JOURNAL OF EDUCATION AND SOCIOLOGY (JES)
ISSN: 2078-032X | Next issue: October 30, 2013
DOI: 10.7813/jes.2013
The Journal of Education and Sociology is published two times per year in February and October. Journal publishes original papers in education and sociology in general, but giving a preference to those in the areas of education and sociology represented by the editorial board. All submitted papers are considered subject to the undersanding that they have not been published and are not being considered for publication elsewhere. To be publishable, papers must treat new research, be well written, and be of interest to a significant segment of the science community.
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Abstracting/ Indexing
- Norwegian Social Science Data Services
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- Education Research Complete
- Genamics
| March, 2010 | Vol. 1. No 1. |
1. Daniel Eckstein, Leah McDonald
The battered woman syndrome: counseling implications
Abstract: The battered women’s syndrome is a term coined by Leona Walker. The purpose of the article is two fold. First, an overview of definitions, characteristics and explanatory theories is explored. Specific
counseling assessment and treatment accommodations conclude the article.
Keywords: battered woman, women’s syndrome, Leona Walker, female victims, violence.
Pages: 4-14
Cite this article:
D. Eckstein, L. McDonald. The battered woman syndrome: counseling implications. Journal of Education and Sociology 2010; 1(1), 4-14.
2. O.A. Olafuyi, M.C. Chukwuma, E.S. Adewole
A review of petroleum engineering education curriculum in Nigeria
Abstract: The quality of petroleum engineering education in Nigeria has been plagued by different curriculum-related problems. These problems have therefore affected its quality, growth and development. This curriculum has remained the same since inception in the early 1970’s to date. This is rather an unfortunate problem for the Education of the personnel of the very dynamic petroleum industry. This paper duly reviews the curricula of petroleum engineering programmes in Nigeria Universities and makes comparisons between their few notable foreign counterparts. It is discovered to a large extent that Petroleum Engineering in Nigeria lacks the dynamism required to match the pace of the ever-changing technology needed in the oil and gas industry. It is revealed that PEE could be resuscitated in Nigeria if University authorities, in collaboration with the industry, continually revise and update the curricula.
Keywords: petroleum engineering, education curriculum, Nigeria.
Pages: 15-20
Cite this article:
O.A. Olafuyi, M.C. Chukwuma, E.S. Adewole. A review of petroleum engineering education curriculum in Nigeria. Journal of Education and Sociology 2010; 1(1), 15-20.
3. E.S. Adewole, M.C. Chukwuma, O.A. Olafuyi
Survey of major contributions of mathematics education to petroleum engineering education between 1986 and 2006
Abstract: Although a vivid account of the successful support of mathematics education is available in the literature spanning over two centuries, this paper surveys some of these major contributions to Petroleum
engineering education in the last 20 years. This period is chosen (I) because it portrays the trend in mathematic application in Petroleum engineering in this millennium, (2) to create a forum for future collaboration
between the Petroleum engineer and the mathematician, and finally (3) to alert the Mathematicians of the emerging problem areas requiring mathematical further solutions in Petroleum engineering. The survey shows that (1) mathematics education will continue to be extremely relevant to Petroleum engineering, (2) during the period, horizontal well technology gained more prominence in mathematical representations and analyses, (3) assumptions, which merely simplify mathematical formulation in Petroleum engineering, constitute sources of errors in reservoir system performance prediction, (4) significant improvement is still required in the methods analyzing oil and gas exploration results to minimize incidences of drilling dry wells, and (5) reservoir simulation as is presently taught is still too advanced for young and inexperienced Petroleum engineers.
Keywords: mathematics education, petroleum engineering, Nigeria.
Pages: 21-27
Cite this article:
E.S. Adewole, M.C. Chukwuma, O.A. Olafuyi. Survey of major contributions of mathematics education to petroleum engineering education between 1986 and 2006. Journal of Education and Sociology 2010; 1(1), 21-27.
4. Nazmi AL-Sahalabi
Integrating technology into education at the hashemite university in Jordan
Abstract: It is argued that technology is a reality, a catalyst, and a facilitator of education, and that it helps learners with learning in and outside of class. These values that can be attached to technology as well as
its expanded use have forced the Hashemite University administrators to draw up plans related to integrating technology into education. The discussion demonstrates the value of technology and the necessity of integrating it into
education at the University. This integration equips students with technological skills that enable them to function and compete with others in a world where competence is in great demand. The conclusion shows that technology hasn't been fully integrated into curricula at the University on account of costs, faculty perceptions, resistance to change, and fear of all that is new and unfamiliar.
Keywords: technology integration, traditional instruction, facilitator, catalyst, enhance education.
