This is a descriptive research of a correlation type where 120 students were sampled from a college of education to find out the relationship between proficiency in English language and academic performance among students of science and technical education. Findings revealed that there is correlation between proficiency in English language and academic performance of students in science and technical education; students in technical education performed better than their counterpart in science education; students who passed English language performed better than those who failed both in science and technical education. Some recommendations were suggested at the end of the study.

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Students’ Proficiency in English Language Relationship with Academic Performance in Science and Technical Education

The Warwick ELT Archive Catalogue

Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby offer a theory of professional learning that explores how social and cultural structures and personal emergent powers combine to ensure variation in the emergence of such reflective capacity. The influence of these factors on professional learning is mediated through reflexive deliberation and social interaction, with the exercise of one's personal powers specifically identified as a stratum of social reality. We consider further the role of concerns, intention and attention in professional learning, drawing together issues that are rarely considered within the same theory. We thus offer a comprehensive account of professional learning, showing how a focus on struc...

Structure and agency in learning: a critical realist theory of the development of capacity to reflect on academic practice

Categories of giftedness derived from the influential Marland Report (1972) include students who are gifted in the visual and performing arts. The research reported here describes development, testing, and use of a new instrument, Clark's Drawing Abilities Test, and its success in screening and/or identifying students for a visual arts program for artistically gifted students. The test was admmistered along with the Childrdn's Embedded Figures Test, and the results of both measures subsequently were compared to teacher ratings of students. Significant correlations were obtained among these three measures. Analyses of validity are reported here. Reliability is also reported as expressed in high correlatons among test items.

Screening and Identifying Students Talented in the Visual Arts: Clark's Drawing Abilities Test:

The aim of this thesis is to examine the educational and psychological theories of the renaissance philosopher Juan Luis Vives. A brief history of Vives' life is given as background information and, to place his work in context, the central concepts of Renaissance Humanism are explained. As Vives was influenced by Desiderius Erasmus and by the central tenets of Northern Humanism, information is given on these subjects.
The main focus of the research is a study of Vives' pedagogy and psychology as set out in the texts De institutione foeminae Christianae, De tradendis disciplinis and De anima et vita. Vives' educational work is discussed in Chapters 4 and 5, and comparison is made with other renaissance theories of education. It will be explained that his educational philosophy rests upon his theory of the soul. This led him to consider such things as the role of memory in the learning process, the need to take account of children's psychological maturation when planning a course of study, and the way in which sensate information is 'translated' into percepts. Chapter 6 deals with Vives' treatise on psychological processes (De anima et vita) and includes description and analysis of his epistemology together with his examination of the 'passions' and their effect on cognitive functioning.

It will be argued in Chapters 7 and 8 that aspects of Vives' work are forerunners of later theories: specifically, the philosophy of Pierre Gassendi, the study of the soul by Rene Descartes, and the pedagogy of John Locke. Gassendi was instrumental in reviving interest in Epicurianism and in the work of Sextus Emipricus. (DXN004,921)

The content, context and influence of the work of Juan Luis Vives (1492-1540)

This paper examines some roles play ed by different stakeholders and partners in their efforts to use quality Education for Sustainable Development (ESD) as was initiated by the United Nations Organization. Education for Sustainable Development is a vision that seeks to utilize education to empower people to assume responsibility for creating a sustainable future. A central issue to ESD is the concept of culture. an essential underlying theme. It has been acknowledged by experts that there is no single route to sustainable development. Yet. it is obviously acknowledged that education and perhaps research are the most tools for accomplishing sustainable development. Invariably. there are quite a number of different stakeholders in the enterprise of Sustainable Development. Each of the stakeholders has a different vision of Sustainable Development and how it can contribute to its sustenance. While some are interested in environmental preservation and protection. some have economic development interests while others may be more interested in social development. The challenge ofthis paper therefore is to articulate the various roles and responsibilities being played by these stakeholders with a view to creating synergies and partnerships among them III ensuring an enduring ESD.

W.M. Stoker

Papers

Studies in Education.