensure enduring learning is a core topic. In today’s 21st century, the traditional way of teaching has mostly given way to transformative education in which teachers should not only impart knowledge, but also facilitate the acquisition of skills by students (David, 2016).


id: gjte-31174
author: Nyatsikor, Maxwell Kwesi; Abroampa, Winston Kwame; Esia-Donkoh, Kweku
date: 2020
pages: 14
extension: .pdf
mime: application/pdf
words: 7838
sentence: 419
flesch: 44
cache: cache/gjte-31174.pdf
txt: txt/gjte-31174.txt
title:
  The Impact of school locale on pupils’ competencies in selected subjects. Does it matter more for specific regions in Ghana?

summary:
  Parents of rural school pupils are primarily peasant farmers and are characterised by high levels of poverty and illiteracy (GSS, 2015). The types of schools pupils at- tend had the greatest impact on achievement.


id: gjte-34260
author: Medved, Michelle
date: 2022
pages: 5
extension: .pdf
mime: application/pdf
words: 3301
sentence: 153
flesch: 50
cache: cache/gjte-34260.pdf
txt: txt/gjte-34260.txt
title:
  Book Review: Transformative approaches to social justice education: Equity and access in the college classroom

summary:
  In doing this, white students must consider the spectrum of experiences and identities among the LGBTQ+ community and who is impacted by systems of oppression. It has the two-fold benefits of both broadening white students’ perspectives and helping students from historically marginalized groups feel more included.


id: gjte-31198
author: Ayaga, Godfrey Nyaoga; Okaya, Edward Khasakhala
date: 2020
pages: 14
extension: .pdf
mime: application/pdf
words: 9630
sentence: 477
flesch: 42
cache: cache/gjte-31198.pdf
txt: txt/gjte-31198.txt
title:
  Implication of outdoor Environment on Children’s Learning Experiences in Public Preschools in Borabu Sub-County, Kenya

summary:
  This is against the findings of current literature and theories of child development that advocate for pro- viding appropriate outdoor learning environment that offers a sense of freedom for children to play freely with peers, expand their imagination beyond the restraints of indoor activities, release energy, and explore their senses of touch, smell, taste and motion. The neo-Vygotskian approach to child development.


id: gjte-34378
author: Editors, GJTE
title: In Memoriam - Dr. Bame Patience Penn Teneng
date: 2022
pages: 1
extension: .pdf
mime: application/pdf
words: 152
sentence: 10
flesch: 37
cache: cache/gjte-34378.pdf
txt: txt/gjte-34378.txt
summary:
  Dr. Patience Teneng Bame was a Senior Lecturer of Educational Administration at The University of Yaounde1 in Cameroon. In Memoriam: Patience Teneg Bame GJTE Editors The editors of the Global Journal of Transformative Education wish to express our sorrow at the news of the death of one of our contributors.


id: gjte-31233
author: McConnell, Tom J.; Giorgio-Booher, Barbara
title: Collaborative Teams for Self-Publishing: A model for creating locally-relevant educational books
date: 2020
pages: 13
extension: .pdf
mime: application/pdf
words: 9797
sentence: 515
flesch: 53
cache: cache/gjte-31233.pdf
txt: txt/gjte-31233.txt
summary:
  In an age of technology, project teams might also collaborate from different geographic locations. Their experience on other books helped them understand potential pitfalls in the pro- duction process.


id: gjte-25981
author: Opiyo, Rose Atieno
date: 2019
pages: 16
extension: .pdf
mime: application/pdf
words: 10923
sentence: 512
flesch: 42
cache: cache/gjte-25981.pdf
txt: txt/gjte-25981.txt
title:
  Inclusive Practice and Transformative Leadership Are Entwined: Lessons for Professional Development of School Leaders in Kenya

summary:
  Their description of the characteristics of effective inclusive schools and the personal attributes of school leader of such schools are consistent with those articulated by Corbett and Slee (2000). In order to ensure that this happens, the Kenyan Government believes that all learners are entitled to an excellent education that provide them with a gen- uine opportunity to succeed in inclusive classrooms in inclusive schools.


