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The expansion of higher education has created issues with the structure and makeup of universities as well as an increase in student enrolment. As a result, most higher education institutions (HEIs) in South Africa, especially those that were historically underprivileged, are plagued with deteriorated or non-existent physical infrastructure that cannot keep up with the rise in student enrolment. Therefore, the purpose of this study is to assess the venue capacity constraints on teaching and learning in HEIs. The desktop analysis method was used to discover and assess relevant material in the context of venue capacity restrictions on teaching and learning in higher education. This was done by using Google Scholar, ISI, ProQuest and Scopus search engines to find these studies, using terms like overcrowding, venue constraints, students and lecturers and universities in general. The findings of the article reveal that when classrooms become crowded, it may be difficult for lecturers to give each student the individualised attention they need to truly understand the topic. This might result in frustration and mental tiredness, which may reduce student involvement even further. The article concludes that institutions should invest in building bigger lecture halls to help students engage with their lecturers and comprehend the subject matter more thoroughly. Contribution: The study will contribute to theory, managerial and practice by analysing the impacts of overcrowding in HEIs and its effect on students' academic performance.

This paper aims to examine the obstacles hindering the successful implementation of Free Primary teaching in Kakua chiefdom, Bo district, Southern Sierra Leone, focusing on the adequacy of funding and provision of educational resources to schools. The research employed a survey design with a cross-sectional approach, involving the collection of both qualitative and quantitative data from various respondents simultaneously. The target population consisted of 600 participants, including 20 school leaders, 575 teachers, and 5 education officers from the Bo district. The sample, comprising 120 responses, included one deputy director (DD), two zonal executives of the Sierra Leone Teachers Union (ZESLTU), nine school leaders, and 108 teachers. The DD and ZESLTU executives were selected through purposive sampling, while school leaders and teachers were chosen through proportionate sampling. Interviews were scheduled with the Sierra Leone Teachers Union's zonal executives and DD. The results revealed that a majority of teachers reported overcrowded classrooms attributed to free primary education, aligning with findings from other research. The necessary number of classrooms exhibited variation, with an average deficit of 2 per school. Teachers reported inadequacies in classrooms, urinals, toilets, desks, and textbooks. However, other teaching and learning aids were generally rated as sufficient. This highlights a lack of resources in schools, potentially impeding the efforts of teachers and school administrators. Therefore, the study recommends that the government should allocate adequate funding, time, and resources to ensure the effective implementation of free primary school education without compromising quality.

The state of early learning provision remains elusive in Namibia. This study aimed at determining the provision of early learning to children aged between 0-8 years; caregivers' capabilities; and the resources availability in the country. The study used a mixed methods approach in collecting data from a sample of 32 ECD centres and caregivers. The convergent parallel mixed methods used a questionnaire, observation check list, photography and interviews with caregivers. Thematic analysis was applied to augment the qualitative data. The results showed that achieving inclusive, equitable and quality education for all children in Namibia was a pipe dream in the prevailing education, economic and social situation in the country. Factors contributing to the non-attainment of quality and equitable ECD for all children included; overcrowded ECD centres; inadequate learning environments and poor physical facilities. This study recommends a comprehensive training programme, a better learning environment, and the use of locally available materials for teaching at ECD centres.

