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Big Data research has rapidly developed in the last 10 years, making it an interesting topic to investigate to understand the trends and developments of Big Data in Education. This study aims to analyze source documents and state contributions, and visualize research trends on the subject of Big Data in education during the last 10 years and identify potential research topics related to Big Data in Education in the future. This study uses a literature review and Meta-Analyses (PRISMA) method associated with bibliometric analysis using the Scopus and VOSviewer databases, through which 1,076 documents were obtained. The results of the bibliometric analysis show that Big Data research in education has increased significantly in the last 10 years. However, in the last year, it has decreased, this is the next challenge, and an opportunity for future research. The most common types of documents are conference papers, the source of most documents is conference proceedings, and the country that contributes the most is China. English is the most widely spoken language, and the authors with the highest contribution are Daniel, B. K. Further research related to Big Data can be used and implemented in the business world for Big Data analysis in education. Big Data can also be integrated with Science, technology, engineering, and mathematics (STEM) which can be a further research opportunity that can be applied to education because analyzing Big Data requires STEM learning skills. Thus, this research recommends finding updates in the study of Big Data in education by integrating STEM in education because analyzing Big Data again requires STEM learning expertise. This study has limitations in using only one database, namely Scopus, to obtain research data. Therefore, it is recommended that Big Data in Education research be conducted using other databases besides Scopus to obtain more extensive data. [ABSTRACT FROM AUTHOR]

Summary: High-fidelity patient simulation is a method of education increasingly utilised by educators of nursing to provide authentic learning experiences. Fidelity and authenticity, however, are not conceptually equivalent. Whilst fidelity is important when striving to replicate a life experience such as clinical practice, authenticity can be produced with low fidelity. A challenge for educators of undergraduate nursing is to ensure authentic representation of the clinical situation which is a core component for potential success. What is less clear is the relationship between fidelity and authenticity in the context of simulation based learning. Authenticity does not automatically follow fidelity and as a result, educators of nursing cannot assume that embracing the latest technology-based educational tools will in isolation provide a learning environment perceived authentic by the learner. As nursing education programmes increasingly adopt simulators that offer the possibility of representing authentic real world situations, there is an urgency to better articulate and understand the terms fidelity and authenticity. Without such understanding there is a real danger that simulation as a teaching and learning resource in nurse education will never reach its potential and be misunderstood, creating a potential barrier to learning. This paper examines current literature to promote discussion within nurse education, concluding that authenticity in the context of simulation-based learning is complex, relying on far more than engineered fidelity. [Copyright &y& Elsevier]

This paper documents a yearlong pilot study, conducted by teacher education faculty, to evaluate methods for creating, sustaining, and assessing teaching portfolios. Selected issues with paper-based and software-based programs are compared. Key design, instructional, anti procedural problems that arose during this study are discussed as well. The findings of this study support the need for a flexible electronic portfolio system in which students play a key role in the design, development, and content of their portfolios as well as the need for a clearly articulated academic purpose and requirements for the teaching portfolio with implications for students in all disciplines. [ABSTRACT FROM AUTHOR]

Presents the author's views on possibilities and pragmatism of a research paper as an act of citizenship. Information that one has seen the rising status of service-learning and an allied emergence of what is being termed variously civic engagement, rhetorical democracy, or community writing; View that many instructors are drawn to service-learning and civic-engagement writing projects because they sense that these types of writing assignments make their instruction "real" in the sense that students see the effect of their rhetorical practice; Opinion that service-learning tied to composition has created changes in how instructors teach, making them seriously rethink instructional methods.

The article presents a discussion on how to organize schooling to better accomplish local, national and global outcomes. It states that achieving a shared vision of schooling is no easy task considering that societies have multiple and often conflicting functions for schooling. It adds that like many colonized peoples throughout the world, Pacific Island students have endured learning environments whose underlying values, aims, contents, and assessment fail to consider indigenous knowledge systems.

The article, along with teacher-tested advice for ways to implement portfolio assessment, describes the types of portfolios teachers can use in their classroom. Teachers and students are provided with a documented chronology of the learning that is taking place by a portfolio assessment. Students, by periodically reviewing their portfolios, become enlightened about their progress and empowered when they can see for themselves the progression of their learning. With the guidance of their teacher, this knowledge enables students to set and work toward future learning goals.