id: gjte-31212
author: Nyatuka, Benard O.
title: Education for Sustainable Development in Kenya: Rhetoric and Reality in Basic Education
date: 2020
pages: 13
extension: .pdf
mime: application/pdf
words: 9040
sentence: 464
flesch: 30
cache: cache/gjte-31212.pdf
txt: txt/gjte-31212.txt
summary:
  Sustainable education encourages both teachers and students to use creative thinking, share ideas, cooperate and make decisions. Abstract Education for sustainable development (ESD) is increasingly being recognized as a critical element of education systems and facilitator of sustainable development.


id: gjte-34374
author: Editors, GJTE
title: GJTE Volume 3 Table of Contents
date: 2022
pages: 3
extension: .pdf
mime: application/pdf
words: 444
sentence: 16
flesch: 31
cache: cache/gjte-34374.pdf
txt: txt/gjte-34374.txt
summary:
  Editors-in-Chief Michael T. Ndemanu, Ball State University, Muncie, Indiana, USA Serafín M. Coronel-Molina, Indiana University, Bloomington, Indiana, USA Managing Editor Tom J. McConnell, Ball State University, Muncie, Indiana, USA Editorial Board Kennedy N. Bota - Masinde Muliro University of Science & Technology, Kakamega, Kenya Judah M. Ndiku - Masinde Muliro University of Science & Technology, Kakamega, Kenya Wilfridah M. Mucherah - Ball State University, Muncie, Indiana, USA Daniel Baron - The Bloomington Project School, Bloomington, Indiana, USA Teresia Mbogori - Ball State University, Muncie, Indiana, USA James Kigamwa - Literacy International, Neward, Delaware, USA Alissa Mwenelupembe - National Assoc. GJTE is a peer-reviewed Open Access journal produced as part of the IU ScholarWorks system, Indiana University, Bloomington, Indiana, USA.


id: gjte-31229
author: Teneng, Patience P.
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 8757
sentence: 411
flesch: 43
cache: cache/gjte-31229.pdf
txt: txt/gjte-31229.txt
title:
  Transformational Leadership and Wealth Creation in Educational Organizations: The Case of Higher Education in Cameroon

summary:
  The multiple regression further confirms the absence of transformational leadership education as a statistical predictor to setbacks in these firms. Conclusion This study set out to investigate the bearing of transformational leadership education in universities on graduates’ wealth creation.


id: gjte-32098
author: Zhulamanova, Ilfa; Raisor, Jill
date: 2022
pages: 12
extension: .pdf
mime: application/pdf
words: 7567
sentence: 460
flesch: 64
cache: cache/gjte-32098.pdf
txt: txt/gjte-32098.txt
title:
  The Little Red Hen and a Corona Giant: Creative Storytelling Strategy in an Early Childhood Classroom

summary:
  The following two themes emerged from the data analysis: 1) Storytelling makes children story makers, story tellers, and story actors and 2) Corona and children. Storytelling makes children story makers, story tellers and story actors.


id: gjte-33616
author: Ndemanu, Michael
date: 2022
pages: 9
extension: .pdf
mime: application/pdf
words: 6446
sentence: 332
flesch: 50
cache: cache/gjte-33616.pdf
txt: txt/gjte-33616.txt
title:
  Designing university syllabi for 21st century skills : Maximizing learning outcomes in higher education

summary:
  The goal of using a syllabus to teach college courses is to ensure that modern higher education institutions meet the goals for which they were founded. As Parkes et al. (2002) posit, a syllabus serves as a con- tract between the instructor and the students given that it contains vital information regarding course descrip- tion, course readings, assignments and their deadlines, attendance policy, roles and duties of students as well as the responsibilities of instructors.


id: gjte-32233
author: Gentry, Corinne
title: Literary Review of Translanguaging, Translating, and Interpretation in Education
date: 2022
pages: 10
extension: .pdf
mime: application/pdf
words: 7232
sentence: 359
flesch: 51
cache: cache/gjte-32233.pdf
txt: txt/gjte-32233.txt
summary:
  Translanguaging in Practice and Its Shifts in Ideologies Unfortunately, there are some educators who do not allow native language in the classroom. One challenge they faced was student resistance to use the native lan- guage due to the hidden curriculum of immersion being the only way to learn a language, so Tian and Davidson held open discussions about native languages and their relation to English (Shepard-Carey & Tian, 2020).