In a study conducted for referees, it was concluded that existing training programs need to be complemented with content in the field of pedagogy and developmental psychology (Ploszaj et al., 2021). The aim of this study is to examine the zest for work levels of trained referees actively working for the Turkish Hockey Federation and the mobbing behaviors they are exposed to. A total of 99 hockey referees, 42 women and 57 men, participated in the study. The sample comprises of 5 International, 7 National, 45 Provincial and 42 Candidate referees. In the study, the "Mobbing Scale for Referees of Indoor Sports" developed by Hacicaferoglu (2014) was used to measure the mobbing behaviors that referees are exposed to and the "The Zest for Work Scale for Referees" developed by Erdogan (2013) and adapted for referees by Karaçam and Pulur (2018) was used to measure the zest for work levels of referees. Shapiro-Wilk normality test was performed and it was seen that the data showed normal distribution. Frequency Analysis, Descriptive Statistics, Independent T-Test, One Way ANOVA and Correlation Analysis were used in SPSS 22.0 program to analyze the data. As a result of the study, it was determined that the referees' zest for work scores and mobbing behavior scores were high. A statistically significant difference was found for female referees in the analysis of mobbing behavior scores according to gender variable (t = -2.294; p < 0.05). According to the one-way analysis of variance (ANOVA) results, the difference between the arithmetic means of the Mobbing Scale scores in terms of the referee classification variable was statistically significant (F = 4.876; p < 0.05). No significant difference was found as a result of the Pearson Correlation analysis performed to determine the direction of the relationship between the scales (r = 0.061; p > 0.05). As a result, it was seen that the zest for work scores of the referees were high, and female and candidate referees were more exposed to mobbing in terms of the exposure to the mobbing behaviors.

In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. This study surveyed the views of NS teachers on the challenges affecting upper primary learners' performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners' performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners' indiscipline.

This research sought to investigate teachers' experiences with overcrowded classrooms: the case of new Gbawe experimental 1 basic school in Ghana's Greater Accra region. The study explicitly followed a qualitative approach to research specifically a case study design. Unstructured questionnaires and Teacher observations were utilised in the process of generating the data. This investigation's general results indicate that educators' perceptions with overcrowded classrooms are 'stressful'. Similarly, teachers described some situations in an overcrowded classroom which they defined as stressful. Some of the descriptions given by educators include insufficient learning environments, safety and health concerns, limited contact between pupils and educators, disruptive behaviour, emotional and mental challenges for educators, increased workload and insufficient time in the classroom. In addition, the factors contributing to traumatic experiences include lack of administrative support, lack of policy enforcement, insufficient teacher preparation and professional development and lack of teaching material for learning. Educators, however, suggested that they still had recourse to improvisation to allow them to handle overcrowded classrooms. Working on teacher best practices in overcrowded classrooms was suggested to be helpful in helping teachers who find themselves in such circumstances.

The physical space of campus may influence student belonging. Quantitative data were collected using a bespoke questionnaire among a diverse group of students at a post-92 UK university. A total of 635 students, primarily female, undergraduate and of diverse ethnicity participated. Overall sense of belonging and agreement that campus space was important were high, with no differences by study or demographic characteristics. The main functions identified were academic or social, as were the spaces students considered most important. Gender and ethnicity differences in the extent to which the campus matched expectations were seen.

The purpose of this article was to find out social challenges learners residing in informal settlements in Katima Mulilo Town face. Informal settlements crop up as people move from rural settings to urban areas as they seek better facilities, a process known as urbanisation. However, not all who migrate into urban areas end up getting the required facilities. This result in some finding residence in informal settlements where conditions are deplorable and as a result brings some social challenges to learning. This article's objective is to explore the social challenges learners residing in informal settlements face in learning. The article also seeks possible ways to deal with the social challenges in order to make learning possible. To come up with response to the questions, the study adopted a qualitative research approach. Instruments used to generate data were observation and interviews. To support the data generated from the participants, the learners, the social capital theory and urban theories were used. Some of the social challenges found to impede learning include poverty, flooding, expensive water and electricity bills, limited sewage disposal system, unfair relocations, poor sanitation, unemployment and high crime rate. Solutions were also suggested on how to overcome these challenges.