The article discusses the students' reluctance to revise their written essays, which they consider as an extra work or a perfunctory task to only satisfy their teachers. Writing teachers contend that revision is the key to learning how to write well. In workshops, teachers give opportunities to students to critique the written essays of their peers and self-assess their own written essays. Some writing teachers who support the reluctance of students commonly complain that they do not have enough time or energy to read several drafts for each assignment.

In the rapidly evolving landscape of education, the pivotal axis around which transformation revolves is human-AI interaction. In this sense, this paper adopts a data mining and analytic approach to understand what the related literature tells us regarding the trends and patterns of generative AI research in educational praxis. Accordingly, this systematic exploration spotlights the following research themes: Interaction and communication with generative AI-powered chatbots; impact of the LLMs and generative AI on teaching and learning, conversational educational agents and their opportunities, challenges, and implications; leveraging Generative AI for enhancing social and cognitive learning processes; promoting AI literacy for unleashing future opportunities; harnessing Generative AI to expand academic capabilities, and lastly, augmenting educational experiences through human-AI interaction. Beyond the identified research themes and patterns, this paper argues that emotional intelligence, AI literacy, and prompt engineering are the trending research topics that require further exploration. Accordingly, it's in this praxis that emotional intelligence emerges as a pivotal attribute, as AI technologies often struggle to comprehend and respond to the nuanced emotional cues. Generative AI literacy then takes center stage, becoming an indispensable asset in an era permeated with AI technologies, equipping students with the tools to critically engage with AI systems, thereby ensuring they become active, discerning users of these powerful tools. Concurrently, prompt engineering, the art of crafting queries that yield precise and valuable responses from AI systems, empowers both educators and students to maximize the utility of AI-driven educational resources. [ABSTRACT FROM AUTHOR]

While the concept of online classes is not new to the rest of the world, this became a common mode of learning in Myanmar only when the COVID-19 challenges became a reality in 2020 as physical classrooms could no longer be used. When the coup d'etat was staged in 2021, education was further halted since many schools and their students did not have the resources to teach and learn online in addition to the political instability. However, online learning has been trending on social media for those who do have access to these resources. This paper will investigate the ways in which young people engage in education facing the "coup--vid" (coup + COVID-19), the motivation behind such engagement, and insights how they are benefiting from digital tools for learning. [ABSTRACT FROM AUTHOR]

Copyright of Informatica (03505596) is the property of Slovene Society Informatika and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporary societal challenges put in evidence the need to improve the hard and soft skills of chemical engineering students. To promote a more student-centered approach, active-based learning, and improved assessment strategies, the Brazilian government approved the so-called New National Curriculum Guidelines (NCG) for engineering courses. To comply with those guidelines, the Department of Chemical Engineering of the Polytechnic School of the University of São Paulo (USP) is currently developing an educational modernization process sponsored by the Fulbright Commission in Brazil, called Special Program for Modernization of Undergraduate Education (PMG). The project is based on three pillars of modernization: content (what), form (how), and infrastructure (where). This paper describes initiatives in each of those pillars: content and format changes in Chemical Reaction Engineering and Process Safety courses and the creation of new spaces for a student-centered approach (an innovative classroom layout and a makerspace). By gathering two concrete classroom experiences guided by a broader institutional educational policies (the PMG project and the NCG), this paper highlights that slight changes can lead to great improvements in the learning process, leading to more engagement in the development of hard skills while favoring improvements in soft skills, such as communication, team-based work, and critical thinking. • Presents a modernization program under implementation at Universidade de São Paulo. • Discusses modernization from a triaxial perspective of content, form and infrastructure. • Reports the feedback of a PBL initiative for soft-skills development in a CRE course. • An active-based methodology in a Process Safety course is presented and discussed. • Presents two new infrastructural changes to facilitate the development of soft-skills. [ABSTRACT FROM AUTHOR]