id: gjte-31224
author: Beem, Heather
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 8823
sentence: 467
flesch: 52
cache: cache/gjte-31224.pdf
txt: txt/gjte-31224.txt
title:
  Effect of Hands-on Science Activities on Ghanaian Student Learning, Attitudes, and Career Interest: A Preliminary Control Study

summary:
  The total number of experimental schools is five and that of control schools is four. A study of the effectiveness of practical work as a teaching and learning method in school science.


id: gjte-38829
author: Ndemanu, Michael; Colonel-Molina, Serafín
date: 2024
pages: 3
extension: .pdf
mime: application/pdf
words: 1780
sentence: 66
flesch: 32
cache: cache/gjte-38829.pdf
txt: txt/gjte-38829.txt
title:
  Transformative Education for Innovative Educational Practices: Fourth Volume of the Global Journal of Transformative Education

summary:
  The second article, 1 Ndemanu & Coronel-Molina, Transformative Education for Innovative Educational Practices 2 “Market Orientation for a Contextualized Profession- alization of Higher Education in Africa: State of Art” by Kamdjo et al. focuses on the concept of market orien- tation in higher education and how it can be used to achieve goals of contextualized professionalization of university programs. Ndemanu, M. & Coronel-Molina, S.. Global Journal of Transformative Education (2024)


id: gjte-38897
author: GJTE Editors
title: Front Matter, Table of Contents V. 4
date: 2024
pages: 3
extension: .pdf
mime: application/pdf
words: 636
sentence: 14
flesch: 9
cache: cache/gjte-38897.pdf
txt: txt/gjte-38897.txt
summary:
  Editors-in-Chief Michael T. Ndemanu, Ball State University, Muncie, Indiana, USA Serafín M. Coronel-Molina, Indiana University, Bloomington, Indiana, USA Managing Editor Tom J. McConnell, Ball State University, Muncie, Indiana, USA Assistant Managing Editor Luis Eduardo Orozco, Ball State University, Muncie, Indiana, USA Assistant Editors Isaac K. A. Galyuon, University of Cape Coast, Ghana Regina J. Giraldo-García, Ball State University, Muncie, Indiana, USA Christina L. Romero, Indiana University - Kokomo, Kokomo, Indiana, USA Emma Clare Bonham, Indiana University, Bloomington, Indiana, USA Editorial Review Board Daniel Baron - The Bloomington Project School, Bloomington, Indiana, USA Kennedy N. Bota - Masinde Muliro University of Science & Technology, Kakamega, Kenya Teresia Mbogori - Ball State University, Muncie, Indiana, USA Wilfridah M. Mucherah - Ball State University, Muncie, Indiana, USA Judah M. Ndiku - Masinde Muliro University of Science & Technology, Kakamega, Kenya Edward Ansah - University of Cape Coast, Ghana Godfrey Nyaoga Ayaga - Masinde Muliro University of Science & Technology, Kakamega, GJTE is a peer-reviewed Open Access journal produced as part of the IUScholarWorks system, Indiana University, Bloomington, Indiana, USA. Transformative Education for Innovative Educational Practices Articles Transformative Education for Innovative Educational Practices:


id: gjte-34388
author: Contreras, Elizabeth; Bedford, Laurie
title: The Transformative Nature of Graduate Education
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 5661
sentence: 259
flesch: 35
cache: cache/gjte-34388.pdf
txt: txt/gjte-34388.txt
summary:
  However, professors often expect online doctoral candidates to initiate contact, while doctoral candidates feel a greater need for support (Sekulich, 2020). Doctoral candidates additionally benefit from opportunities to engage with other doctoral candidates and professors in synchronous face-to-face meetings and asynchronously through community forums, emails, or discussions boards, (Alexander et al, 2013).


id: gjte-36882
author: Strong, Laura; Amodei, Michelle
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 3993
sentence: 239
flesch: 53
cache: cache/gjte-36882.pdf
txt: txt/gjte-36882.txt
title:
  The Impact of Story: One Preschool Program’s Experiences Using Story Cubes as a Culturally Relevant Oral Language Strategy. 