School leaders in Solomon Islands have shifted away from the basic education policy that promotes equitable access to quality basic education to practices that target high enrolment to generate revenue. This research highlights the implications of this shift and its impact on quality education. It aims at finding the balance between the school's financial viability and the imperative to provide equitable and quality education for all children. The following questions are examined: 1) What are the different types of fees charged for educating a child in Solomon Islands; 2) Are schools enrolling students in numbers that match the infrastructure and human resources available locally? 3) Are the grants provided by the government adequate to administer schools? The significance of the study lies in its potential to inform education policymakers, practitioners, and stakeholders about the consequences of this changing agenda. Parent experiences on fees charged, school children and teacher's experiences on the impacts of high enrolments are explored. School Leaders rationale for charging different types of fees were sought. A total of 12 participants were involved in this research. Data collected via tok stori were recorded and subsequently transcribed, qualitatively analyzed and thematically organized. Data showed that schools in the capital, Honiara, experienced high school enrolment, putting pressure on the limited infrastructures available and overloading teachers. Apart from normal fees, schools charged various fees for registration, school development, church program, parent contributions and student transfer. The study provides important insights into the challenges posed by the shifting perspective and practices towards prioritizing revenue collection over access through increased student enrollment.

This study investigates the extent of portable classroom use in the province of Ontario between the years 2010 and 2020. The research uses administrative data obtained from the Ontario Ministry of Education and from the 27 largest school boards in the province. The findings reveal that portable classrooms are used as long-term solutions to address enrolment pressures in schools, which is symptomatic of the austerity-driven policies in the funding of Ontario's public education. In addition to providing new evidence of the effects of funding cuts in education, this study repositions infrastructure planning as a critical concern for education policy research.

There is growing global concern concerning South African learners' mathematics achievement, with research identifying many factors contributing to poor mathematics achievement, with class size being one of them. When classrooms are overcrowded, this may lead to a stressful environment which can negatively impact the quality of teaching and learning that is possible. The purpose of this study was to gain a holistic understanding of the problem of overcrowded classrooms by using an explanatory sequential mixed-methods approach. We first investigate the association between large classes and mathematics achievement using the TIMSS 2019 data for Grade 9 mathematics. This is followed by the qualitative phase, which elicited educators' perceptions of the relationship between overcrowded classrooms and achievement. The quantitative results showed a significant negative correlation between the two, indicating that the larger the class size, the worse the achievement. It also showed that learners taught by teachers who strongly believed that there were too many learners in a class performed significantly worse than learners taught by teachers who did not feel this way. The qualitative results showed that participants believed that overcrowded classes led to limited personalised individual interaction with learners, didactic neglect and poor time management, which are associated with poorer mathematics performance. Recommendations include that the issue of overcrowded classes should be prioritised by all stakeholders at the different levels.

New student residence halls are being built to meet students' demands and needs, creating complex living units that prioritize private spaces over social group spaces despite potential negative impacts on student success and well-being. This study examines all university residences located in a large urban center in Northern America, quantifying students' different levels of privacy in living units classified by the Housing Unit Classification (HUC). Using the Hierarchy of Isolation and Privacy in Architecture Tool (HIPAT), this study measures the level of privacy in residence units typologies and analyzes the possible effects on the experiences of students, crowding and isolation, academic performance detriment, or success in various residence units. Increased private space in units is typically in apartments or suites. Increases in privacy levels of residences' living units reflect possible lowering of students' socialization in the built space, with probable negative consequences on grade point average (GPA), program completion, feelings of isolation, and overall well-being.

This study explored the views of the lower secondary gifted students in relation to the learning climate established in their regular schools and the gifted education centers, with a focus on their psychological safety, in the Turkish context. It also investigated what these students and their teachers expect from a potentially safe and desirable learning atmosphere. Therefore, a qualitative research approach was employed. The data were collected through one-to-one semi-structured interviews with the gifted students (N=12) and their teachers (N=5). Then, the interview data were transcribed and content analyzed. The findings show that gifted students had a positive description of the Art and Science Center (SAC) as a safe and desirable place compared to their regular schools. They felt happy and psychologically safe at the SAC, where they could disclose their opinions and ask questions without being subjected to embarrassment. The regular schools, however, were not described as fully safe from a psychological perspective, mostly because of the crowded classrooms. Students' expectations of a safe learning climate were in relation to teacher approachability, peer relationships, learning process and the physical characteristics of the learning environment. Teachers were also of similar opinions with regard to these findings.

