Roles Of Guidance Research Articles

The Role of Guidance and Counselling in Performance of Post-Primary Education in Nigeria: Regulatory and Theoretical Perspectives

The issue of role of guidance and counselling in the performance of post-primary education is highly debated in Nigeria and the world over. This paper advances our understanding of regulatory and theoretical frameworks of guidance and counselling towards this contentious issue using qualitative approach to explain the phenomenon. Based on the selected theories, model and available regulatory provisions in Nigeria, it was deducted that the theories, model and national regulations gave credence to the role guidance and counselling performs in achieving the national education goal. The study shows broad support of the theories, model and regulations for prioritizing guidance and counselling role in post-primary education. This is contrary to what some exponents suggest. The paper therefore finds no evidence of polarization in opinions that theories and regulations in guidance and counselling are not adequately sufficient to explain the roles of guidance and counselling at post-primary education level. From the study, it was safe to conclude that regulatory, theoretical frameworks and model of guidance and counselling do explain the role it plays in the performance of post-primary education in Nigeria. From the study, it was safe to conclude that regulatory, theoretical frameworks and model of guidance and counselling do explain the role it plays in the performance of post-primary education in Nigeria. Among others, the study recommended for designing a national guidance and counselling model for all levels of education in Nigeria as well as urged for more regulatory provisions for guidance and counselling programmes in Nigeria. It further suggested that this study should be extended to empirical approach, among others.

Vision for guidance and vision for feedback: A study of throwing

Visually-directed throwing (i.e., throwing blindfolded after previewing a target location) is known to be more variable than visually-guided (normal) throwing. Here we explore the roles of visual guidance during the throwing action and of visual feedback gained by seeing the outcome of the throw. Varsity basketball players (Division III athletes: 8 F; 14 M) and other students (25 F; 17 M) performed 120 throws to a projected target from a distance of 4 m. LCD shutter goggles were used to block vision either immediately after the release of the ball (allowing visual guidance, but denying feedback) or during the period leading up to the release (denying visual guidance, but allowing visual feedback). Alternating blocks of 10 trials in each condition were used, with the first 40 trials excluded as practice. Both aim (deviations left and right) and distance calibration (deviations in depth) were analyzed for the remaining 40 trials in each condition. Athletes had better aim (lower variance in performance) with visual guidance than with visual feedback, t(21) = 5.04, p < .001 but non-athletes showed no differences in aim between the two conditions and were worse overall than the athletes. Both athletes and non-athletes tended to slightly underthrow with feedback, but tended to show improvement over the course of each set of 10 feedback trials. However, both groups seemed to overcompensate when feedback was withdrawn, overthrowing by several centimeters on average. We conclude that both visual guidance and visual feedback are important factors in the control of throwing, with guidance primarily providing stabilization of aim in skilled throwers, and visual feedback providing force calibration. Meeting abstract presented at VSS 2016

The Competence of Teachers Embedded in the Classroom and Child Education Programs in Jordan, and It’s Compatibility with the Required Competence of Teacher in the Age of Information Technology

The aim of this study is to determine the competencies and technological roles of teachers who are able to employ technology in education and keep themselves up-to-date with the requirements of the era of information and communication technology. Moreover, it aims to identify the presented image of the teacher and his/her roles as reflected by the teacher education programs courses (namely, Child Education and Classroom Teacher Education Programs) from the viewpoints of faculty members; as well as to determine the image of the teacher and his/her roles from the viewpoint of students enrolled in the Child Education and Classroom Teacher Education Programs. Additionally, the study aims to explore and identify the perceptions of students majoring in Classroom Teacher Education and Child Education and their future roles as teachers. The researcher based her work on theoretical papers, published research, and different literature in a collection of relevant data to extract facts and conclusions, as well as following the descriptive analytical method which relies on the quantities method to determine the roles of teacher preparation programs to grade students enrolled in Classroom Teacher and Child Education programs through a questionnaire which included (78) items. In order to determine the roles of the teacher through the student's views, the researcher employed another questionnaire consisting of (63) items. The same approach was also used in determining the students' perceptions of their future roles as teachers through a third questionnaire that consisted of (42) items. The scales have been applied to all students enrolled in Classroom Teacher and Child Education programs at Petra Private University. The study concluded that most of undergraduate courses for Classroom Teacher and Child Education programs have failed to reflect the competencies of the teachers and technological competencies of the preparation and design of teaching from the perspective of teachers. The study also showed that students have a blurry image of their future roles as teachers, and the roles of guidance and counseling and skills related to ethical and professional technology employing the most mysterious of these roles.