summary:
  T2 described students’ resulting oral language use as, “… using more background knowledge when describing”, and that they moved beyond “yes or no” answers when viewing pictures on the cubes. Keywords: Storytelling, Early childhood, Oral language, Culturally relevant strategies, ELL/DLL, Story cubes Strong, L. & Amodei, M. Global Journal of Transformative Education (2024)


id: gjte-36656
author: Ndiku, Judah Mualuko; Nasongo, Joseph W.; Odero, Monica
title: The Role of Ethics Education in the Fight Against Corruption
date: 2024
pages: 10
extension: .pdf
mime: application/pdf
words: 7562
sentence: 430
flesch: 52
cache: cache/gjte-36656.pdf
txt: txt/gjte-36656.txt
summary:
  This position paper examined the place of ethics education in secondary school education in curbing corruption in Africa. Guided by the Deontological theory, the authors utilized secondary sources through document analysis where review of related literature on ethics education and corruption was done.


id: gjte-36663
author: Bafon, Joel shom; Tanyi, Adolphe M.; Kamdjo, Carole V.; Djeumeni, Marcelline T.
date: 2024
pages: 12
extension: .pdf
mime: application/pdf
words: 6998
sentence: 371
flesch: 20
cache: cache/gjte-36663.pdf
txt: txt/gjte-36663.txt
title:
  The Transformative Development Potential of Higher Education in the 4th Industrial Revolution: A strategic innovation ecosystem approach for technological development and knowledge transfer in the 21st century Cameroon

summary:
  Innovation knowledge clusters have significant contributions towards building a transformative learn- ing capability in Cameroon’s higher education. Therefore, the Spearman’s rank correlation coefficient indicates that an incremental unit of development in innovation knowledge clusters should yield a corre- sponding increase in the transformative education in capabilities in Cameroon’s higher education.


id: gjte-36662
author: KAMDJO, Carole Vanessa; Ngamaleu, Henri Rodrigue Njengoue
date: 2024
pages: 10
extension: .pdf
mime: application/pdf
words: 7016
sentence: 345
flesch: 36
cache: cache/gjte-36662.pdf
txt: txt/gjte-36662.txt
title:
  Market Orientation for a Contextualized Professionalization of Higher Education in Africa: State of Art

summary:
  Higher education should strive to change the behaviors of stakeholders, such as explaining to students the quality requirements in higher education, helping them understand their role in the learning process, etc. Indeed, professional higher education constitutes an exceptional alternative to higher education.


id: gjte-36683
author: Amadiok, Daniel; Abroampa, Winston Kwame; Osei, Eric Opoku
date: 2024
pages: 11
extension: .pdf
mime: application/pdf
words: 6895
sentence: 398
flesch: 45
cache: cache/gjte-36683.pdf
txt: txt/gjte-36683.txt
title:
  Students’ Use Behaviors of E-Learning Management Systems in Ghanaian Public Universities: What do the demographics say?

summary:
  Using the technology acceptance model to measure the effects of usability attributes and demographic characteristics on student use of Learning Management Systems in Saudi higher education. According to Binyamin, science students concentrate on fields like medicine, applied sciences (like computer science and engineer- ing), and natural sciences (like biology, physics, and chemistry).


id: gjte-35408
author: McGhie, Venicia; Dos Reis, Karen
date: 2024
pages: 13
extension: .pdf
mime: application/pdf
words: 9121
sentence: 536
flesch: 54
cache: cache/gjte-35408.pdf
txt: txt/gjte-35408.txt
title:
  Translations as a Transformative Form of Language Support to English Additional Language Speaking Students at a South African University

summary:
  As a consequence of this commitment, providing translation as a transformative language intervention strategy to English additional language speaking students is one form of language support that could increase students’ pass rates. Cummins (2007, 2008) explains that a minimum of five to seven years is needed for English additional language learners to catch up academically, that is, to acquire the language proficiency needed in English to succeed at the tertiary level. • The acknowledgement from English-speaking stu- dents that the intervention strategy was an inno- vative idea, together with the additional language speaking students who suggested that it should be done for their languages as well, is a strong indica- tion that there is a need for transformative language support for students whose first language is not English.


id: gjte-36705
author: Hanson, Mawuena A.; Beem, Heather
title: Transitioning Hands-On STEM Teacher Training in Ghana from an In-Person to Online Modality
date: 2024
pages: 17
extension: .pdf
mime: application/pdf
words: 7844
sentence: 485
flesch: 50
cache: cache/gjte-36705.pdf
txt: txt/gjte-36705.txt
summary:
  The Center for National Distance Learning and Open Schooling 88 Hanson & Beem, Transitioning STEM Teacher Training to Online Modality 89 (CENDLOS, 2023)and Ghana Society for Education- al Technology (GSET, 2023) are two exceptions. This was complemented with live training and discus- sion sessions held on Zoom as well as assignments Hanson & Beem, Transitioning STEM Teacher Training to Online Modality Hanson & Beem, Transitioning STEM Teacher Training to Online Modality 91 offered in Google Classroom, a Learning Management System (LMS).