To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above. They reveal that teachers neither master nor use the project-based instruction proficiently in their classrooms despite the guidance provided in the third-year pedagogical documents. Those hindrances are due to the lack of professional training and the insufficient theoretical knowledge on the diverse approaches, methods and strategies related to PBL.

The importance of English in Foreign Language learning has been widely accepted in recent years and the English language is now well established as an international language. There is a growing significance of foreign language in education. As English has been widely used internationally, many people are interested in English and prefer learning English. When it is considered in public schools, English teaching has become more intense in school curricula. There are many barriers in language teaching in from primary education to higher education. One of the most important barriers in foreign language teaching is crowded especially over crowded classes. In crowded classes, classroom management, getting results from language approaches becomes difficult. In addition to this, a small number of class hours per week is another barrier in language teaching. The purpose of this study is to examine this issue and to examine the question of how language teaching is handled in these crowded classes and what different activities are useful to apply. If the educators are unable to change the classroom order, what are the appropriate language activities and how to apply them.

The quest of beginner teachers becoming experienced teachers remains a major issue within the educational terrain. Induction experience(s) of beginner teachers particularly women in selected community secondary schools in South Africa was the focus of this research. In this research, the problems that women beginner teachers face at some selected schools, as well as the types of induction programmes used to support them, as they grappled with the problems, were explored. A qualitative research approach involving semi-structured interviews and non-participant observation was used in the collection of the requisite data. A sample comprising two community secondary schools and four women beginner teachers were selected to take part in the research. To make meaning of the data which were collected, inductive analysis of the data was conducted. Communities of Practice was used as the theory that underpinned the research findings reported in this paper. Based on the data analysis and the communities of practice theory that served as the framework, the paper among other findings reports that induction programmes used in sampled/selected schools were highly ineffective in supporting the women beginner teachers to overcome the problems revealed. The research contributes to the body of knowledge on the lived experiences of beginner teachers at the beginning of their teaching career and provides recommendations on classroom management and dealing with ill-disciplined learners.

Despite the fact that crisis management is essential for school's smooth operation and crises occur at schools and education institutions around the world, Greek school is characterized by limited readiness to manage its potential crises. This study investigates the attitudes and perceptions of teachers concerning crisis events in school units bearing in mind that such events occur in a unique context in every school and every situation. The study's findings are based on data collected through an empirical, qualitative research. The results show that that school premises in Greece are not considered safe sites not only due to students' aggressive behaviour but also to the feebly support provided by the Ministry of Education and the Local Authorities as well as teachers' feelings of inadequacy and inappropriateness. Since the problem of school safety is proved to be multifaceted, it requires collectivity and a dedication to strong collaboration in order to be solved.

Students' privacy expectations in university housing have increased, a change that has been reflected in universities shifting from traditional units to increasing numbers of apartments and suites. This study examines privacy and territories in student university housing architecture, using architectural plans of 76 residences, relating the socialization of university students to their academic success by bringing together various literatures--student development, student development practice, and architecture of student housing--to address positive socializing forms of architecture and effects of crowding and isolation in residence design. The proposed Hierarchy of Isolation and Privacy in Architecture Tool (HIPAT) is a tool for measuring and analyzing levels of privacy and the impact that control mechanisms in the built environment of student university housing have on them. The HIPAT addresses the need to analyze student interactions in residences from an architectural lens that applies a robust privacy literature as well as visualizing primary, secondary, and public territories in student university housing.