Perceived psycho-social and school factors contributing to malpractices in internal examinations among secondary school students in Kakamega-Central Sub-county: Implications for counseling

Examination malpracticeis rated as one of the greatest problems that undermine the foundation of educational practicein Kenya today. The magnitude of the problem and the dangers posed bythe phenomenon have been identified by stakeholders as national malady that requires drastic solution. Thus, this study attempted to investigate the view of students about the psycho-social and school causes of and roles of guidance and counselling in addressing the malpractices in internal examination in Kakamega Central Sub-county. A total of three hundred and fifty nine students were randomly sampled from twelve schools selected at random for the study. Data were collected using researcher developed questionnaires. Four research questions were raised and answered using frequency counts, simple percentage and means scores. However, results indicated that poor study habits, laziness, lack of self confidence, family pressure to excel and host of others were considered by students as the major psycho-social causes ofexamination malpractice. Inadequate preparation for examination,poor teaching, overcrowded exam rooms and poor invigilation were considered by respondents as the causes of examination malpractice. On the roles of the school guidance and counselling units most of the respondents indicated that the G&C unit exists and talks to them about self esteem, peer pressue management, self confidence and that exam cheating is wrong. However, most of them did not agree that G&C can assist students involved in exam cheating to change. The psycho-social factors are the predisposing factors to exam malpractices while the school factors are the environmental causes. Most schools have active guidance and counselling units. However, these units do not seem to be effective in addressing the problems of malpractices in internal examinations in secondary schools. Based on these findings, it was recommended that students and teachers should be given enlightenment campaign that will highlight the consequences of examination malpractice. Also, government should sensitize all citizens to basic ethical values of selfworth, dignity of labour, integrity and personal responsibility. Professional guidance counselors should be employed and posted to secondary schools to help students in self understanding and self management as well as the development of effective study habits in relation to how they can utilize their assets and manage their abilities for optimal development. Further, all schools should be adequately equipped and staffed to address issues of overcrowding and poor invigilation. Key words: Examination malpractice, secondary schools students, counselling.

Pedagogical design for knowledge creating inquiry in customer projects

Two higher education courses involving students, teachers, and customers in multifaceted experiences of knowledge creation are described. The Trialogical Learning Approach (TLA) provides a theoretical framework to address learning and teaching organized around authentic problems and the development of shared knowledge objects, such as reports, products, and new practices. The approach directs attention to those aspects of social interaction and artifact-mediated activities, which focus on the development of shared objects and the pursuit of novel knowledge and understanding. The roles of technology-mediation, customer involvement, and guidance in developing effective pedagogical practices for knowledge creation were addressed. It appears necessary to design sufficient open-endedness and complexity for students’ teamwork to generate unpredictable, practical, and epistemologically challenging situations. Pedagogical design for such a process has different foci in the four central phases: planning, project initiation, project execution, and presentation and evaluation. Planning and initiation are central to establishing relevance and project awareness for the collaboration of student teams with a customer. Guidance and expert modeling during project initiation and execution is needed to overcome feelings of uncertainty during a challenging and complex assignment. Mediation provided by collaboration tools facilitates reflection on collective practices, iterative development of knowledge objects, and documentation of the learning outcomes of customer projects.