In this paper, we propose the application of strategic analysis tools to design an educational program. Findings are based on the case of the Master in Innovative Manufacturing Systems (MIMS), a unique training offer to achieve a multidisciplinary expertise in smart manufacturing, in a two-year program simulating the journey of innovation. Building on novel educational paradigms and recent developments in the area of manufacturing, the main goal of the program is to provide the European industry with outstanding experts willing, able, and trained to bring novel solutions that address relevant societal challenges. Special emphasis is placed on real-world contexts and proactive activities, as well as strategies to continuously update the program. We aim to contribute to the educational facet of smart manufacturing. [ABSTRACT FROM AUTHOR]

Abstract The impacts of climate change present numerous risks to the present and future state of teaching and learning. Natural disasters such as hurricanes, heat waves, flooding, blizzards, wildfires, sea level rise, and droughts threaten our ability to produce the learning outcomes promised to our pupils. Taking action to adapt to imminent climate-related challenges and mitigating measures that provoke and prolong ecological challenges is critical to the survival of these cultural institutions. Paradoxically, centers of teaching and learning can be seen as both victims of climate change as well as an instrumental part of the solution. Providing an efficient and effective education to the world's youth is a catalyst for the innovations that future generations of skilled professionals will use to combat climate change. Educational settings are also crucial venues for raising social awareness about anthropogenic climate change to undermine the complacency and denialism that have stagnated the global response to this crisis thus far. This paper incorporates suggestions from climate scientists and learning scientists about how to change how we teach, where we teach, and what we teach to ensure teaching enterprises survive and thrive in the face of a changing climate. [ABSTRACT FROM AUTHOR]

This article puts forward love, care, and reverence for all people and our nonhuman kin as the center of posthumanist education. Opening our spiritual eye and building intimate relationships with nature and with all elements of the universe is envisioned as part of a schooling or postschooling experience; our body, heart and spirit, along with our mind, is an essential part of learning. The article describes the experiences of students taking a graduate level course focusing on global climate change and education at a university in the United States. We use the course as an example to explore what posthumanist education entails. In this qualitative study, students taking the course, along with the faculty designing and teaching the course, describe the course curriculum and pedagogies and reflect on the course's impact on them. Data sources include the syllabus, students' reflection papers, nature contact journals, final projects, art works, and group conversations. Although situated in North America, the article is rich with international perspectives as student authors came from six different countries. The article posits that posthumanist education must be eco-centric and love-based, engaging students' whole being to feel for and love Mother Nature. [ABSTRACT FROM AUTHOR]

This paper provides a critical discussion of Putting Learners at the Centre: Towards a Future Vision for Scottish Education, which was published by the Scottish Government in 2022. After reconstructing the case made in the report for putting learners at the centre of Scottish education, I raise critical questions, both about the idea that learners should be at the centre of education and that it is their learning that education should focus on. I also argue why the United Nations Convention on the Rights of the Child is insufficient as a basis for education. I then present the case for an alternative view, which neither puts learners nor the curriculum at the centre, but sees the physical, natural, and social world as that which education should centre on. I show how this may provide a more meaningful and more educational future for education in Scotland and elsewhere. [ABSTRACT FROM AUTHOR]

Traditional learning is the base of any learning system but there are some issues to be considered such as attracting learners' attention and make them learn more. Higher education needs to deploy innovation teaching methods to improve learners' interactivity with lessons, catch the students' attention and enhance the overall learning process. Holographic technology might change the way of creation and sharing knowledge. Using Holographic Technology in learning is still new to the education industry but it has the potential to revolutionize aspects of teaching and learning experience. One of the most recent improvements in educational system is the introduction of mixed reality holograms, which is a platform combining augmented and virtual reality to provide a real-world experience with virtual objects. In this paper, the researchers present basic concepts about Holographic Technology, in order to understand the importance of this technology in our life and whether learners would perceive this technology positively. The researchers identifying the strengths and weaknesses of Holographic Technology as a teaching tool, in order to evaluate its effectiveness in higher educational system and whether it helps in the enhancement of the teaching-learning process and recommend the educational institutes to start make some changes to accommodate the Hologram Technology. [ABSTRACT FROM AUTHOR]