Free secondary education remains limited in the developing world, where some 80% of 264 million children currently unable to access secondary education across 65 countries associated with the Global Partnership for Education are based. Despite a 2015 commitment by UN member countries to provide free secondary education by 2030, most countries with prior cost-sharing approaches are yet to achieve this goal. Ghana remains one of the few countries with a prior cost-sharing model to have rolled out 'fully' free secondary education. We broach Ghana's implementation of the policy and seek to explore the critically emergent issues and challenges facing public senior high schools. The generalities of our empirical evidence unveil that high enrolment rates culminated in teacher shortages, increased workload for existing teachers, classroom deficits, overcrowding in class, high rate of indiscipline and inadequate teaching/learning materials. Delay in the supply of funds also exacerbated schools' predicaments, shredding the efficacy of the policy in schools. Unbeknownst to existing studies, free feeding and lodging plagued schools with dissimilar glitches over dining and accommodation facilities. Thus, the explicated intricacies and deep-seated nuances in these results substantiate arguments that the diverse and categorization of schools determined the distinctiveness and uneven magnitude of schools' challenges in implementing the policy. From the mundane to the sublime, the free financing model worsens existing challenges and erupts new kinds marked by diverse variables along day/boarding, rural/urban, resourced/less resourced and north/south lines. Using the systems theory, we combined interviews, observation and documentary analysis from six distinct schools to evaluate challenges in the policy's implementation in schools.

The purpose of the study was to find out the effects of existing physical environment of chemistry lab on cognitive learning of chemistry students in the rural and urban schools of Rawalpindi Division at secondary school level. The population of the study consisted of all science teachers and science students of all male and female schools in Rawalpindi division. Through proportionate sampling technique, 300 science teachers and 400 science students of grade X were taken as sample. For collection of data, an achievement test with respect to cognitive abilities in the subject of chemistry was developed for four hundred students of grade X and a questionnaire with respect to lab facilities was developed for three hundred science teachers. Data were analyzed with the help of descriptive and inferential statistics i.e., percentage, mean and Z-test. Analysis of the study revealed that existing laboratories were substandard, and adequate physical facilities, equipment and consumable items were not available. Due to conduct of practicals, performance of urban students in the achievement test was better than the performance of rural students. The study revealed that laboratory environment had positive impact on cognitive learning.

The effects of overcrowded classrooms are far-reaching for teachers and learners. Many parents base their decision on whether to send their child to a particular school on the prospective number of learners in the child's classroom (Mustafa, Mahmoud, Assaf, Al-Hamadi & Abdulhamid, 2014:178). All teacher training institutions ought to ascertain whether they offer appropriate teacher training programmes that will enable student teachers to deal with the numerous demands associated with the teaching profession, among others, teaching in overcrowded classrooms. The aim of the research reflected in this article was to explore student teachers' challenges when teaching in overcrowded classrooms. An exploratory research design and qualitative research approach was chosen as the appropriate methodology for this project. Data was collected by means of a non-compulsory written assignment set out in student teachers' teaching practice workbooks. The theoretical frameworks used constructivist learning theory and socio-constructivist learning theory. The research revealed that numerous problems were experienced by student teachers, who were teaching in overcrowded classrooms. Guiding principles regarding support from lecturers, significant observation and the responsible engagement of mentor teachers are suggested.

In 2008, Western North Dakota experienced an extraordinary energy boom, creating waves of new residents seeking employment in the lucrative oil fields. Resultantly, many communities in the area, which were almost exclusively isolated and rural, dramatically changed. The purpose of this qualitative single-case study was to investigate the experiences of school staff in two rural schools within the North Dakota oil boom region. Data were teacher and administrator interviews with 15 participants and classroom observations. The findings indicated that teachers faced three key challenges in their classrooms as a result of the population influx, including: changing educational space, student academic proficiency, and a lack of cultural competence and pedagogical knowledge to effectively educate new, diverse students. Implications for policies and teacher professional development in rural boomtown areas are discussed.