Linguistic participation as a manifestation of second language learning in the primary L2 classroom

This article seeks to apply the informal learning theory of guided participation to the formal primary L2 classroom. Utilising the concept of guided participation, in which the process of learning is defined as a collaborative interaction between expert and novice leading to a transformation of participation in community activity, the author analyses the respective mediational roles of teachers' guidance and peer assistance. In addition to the identification of transformation in participation, the microgenetic processes by which individual learners' L2 use emerges are also traced. This study reveals how active language use is associated with participation and changes in behaviour during microgenetic development. In order to understand this transformational process of language learning manifest through evolving engagement and language use, the author suggests the notion of transformational linguistic participation. This construct also draws attention to the importance of affordances: complementarity of task design, pupils' perception and utilisation of linguistic challenge, interaction and the discovery of purpose in tasks. The author argues that application of a guided participation perspective to the L2 classroom highlights the social nature of the learning process, drawing attention to how learner engagement is created, learner agency facilitated and linguistic challenge promoted.

Evaluation of Employers’ Perceptions of the Role of Guidance and Counselling and Vocational Education in Sustainable Development in Nigeria

Guidance and Counselling and vocational education have long been recognized as a major vehicle for national development and growth. This study was aimed at evaluating the opinions of employers of labour on the roles of guidance and Counselling and vocational education in sustainable development in Nigeria. The sample comprised of 80 indigenous and 68 multi-national employers in the south-south geopolitical zone of Nigeria. Two research questions and two null hypotheses guided the study. A duly validated questionnaire was used for data collection. Data were analysed using statistical mean and standard deviation to answer the research questions, while t-test statistics was used to test the hypotheses. The findings revealed among other things that employers were not satisfied with the contribution of guidance and Counselling and vocational education to sustainable development in Nigeria. Based on the findings, it was recommended that government of Nigeria should provide effective leadership and partner with private sector in order to place guidance and Counselling and vocational education in its rightful position in sustainable development. DOI: 10.5901/mjss.2013.v4n4p461

To Learn from Teachers at School, Ideal Teacher or E-Learning Applications from the Perspectives of Gifted Students.

The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of “Education program for the gifted” executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likerttype scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments. According to students, compared to structure academic learning, technology is a better environment to make good use of their time, to satisfy their curiosity about certain subjects, to establish communication with others and to play games.

Cell Adhesion on Micro-Structured Fibronectin Gradients Fabricated by Multiphoton Excited Photochemistry.

Concentration gradients of ECM proteins play active roles in many areas of cell biology including wound healing and metastasis. They may also form the basis of tissue engineering scaffolds, as these can direct cell adhesion and migration and promote new matrix synthesis. To better understand cell-matrix interactions on attractive gradients, we have used multiphoton excited (MPE) photochemistry to fabricate covalently linked micro-structured gradients from fibronectin (FN). The gradient design is comprised of a parallel series of individual linear gradients with overall dimensions of approximately 800 × 800 μm, where a linear dynamic range of nearly 10-fold in concentration was achieved. The adhesion dynamics of 3T3 fibroblasts were investigated, where the cell morphology and actin cytoskeleton became increasingly elongated and aligned with the direction of the gradient at increasing protein concentration. Moreover, the cell morphologies are distinct when adhered to regions of differing FN concentration but with similar topography. These results show that the fabrication approach allows investigating the roles of contact guidance and ECM cues on the cell-matrix interactions. We suggest this design overcomes some of the limitations with other fabrication methods, especially in terms of 3D patterning capabilities, and will serve as a new tool to study cell-matrix interactions.

Implementing a Statewide Mandated Career Pathways/Programs of Study School Reform Model: Select Findings from a Multisite Case Study

A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative (see Hammond, Drew, et al., 2011) follows the implementation of a statewide mandated career-focused school reform policy in one U.S. state. The research focuses on eight diverse high schools in the state, personnel at those schools, and approximately 6,200 students across three cohorts, with varying amounts of exposure to the policy. In the longitudinal study, we investigate whether the number of highly developed career-focused programs of study available to students increases under the policy and whether targeted student and school outcomes are affected. Findings are presented here as related to overall policy implementation, differences in student experiences, changes in the roles of guidance, and changing attitudes toward career and technical education.