This special collection contains articles from participants in the 7th International Designs for Learning Conference – Remediation of Learning. The focus of the conference and the special collection is on current changes in the designs of information and knowledge representations and their consequences on how we understand and evaluate learning and communication. The conference was held in May 2021 and due to the pandemic it was run digitally through Zoom. A total of 43 abstracts were submitted, and all delegates were invited to submit a full paper to the Designs for Learning Journal. Five articles were finally included in the special collection and are presented below, along with an acknowledgement of the abstracts presented during the conference. [ABSTRACT FROM AUTHOR]

Multidisciplinary teams often undertake engineering projects beyond their original discipline involving different kinds of risks. Risk perception is an inherent and embedded part of the decision-making process, which depends on the personal background and instinctive attitudes or behaviors. Process safety and risk analysis training for engineers, and education for engineering students, provide valuable tools seeking safer workplaces; however, personnel's risk perception is commonly neglected. This paper analyzes the risk perception and appetite of undergraduate engineering students in Colombia based on a survey strategy and a weighted-approach following a Factor Analysis. The survey considered financial, social, physical, and professional risks, and four main reasons for risk-taking or risk-avoiding actions. The Factor Analysis allows us to classify the students tendency as risk-averse o risk-prone, and propose didactic teaching planning using a modular toolbox for process safety education, based on skills identified for junior engineers in Colombian Oil & Gas Industry. A total of 465 engineering students from 12 Colombian universities completed the survey in 2016. The results suggest that risk perception depends on the location, possible risk training, and accessible information. The obtained factors allow describing the students' overall risk profiles, which can serve as an input for refining the content and curriculum content of current engineering programs regarding process safety. Improving the training of risk management in the engineering curriculum will benefit upcoming multidisciplinary teams in high-risk industries. • Risk perception and appetite of engineering undergraduate students was evaluated. • A survey strategy and a weighted-approach using a Factor Analysis were considered. • The survey contemplated professional, financial, physical and social risks. • It considers preventive, adventurous, inspirational, or rewarding risk reasons. • Factor Analysis allow classifying each student as risk-averse or risk-prone. [ABSTRACT FROM AUTHOR]

This paper has thrown light on benefits and features related to edutainment software which it is gradually becoming the part of a learning process. It has been demonstrated in past research studies that outcomes of learning, obtained because of using edutainment software looks promising. It has been suggested in the article that new generation is moving towards the use of educational games that are highly inclusive in nature. Edutainment software is an effective tool that can be used by teachers and students to develop increased collaboration with each other and it is becoming the prime source of facilitating the process of learning to considerable level. The aim the paper is to investigate "how effective are edutainment software as eLearning mechanism for adults". To support the argument, the historical values, advantages, and disadvantages has been be discussed. In the second half of the paper, there is a description on how the digital games are helping us in learning, the comprehensive analysis describe who are the users of Edutainment software, why they use the edutainment software, and by using which tools the software is utilized. To conclude, the edutainment software is an effective alternative of the traditional way of learning. Adult learners find their learning to be interesting and affective with the help of edutainment software. It can further be improved with the help of necessary amendments and cost effectiveness. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Successful understudies are understudies who perform much preferable scholastically over their companions. While advantages to are being a successful understudy, for example, getting additional help from instructors, they likewise experience interesting difficulties like expanded recurrence of harassing. A large part of the exploration on this gathering of understudies depends on quantitative investigations led on members of Caucasian plummet. It is proposed that getting a superior comprehension of these successful understudies could be accomplished by figuring out their encounters through a subjective methodology. A singular's encounters and discernments can be impacted by social factors and directing examination with an Asian populace would assist better with understanding how factors which are all the more unequivocally accentuated in Asian culture, for example, obedient devotion and acquiescence to guardians add to the encounters of Asian successful understudies Education is viewed as basic for the advancement of the people, yet additionally for the improvement of local area and country. To achieve upgrades in all perspectives, and use present day and creative procedures and techniques, people need to produce mindfulness and improve their instructive abilities. The primary reason for this examination paper is to figure out the elements that impact the scholarly presentation of the understudies in auxiliary schools in India. In optional schools, there are various variables inside school and outside school that impact the scholastic presentation of the understudies. The fundamental regions that have been considered incorporate, factors impacting the scholarly exhibition of the understudies, scholastic execution and huge number of understudies in class, parental and related factors connecting with scholastic accomplishment, commitment of school factors towards the scholastic presentation of understudies, impact of destitution on scholastic accomplishment of understudies and different reasons for low scholarly accomplishment. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Advance Teaching pedagogy is one of the innovative approaches to enhance teaching learning process. Due to the development of new technologies and development of many globalization, teaching learning process plays a vital role among students where the education has been expanded to macro level. Hybrid teaching includes e learning in addition to the face to face teaching. In this paper, various innovative learning strategies for modern technology are discussed in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology are discussed. [ABSTRACT FROM AUTHOR]