Nigeria, situated in the West African sub-region of the African continent has an estimated population of over 170 million people with 146 universities. The demand for these universities in the recent past has been unprecedented with an average of 1.5 million applicants for placement annually, the highest anywhere in the world. Regrettably, public funding of the university is grossly inadequate with public expenditure per students as low as N168,000.00 or $1000 (given an exchange rate of N282 to $1). The consequences of the seeming inadequate funding manifest in overcrowded classrooms, inadequate facilities and unfriendly school climate with the attendant restiveness characterizing the behavior of students in the universities. It is the concern expressed by stakeholders about fairness in the administration of social justice that provides the motivation for studies. Three research questions were raised to guide the study perceived to be significant to university administrators, students' union governments, security agencies and the society at large. The survey research design was chosen to observe and describe the situation of students' disciplinary problems and the ability of university authorities to fairly administer justice to sanctioning infractions. A questionnaire titled: Students' Infractions and Administration of Social Justice Questionnaire (SISAQUE) was designed and administered on 454 students and 146 members of Students' Disciplinary Committees (SDCs) in the sampled schools bringing the total sample size for the study to 600. Data collected were analyzed with percentages, means and standard deviation. The result of data analysis showed that stealing, fighting, involvement in examination mal-practices, battery, intimidation, bullying, cyber crimes and involvement in cultism were the commonly reported infractions in the universities. It was also found among others that students have concerns about fairness in the administration of social justice in the universities. Based on the findings, it was recommended that other tertiary institutions such as polytechnics and colleges be fully developed to attract students with the belief that the unprecedented demand for university education in Nigeria will reduce drastically. It was also recommended that the culture of the rule of law be institutionalized in the process of administering social justice in the universities.

In the United States, charter school proliferation remains a top priority for neoliberal education reformers and their private sector allies. Such schools are owned and run by private operators yet receive public funding, resulting in large transfers of public assets into private hands. Co-location facilitates this process by providing charters rent-free space within existing public school buildings. The author argues that New York's 2014 co-location reform, which guarantees co-location or rental assistance for the city's charter schools, produces school space in ways that create new circuits for the accumulation of capital by the private sector, while at the same time putting into circulation hegemonic imaginations of the relationship of race to school space. Co-location reform enlists school space within neoliberalism's color-blind and meritocratic racial ideology: reformers like New York Governor Andrew Cuomo "don't care who you are" because achievement is seen as the result of hard work and good choices made in free markets, and co-location will extend educational markets to families of color who have heretofore been excluded. Using the co-location of Success Academy Charter Schools as a case, the author argues that co-location reform, animated by a "white spatial imaginary," both obscures and exploits the racialized process of organized abandonment that underwrites neoliberal capitalism.

This paper presents the findings of a study that explored the link between teachers' views on the challenges to inquiry-based science teaching (IBST) practice in the chemistry classroom and their need for professional development. The study used a multiple case study design and collected data using interviews. Participants were purposively selected. In all, eight chemistry teachers in six schools participated in the study. Five out of six cases we studied reported that the challenges the schools faced impeded the implementation of IBST. These challenges included lack of awareness of the IBST strategy, limited laboratory facilities and equipment, insufficient textbooks and overcrowded classes. In all, the views of teachers from the six cases suggested that, before embarking on the implementation of inquiry-based science teaching, it is vital to first consider a given school's teaching and learning resources, teacher capacity and motivation as essential factors that support the effective implementation of such innovation. Teachers' voices in all six cases also suggested that IBST implementation requires teacher development that focuses on their actual teaching needs and contextual challenges to optimise innovation outcomes. Three relationships between school implementation context and preferred professional development initiatives emerged. Teachers in private schools with or without resources and independent of class sizes require government-initiated and expert-led provision. Teachers at government schools with limited resources and large classes suggest expert-led workshops with a focus on sharing experiences during the workshops and on return to school. Teachers at government schools with previous access to centralised professional development and sufficient school resources (including improvised materials) indicate the need for in-school support from a professional learning community to strengthen the implementation of IBST.