Role of Echocardiography in Atrial Fibrillation Ablation.

Radiofrequency catheter ablation is an increasingly adopted strategy for difficult-to-manage patients with atrial fibrillation. Echocardiography is the key imaging modality to assess left atrialstructure and function. In this review, the role of echocardiography in atrial fibrillation ablationbefore, during and after ablation is discussed. Currently established roles of echocardiography inpatient selection pre-ablation and peri-procedural guidance, as well as newer echocardiographic techniques including the assessment of atrial mechanics are reviewed in the context of atrial fibrillation ablation.

Inhibitory guidance in visual search: The case of movement–form conjunctions

We used a probe-dot procedure to examine the roles of excitatory attentional guidance and distractor suppression in search for movement-form conjunctions. Participants in Experiment1 completed a conjunction (moving X amongst moving Os and static Xs) and two single-feature (moving X amongst moving Os, and static X amongst static Os) conditions. "Active" participants searched for the target, whereas "passive" participants viewed the displays without responding. Subsequently, both groups located (left or right) a probe dot appearing in either an occupied or an unoccupied location. In the conjunction condition, the active group located probes presented on static distractors more slowly than probes presented on moving distractors, reversing the direction of the difference found within the passive group. This disadvantage for probes on static items was much stronger in conjunction than in single-feature search. The same pattern of results was replicated in Experiment2, which used a go/no-go procedure. Experiment3 extended the go/no-go procedure to the case of search for a static target and revealed increased probe localisation times as a consequence of active search, primarily for probes on moving distractor items. The results demonstrated attentional guidance by inhibition of distractors in conjunction search.

Instruction to Help Young Children Develop Language and Literacy Skills: The Roles of Program Design and Instructional Guidance

This article discusses the kinds of instructional activities that young children need to develop basic language and literacy skills based on recent research and program evaluations. This includes approaches to develop alphabetic understanding, phonological awareness, vocabulary, and oral language. Activities and materials from the Pre-kindergarten Literacy program are provided as examples of methods preschool teachers can use to help young children develop skills in these domains. Activities have a basic structure to provide teachers with a clear understanding of what to do, including research support for learning objectives and instructional practices.

Human right education and the Nigerian child: implications for counselling

This paper examines the concept of human right to education as listed in Article 26 of the United Nations Declaration of Human Rights of December 1948. Human right is viewed as natural or moral law which has the force of conscience. The declaration is directed at the right to formal Western education in Nigeria, rather than indigenous or Islamic. The efforts made by various regional/state and federal governments by providing universal free primary education for the Nigeria child are examined. The inability of the federal government to provide minimum and compulsory education as well as inadequate funding is seen as obstacles for the realization of the child’s right to education in Nigeria. Urgent actions in providing minimum and adequate funding for that minimum level of education are seriously solicited from the standpoint of the roles of Guidance and Counseling.

Egg‐jelly structure promotes efficiency of internal fertilization in the newt, Cynops pyrrhogaster

Egg-jelly is composed of a network of fibrous components and contains substances regulating the sperm-egg interaction. Many studies on the latter have been conducted, whereas the role of the egg-jelly structure in fertilization has not yet been fully assessed. In this study, we examined the fertilization efficiency in the presence and absence of the structure around the egg of the newt, Cynops pyrrhogaster, using a gelatin gel system. Although de-jellied eggs of C. pyrrhogaster can be fertilized with an adequate number of sperm, the fertilization rate was dramatically increased through the use of the gelatin gel. Sperm showed forward motility with straight morphology in the gel, whereas they swam in circles in solution. This result indicates that the gel structure is significant for sperm guidance to the egg surface, and its presence raises the fertilization efficiency in C. pyrrhogaster. When sperm were entangled in the gel structure, they were immediately folded and never showed any forward motility. Sperm with zigzag morphology were observed in the gelatin gel as well as in the egg-jelly, indicating the elimination of sperm by the gel structure. The effect of sperm elimination on successful fertilization was estimated using gelatin gels of different thickness. Though the variation did not affect the fertilization rate, the rate of normal development gradually increased in the thicker gels. This result indicates that sperm elimination in egg-jelly can function in the fertilization system. The roles of sperm guidance and sperm elimination under the physiological condition of internal fertilization of the newt are discussed.