Pages: 28-31
Cite this article:
Nazmi AL-Sahalabi. Integrating technology into education at the hashemite university in Jordan. Journal of Education and Sociology 2010; 1(1), 28-31.
5. Yusminah Mohd Yusof, Effandi Zakaria
Investigating secondary mathematics teachers’ pedagogical content knowledge: a case study
Abstract: This case study was conducted to explore, describe and determine the level of Pedagogical Content Knowledge (PCK) of three school teachers, focusing on the topic of functions. This study was conducted
using a qualitative approach where interviews based on teachers’ answers to the vignette and observations were used as instruments for collecting data. The findings showed that the PCK of these three teachers were in mediocre levels with the more experienced teachers, A and B had better level of PCK. Due to their lack of conceptual knowledge, these teachers failed to deliver the related concepts of functions accurately and clearly in class. Alternatively, the students were taught the detailed procedures on how to solve mathematics problems with less emphasis on conceptual understanding. The textbook was seen as the main resource for teaching and organizing the lessons.
Keywords: Pedagogical content knowledge, functions, conceptual understanding, mathematics.
Pages: 32-39
Cite this article:
Yusminah M. Yusof, E. Zakaria. Investigating secondary mathematics teachers’ pedagogical content knowledge: a case study. Journal of Education and Sociology 2010; 1(1), 32-39.
6. Mona Hassan Soliman, Ayman Mohamed Ismail
Integrating multi-grade collaborative learning pedagogy into design studios
Abstract: Undergraduate design instruction in the Arab world has traditionally focused on the design studio as the primary tool for developing creative design capacities. Interaction continues to be based on student-tocontent,
student-to-interface, and/or student-to-instructor. Student-to-student (peer) interaction however has usually not been formally considered as a source of skill-development, or limited to groups formed in the research and data collection phase of the design process. This paper describes and evaluates a type of collaborative learning which was applied in the context of transforming the traditional single-level design studio into an all-level combined design studio. The impressions, skills acquired and the efficiency of the produced project is compared with those produced in a traditional design competitive class setting using a student-based survey. The items of this survey were
derived from theories on collaborative learning that stress the importance of interaction to promote deep learning. The literature review addresses: definition of collaborative learning, assumed benefits, conditions for success, as well as the vertical studio approach and relevant experiences in the Arab world.
Keywords: Collaborative learning, Cooperative learning; design studio pedagogy; architectural education.
Pages: 40-50
Cite this article:
Mona Hassan Soliman, Ayman Mohamed Ismail. Integrating multi-grade collaborative learning pedagogy into design studios. Journal of Education and Sociology 2010; 1(1), 40-50.
7. N.N. Savina
School disadaptation: the nature and the reasons
Abstract: This paper discusses the problem of socialization of pupils. Socialization is carried out through the mechanism of social adaptation. Disorders of social adaptation involve the formation school disadaptation
of personality. The results of longitudinal researches allow to classify the "groups of risk" of school disadaptation.
Keywords: socialization, social adaptation, disadaptation.
Pages: 51-53
Cite this article:
N.N. Savina. School disadaptation: the nature and the reasons. Journal of Education and Sociology 2010; 1(1), 51-53.
8. Ana Paula Marques
Paths bias in the configuration of graduates’ professional insertion: rethinking the significance of precariousness
Abstract: Within the project “MeIntegra – Markets and Insertion Strategies of Young Graduates” we intend to present the State of the Art on the subject of young graduates’ professional insertion, in order to identify
the main social, training, economic and political trends Higher Education institutions and the labour market face. Encompassing the Northern region of Portugal, this research aims to know, on one side, the employability of young graduates from diverse and contrasting scientific fields, as well as the modalities of insertion in companies, particularly regarding practices of recruitment and selection. We will also to centre, over all, on the social constraints – the logics of social reproduction, structure and functioning in the system of high education and work market - and in the continued strategies of professional insertion, distinguishing the co-clarifying factors of the work market segmentation. The conditions and the processes of insertion of these young graduates are extremely heterogeneous and depend on factors that escape the exclusive logic of the employability value of the diploma. In this sense, and in the frame of a deregulation of the wage relation and consequent expansion of “a-typical” kinds of job, we can also notice increasing rates of subemployment and unemployment, which warn us about a growing vulnerability and precariousness of employment relationships.
Keywords: Professional insertion, Labour market; Precariousness.
Pages: 54-60
Cite this article:
Ana P. Marques. Paths bias in the configuration of graduates’ professional insertion: rethinking the significance of precariousness. Journal of Education and Sociology 2010; 1(1), 54-60.