Using problems from real life contexts which is related to learners' environment or their culture plays an important role in their learning that concept. In this regard, science educators especially physics educators search for real-life domain of theoretical concepts for effective science teaching and they consider analogical and physical models as an opportunity in their instruction. In the presented activity, we worked with 66 senior pre-service science teachers from our science teaching methods course. We used crowd movements as a real-life domain of our analogical models to scientifically explain a stampede case, then utilized physical model to explore continuity equation. Real life problem based scenarios could be used while taking advantage of the 3 D modeling in teaching of scientific principle. As a result, we found that pre-service teachers were able to make scientific explanation for causes of stampedes by using modeling activity. High school teachers and upper-level instructors could benefit from including the modeling activity introduced in this study to help their students understand the concepts related to continuity equation by designing a physical model based on an analogical model. Via the physical model, students are able to make predictions, observations, interpretations and explanations of a complex and abstract scientific phenomenon.

Research focused on the effect of place attachment on perceptions of increased recreational use and subsequent ecological impacts has illustrated mixed results. In some cases, place identity contributes to higher acceptance of pollution and litter; in others, it yields negative attitudes toward crowding and environmental degradation. We tested the hypothesis that hikers who are attached to specific places are more sensitive to crowding. Using an indicators and thresholds approach, we assessed the relationship between place attachment and acceptability norms for People-At-One-Time through surveying hikers (n = 170) at the Living Room in the wildland-- urban interface of Salt Lake City, Utah. Results illustrate moderate place attachment; however, no relationship between place attachment and acceptability norms for hikers was discovered. We support the proposition that the relationship between place attachment and perceptions of ecological conditions is site specific, but reject the notion that hikers attached to specific places are more sensitive to increasing use.

Primary school Enrolment Trend, Class-Ratio and Head Teachers overcrowded classrooms management strategies in Northern Senatorial District of Ondo State, Nigeria was investigated. The purpose of the study is to examine the current enrolment trend in public primary schools in northern senatorial District of Ondo State. Also, is to ascertain the class-ratio of primary school pupils in 2013-2014 academic session and to find out the management strategies adopted by the head teachers in solving overcrowded classrooms problems. Increase in pupils enrolment in some of the public primary schools in the state is a major concern to all stakeholders to education and it needs urgent attention. It is doubtful if the facilities available have been matched with the pupils enrolment especially in areas of classrooms availability. This study was considered using descriptive survey research design. A proportionate random sampling method was used to select 50 primary schools in the Senatorial District with total enrolment of 18,320 pupils and head teacher of each school in the district for the finding. An instrument titled Enrolment, Class-Ratio and Management Strategies Questionnaire (ECRMS) designed by the researcher was used. Frequency counts and simple percentage were used to answer the research questions. Among several findings, it was revealed that actual number of classrooms available were not sufficient in the district and that 127 additional classrooms were urgently needed. It was also revealed that 41 primary schools out of the 50 sampled schools operate above normal class-ratio of 25/30 pupils recommended by UNESCO. It was indicated that 90% of the head teachers used negotiation strategy and 60% of them used reduction strategy in solving overcrowded classrooms problems. Based on the findings recommendations are made which include; Government should increase education budgetary allocation from 85% in 2014 to 20% in 2015. Apart from government, other stake holder to education should be encouraged to fund education. Seminars and lectures on family planning and birth control should be legalized by government.

Being a class room teacher in rural areas for more than two decade's author has observed that rural area learners are suffering from multi faced learning barriers. Conceptual understanding and reasoning capacity is very poor and they are performing poorly in their school based examinations. Aim of this paper is to present a suitable, cost effective and result oriented method that can help to impart better science education to the rural learners who are otherwise underprivileged.

At the start of each academic year, it is critical that school systems have developed a plan regarding how safety is to be enforced within their Technology and Engineering (T&E) education departments. This plan should focus on a uniform way to approach safety across all T&E courses and help reduce the liability of the school district, administrators, and instructors. One of the most important areas to consider in a safety plan is personal protective equipment (PPE). Instructors should have a consistent way to store, clean, inspect, and document when there is an issue regarding any required PPE. Record keeping and facility management are other critical components that are sometimes overlooked, but they are also vital in reducing the liability of the teacher if an accident were to occur. Additionally, class sizes are a common issue across content areas, especially within lab-based courses where they can become a safety concern if not handled appropriately. Collaborating with your administrators and guidance department can help inform key decision makers about the federal and/or state guidelines regarding occupancy load in a school lab and address this issue. This article describes how T&E instructors need to be informed, advocate for safety, take action when appropriate, and collaborate with others to devise guidelines that prioritize safety and reduce the risk of potential injuries.