Large classes, i.e. classrooms with a large number of students, are becoming the norm at all levels of education. These classes have often been associated with a variety of problems, and this paper aims to examines the impact of large classrooms on higher education in India. The main purpose of this paper is to understand the current system of education, and suggest measures, if necessary, to maximise students' learning in large classes. A survey was conducted, and questions were posed to teachers and students to understand their thoughts and perceptions regarding large classrooms and to identify gaps which could be filled. While smaller classrooms may be beneficial to aspects like attitude towards learning, active participation, and immediate feedback, with some modification, these could be ensured in larger classes as well. These suggestions would help in enabling students to learn better and harness their skills to the maximum potential. [ABSTRACT FROM AUTHOR]

Existing literature reflects the multiple benefits of the integration of Augmented Reality (AR) technologies in educational settings. Many studies have been conducted to establish the tendencies, affordances, and challenges of this technology for education. However, most of these studies are qualitative studies that do not measure the extent of the impact of this technology on education. This study conducted a meta-analysis of 64 quantitative research papers (N = 4705) published between 2010 and 2018 in major journals. The main purpose of the study was to analyze the impact of AR on students' learning gains. Furthermore, the study analyzed the influence of moderating variables such as control treatment, learning environment, learner type, and domain subject on the learning gains. The results identified that AR has a medium effect on the learning gains of students (d =. 68 , p <. 001). Additionally, the study discusses the effect of AR on the moderating variables and establishes some possible routes of investigation for future work. • We conducted a meta-analysis on the impact of Augmented Reality in education. • Sixty-four quantitative published journal papers written from 2010 to 2018 were coded and analyzed. • Augmented Reality has a medium effect on students' learning gains. • Bachelor students are the students who benefit most from Augmented Reality systems. • Engineering is the field of education that most benefits from Augmented Reality systems. [ABSTRACT FROM AUTHOR]

Since there is not much available information on cognitive research in the Indonesian context, this paper aims to fill this knowledge gap. Using the notion of Bloom's taxonomic framework, this paper explores the cognitive elements and representation in the Indonesian language curriculum. A content analysis approach is used in this study. The content analysis is an appropriate tool because it is related to the official documents of the Indonesian national language assessment that is available publicly. The method of data analysis employed a systematic content descriptive text approach. The findings of the study reveal that the content representation of the cognitive taxonomic framework is not balanced among factual, conceptual, procedural and metacognitive knowledge. The findings suggest that the government is recommended to revise the current test questions of the national assessment of the Indonesian language competence. [ABSTRACT FROM AUTHOR]

Gamification nowadays is being one of techniques that can increase motivation and encourage the involvement of users, particularly in education domain that requires teaching and learning activities to be more fun and interesting. This paper surveys some analysis of gamification models. MDA framework is used to identify surveyed papers by breaking them down into three categories: mechanics, dynamics and aesthetics. Findings from the survey show there are many gamification models in education domain. However, there are some very representative gamification models could be used as a method to increase motivation, achievement and engagement in learning activities. By knowing the latest gamification models in education domain stated in this paper, it could help gamification practitioners to make new strategies in learning activities to increase students’ motivation, achievement and involvement. We also suggest some gamification strategies, which combine several mechanics in such a way to create dynamics that results in all types of aesthetics outputs. [ABSTRACT FROM AUTHOR]