id: gjte-36723
author: Kouam, Clement
title: EFL Teaching and Learning in Cameroon: Decolonizing Francophone Teachers’ Minds
date: 2024
pages: 12
extension: .pdf
mime: application/pdf
words: 9157
sentence: 440
flesch: 54
cache: cache/gjte-36723.pdf
txt: txt/gjte-36723.txt
summary:
  The exceptionally rapid growth of Cameroon Francophone English (which is normally an EFL variety) is also due to its proximity and even its co-existence with Cameroon Anglophone English (which is an ESL variety). This zeal for the language has even led to the emergence of a new variety of English known as Cameroon Francophone English and abbreviated as CamFE (Atechi, 2015; Ngefac, 2022; Safotso, 2018; Simo Bobda, 2013).


id: gjte-34377
author: GJTE Editors
title: Global Journal of Transformative Education, vol 3
date: 2022
pages: 47
extension: .pdf
mime: application/pdf
words: 29741
sentence: 1552
flesch: 54
cache: cache/gjte-34377.pdf
txt: txt/gjte-34377.txt
summary:
  In chapter nine (“Supporting Students”), how to provide targeted support to students to ensure their success, effectively address inequities in education, and ensure enduring learning is a core topic. Many students are still graduating from col- lege without ever having had any exposure to the sylla- bi of the courses they took.


id: gjte-31674
author: Editorial Board, GJTE
title: Global Journal of Transformative Education, Volume 1: Full Issue
date: 2020
pages: 72
extension: .pdf
mime: application/pdf
words: 46045
sentence: 2295
flesch: 49
cache: cache/gjte-31674.pdf
txt: txt/gjte-31674.txt
summary:
  For nearly two decades initia- tives to improve the quality of teaching have pointed to the clinical practice view of teaching as a structure for teacher education and professional development. The Carnegie Corporation of New York helped shape teach- er education through a clinical practice model (CCNY, 2001), and the latest CAEP standards for accreditation of teacher preparation programs (Council for Accred- itation of Education Preparation 2013) call for clinical practice as a part of teacher education in the United States based on studies from the preceding accredita- tion organization (Zimpher et al 2010).


id: gjte-31774
author: Editorial Board, GJTE
title: Global Journal of Transformative Education, Volume 2
date: 2020
pages: 117
extension: .pdf
mime: application/pdf
words: 72746
sentence: 3778
flesch: 45
cache: cache/gjte-31774.pdf
txt: txt/gjte-31774.txt
summary:
  Compared with urban school children, rural school children on average scored 2 and 4 marks less in primary 3 and 6 English language tests respectively. This is because school children in rural Australia have access to an adequate number of edu- cational facilities.


id: gjte-38896
author: GJTE Editors
title: Global Journal of Transformative Education, Vol 4 Full Issue
date: 2024
pages: 108
extension: .pdf
mime: application/pdf
words: 67145
sentence: 3602
flesch: 45
cache: cache/gjte-38896.pdf
txt: txt/gjte-38896.txt
summary:
  While the former is overwhelmingly dominated by student teachers with an Anglophone background, Francophone students dominantly constitute the latter. A survey of the cur- riculum was also done to check if student teachers from both the Bilingual Letters series (future EFL teachers) and the English Modern Letters series (prospective ESL teachers) are subjected to the same English Language courses during their training.


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domain: www.academia.edu
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  https://www.brookings.edu/articles/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/

lemma:
  https://www.brookings.edu/articles/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/


id: gjte-31674
sid: 6
tid: 29
pos: PROPN
token:
  ....................................................................................................................................................

lemma:
  ....................................................................................................................................................


id: gjte-31674
sid: 8
tid: 18
pos: PUNCT
token:
  .......................................................................................................

lemma:
  .......................................................................................................


id: gjte-31674
sid: 9
tid: 18
pos: PUNCT
token:
  ............................................................................................................

lemma:
  ............................................................................................................