Career guidance and social exclusion: A cautionary tale

The relationship of career guidance to public-policy interventions designed to address social exclusion is examined.The nature and origin of the concept of social exclusion are analysed, and the roles of career guidance in response to it are reviewed, particularly in relation to young people who have dropped out of formal education, training and employment or are at risk of doing so. It is suggested that such strategies need to take account of the subjective frame of reference of such young people, including understanding the work in which they are already engaged within the informal economies. The issues raised by such considerations provide a rationale for the partnership arrangements - with, for example, youth workers and community mentors - which have characterised these strategies. Within this context, the development of the new Connexions Service is critically examined. It is argued that it contains fundamental design flaws, from which a number of problems have stemmed. It is concluded that while career guidance has an important contribution to make in strategies to address social exclusion, this should be secondary to its role in supporting individual progression and development within the societal structures to which inclusion is being sought.

Can one pay attention to a particular color?

In an array of elements whose colors vary can we selectively choose to process all the items of a particular color preferentially in relation to those of another color? We addressed this question by presenting subjects with arrays containing many elements, and recording reaction times to a luminance change of one of the elements. Half the elements had one color and the other half another color--the spatial distribution being random. In two tasks--a simple detection of this change or a choice reaction time to the polarity of the change--we found that reaction times were independent of the number of items in the array. Cuing the subjects as to the color of the target item had no significant influence on the detection task, but subjects were faster if cued for the discrimination task. A further experiment replicated these findings and examined possible costs and benefits. Our final experiment separated the roles of attentional guidance and postattentional processes by having subjects judge the orientation of the target element and varying the magnitude of the target flash that defined which element was the target. We found that this judgment was also affected by color cuing, and that the size of the effect interacted with the flash strength, suggesting that color cuing has its influence at the stage of attentional guidance. We conclude that subjects can selectively attend to items on the basis of color given the appropriate task and stimulus dynamics.

Helping groups comprehensive, preventive programs for secondary students

The broad roles of Educational Guidance and Student Welfare imply a multifaceted approach to complex problems. Too often, pressure of time and caseloads reduces intervention to short term, single mode remediation with no certainty of relapse prevention. The following paper describes a group counselling approach in a large Victorian secondary college that sought to address these and other issues.

Black college students’ drinking patterns: The roles of family religious affiliation and parental guidance during the first drinking experience

An alcohol‐use study of a sample of 160 college students was conducted at a predominantly black university in the Deep South in 1991. A model of personal control development was empirically tested. The results confirmed that students who take their first drink at a lower age are more likely to drink at a high level and to experience a high number of alcohol‐related problems in college. However, the negative relationship between age at the time of the first drink and college drinking patterns is attenuated if these young‐onset drinkers start their drinking in the presence of adults and/or with the knowledge of their parents. Along with normative guidance, family religious affiliation plays an important role in constraining problem drinking during the college years. Family religious affiliation and parental normative guidance during the first drinking experience serve as social control variables, providing individuals with access to normative standards and definitions of drinking within a particular sociocu...

Guidance and Educational Opportunity: The German Perspective

This article is based on information about the status of guidance and counseling in German education acquired by the author during his 1977 summer Fulbright Fellowship to the Federal Republic of Germany. Menacker identifies some points of comparison regarding the roles of guidance and counseling in the American and German education systems. The less developed German educational‐guidance system is used to shed light on the nature of guidance contributions made by the American system.