The literature on serious games (SGs) indicates that they are very useful tools to improve the teaching/learning process. In this paper, we analyze some potential benefits of a SG on academic performance of undergraduate accounting students. The database is comprised of scores obtained by students during an undergraduate discipline related with accounting history. The game was presented to the students during the academic semester of the discipline; they also developed an academic activity using the concepts of this game. The main results of the paper indicate that students who used the game and scored the maximum grade in this activity also registered higher indexes of academic performance in such discipline. These results reinforce the benefits of the SG to interact with undergraduate students and teach academic content. [ABSTRACT FROM AUTHOR]

Nowadays, computers and mobile devices play a huge role in our daily routines; they are used at work, for private purposes and even at school. Moreover, they are used as support for different kinds of activities and task, like for example, learning applications. The interaction of these applications with a computer is based on predefined input methods, whereas a touchscreen facilitates direct input via handwriting by using a finger or a pen. This paper deals with the invention of a mobile learning application, which is supposed to facilitate children's learning of simple multiplication. The aim of this paper is to collect the data of children' experiences using interactive handwriting on mobile devices. In order to gain this data, a school class of the school "Graz-Hirten" was tested and afterwards for evaluation purposes interviewed. The results of these usability tests have shown that children perceived handwriting via finger on screen as quite positive. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to deflate some of the pressure-orienting teachers toward following a curricular script.Design/methodology/approach The authors connect effective classroom teaching and learning practices to a dialogic instructional stance that values local resources and student perspectives and contributions. The authors argue that effective teachers have agency to make decisions about content and pacing adjustments (they call this agentive flow) and that they practice response-able talk. Response-able talk practices are responsive to what is happening in the classroom, responsibly nurture joint purposes and multiple perspectives, and cultivate longer exchanges of student exploratory talk. These talk practices are not easily scripted.Findings The authors show what these effective, local and dialogic instructional practices look like in a second-grade urban classroom.Practical implications The authors call upon every teacher to robustly find their local ways of working.Originality/value In this paper, the authors argue that harnessing the local is an essential aspect of dialogic instruction and a critical component of a dialogic instructional stance. [ABSTRACT FROM AUTHOR]

This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008)1 unit of study at a UK distance learning institution. By comparing student (n=656) and tutor (n=42) survey data with questionnaire responses (n=9) from the unit of study's core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience. With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks. [ABSTRACT FROM AUTHOR]

Education systems worldwide have encouraged data use initiatives with the aim of improving student learning through data-driven decision making (DDDM). Despite this, the adoption of DDDM practices by Australian teachers has been slow. Investigating current organisational activities at a micro level is imperative for any change initiative to gain momentum and adoption. To examine the underlying factors contributing to the minimal change in teachers’ data practices, the study examines primary teachers’ perspectives on issues relating to their ability to collect and analyse student assessment data. The study also adopts an inter-disciplinary lens through the use of a business process change management framework. Drawing on data from twenty-three semi structured interviews with experienced teachers, sixteen salient factors are identified as affecting teachers’ use of student assessment data to guide instruction. This paper argues that addressing these factors is the precursor to incorporating lasting changes in teachers’ data practices. [ABSTRACT FROM AUTHOR]

While the teaching and learning of English is given prominence in Nigeria, French is not accorded much relevance in the country. The disparity is due to the colonial history of the country, a former colony of the British government. This paper discusses the conceptualization of intensive French at Ekiti State University and the intersection of intensive second language teaching, cultural theories, and public policy in Nigeria. The paper draws up major components and implications of the program in relation to state policies on education and regional relations. The key contribution of the article is that in view of the diminishing interest of Nigerians to the learning of French language, intensive teaching of French at the pre-degree level at Ekiti State University represents a good literacy model for the acquisition of French as second official language in Nigeria. Although Nigeria has centers (Alliance Française and private French Centers) across the country where professionals and private individuals can learn the language, the efforts of these centers are not enough to meet the demands of learners who are interested in learning the language, thus, making Ekiti State University a viable platform for the teaching and learning of French in Nigeria. [ABSTRACT FROM AUTHOR]