This article examines the impact of African American migration into Kansas City, Missouri, on the city's segregated school system in the 1940s and early 1950s. Substantial increases in the number of African American elementary school-age children produced chronic overcrowding in the segregated black schools, which was not easily relieved due to the legal requirement to operate racially segregated schools. In order to address the crowding, the school district was compelled on four occasions in the late 1940s and early 1950s to convert an entire school from white use to African American use. In each case, the school district took the symbolic step of changing the name of the school so that it was clearly identifiable as a school for African American students. The school district's practice of renaming schools coded those schools by race and further signaled that the surrounding area had become a black neighborhood.

This paper investigates how individuals make educational choices in situations where some education sectors present the risk of ending up being overcrowded. We report on an entry-game experiment whose aim is the production of data controlled in order to test the cliometric model of glutting developed by Diebolt [2001. "La théorie de l'engorgement. Economie Appliquée" 54 (4): 7-31], and especially the sensitivity of men and women to expected wages and to the risk as related to a limited number of positions on the labor market.

For-profit, or proprietary, colleges are the fastest-growing postsecondary schools in the nation, enrolling a disproportionately high share of disadvantaged and minority students and those ill-prepared for college. Because these schools, many of them big national chains, derive most of their revenue from taxpayer-funded student financial aid, they are of interest to policy makers not only for the role they play in the higher education spectrum but also for the value they provide their students. In this article, the authors look at the students who attend for-profits, the reasons they choose these schools, and student outcomes on a number of broad measures and draw several conclusions. Specifically, they analyze the rapid growth of for-profits, look more closely at the students who enroll in them, and assess their role in providing the skills of tomorrow to the youth of today. First, the authors write, the evidence shows that public community colleges may provide an equal or better education at lower cost than for-profits. But budget pressures mean that community colleges and other nonselective public institutions may not be able to meet the demand for higher education. Some students unable to get into desired courses and programs at public institutions may face only two alternatives: attendance at a for-profit or no postsecondary education at all. Second, for-profits appear to be at their best with well-defined programs of short duration that prepare students for a specific occupation. But for-profit completion rates, default rates, and labor market outcomes for students seeking associate's or higher degrees compare unfavorably with those of public postsecondary institutions. In principle, taxpayer investment in student aid should be accompanied by scrutiny concerning whether students complete their course of study and subsequently earn enough to justify the investment and pay back their student loans. Designing appropriate regulations to help students navigate the market for higher education has proven to be a challenge because of the great variation in student goals and types of programs. Ensuring that potential students have complete and objective information about the costs and expected benefits of for-profit programs could improve postsecondary education opportunities for disadvantaged students and counter aggressive and potentially misleading recruitment practices at for-profit colleges, the authors write. (Contains 2 tables, 3 figures, and 73 endnotes.)

Present study investigated relationships between classroom overcrowding and the Turkish education curriculum (2006) in terms of the applicability of activity-based lower secondary Turkish education curriculum in overcrowded classes. In addition, the problems that occur in the teaching process and the sufficiency of time for the program were investigated. Qualitative research methods were used in the study. By conducting semi-structured interviews with 11 Turkish teachers of overcrowded classes, the effects of overcrowded classes on the applicability of the Turkish course curriculum was examined. To analyze the data gathered from teachers, categorical content analysis and QSR Nvivo were used. At the end of the research, it is observed that in accordance with the program, Turkish teachers have to work one to one with each student; that teachers find that the activities do not meet the objectives due to pressure of time resulting from overcrowding. Suggestions are construed such as doing group work to lower the effects of overcrowding.