Journal of Practical Studies in Education 2023-11-20T05:18:09+00:00 Claudia Davis Open Journal Systems <p>Journal of Practical Studies in Education (JPSE) is a bimonthly double-blind peer-reviewed open access journal that publishes educational research making a significant contribution to the understanding and practice of education as well as advances in the field . Moreover, JPSE aims towards publishing high-quality papers addressing the relevant practical and theoretical aspects of educational processes embedded in different social, behavioural, and cultural contexts. Articles submitted to JPSE should bring together a variety of practical and methodological tools relevant to educational disciplines. We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys. Important criteria in the selection process are quality of argument and execution, clarity in presentation, and educational significance.</p> Examining Classroom Assessment Practices of Secondary School Teachers in Shiwang’andu District, Muchinga Province, Zambia 2023-11-15T22:32:00+00:00 Justine Miyoba Daniel L. Mpolomoka Christine Mushibwe Liwakala Muyoba Charity Meki Kombe Colious Gondwe <p>The purpose of the study was to investigate the classroom assessment practices of secondary school teachers in Shiwang’andu District, Muchinga Province, Zambia. The objectives were to: describe the assessments that were being used by teachers in sampled schools; determine teachers’ use of classroom assessment results; as well as establish viewpoints of teachers about classroom assessments. The study adopted a descriptive survey design and targeted 62 respondents from 10 selected secondary schools including the District Education Board Secretary (DEBS) office. Simple random sampling was used to sample the teachers, while the Heads of Department and Head teachers were selected conveniently. Purposive sampling was used to sample the District Education Standards Officer (DESO) and the District Resource Centre Coordinator (DRCC). Questionnaires and key informant interviews were used as data collection tools with descriptive statistics and narrative analysis used as data analysis methods for quantitative and qualitative data respectively. The study established that there were more secondary school teachers that use traditional assessments (71%) as compared to those that use contemporary assessments (29%) in sampled schools. Additionally, most respondents (42%) said that they used classroom assessment results to point out the difficult learning areas, identifying what pupils think and how they think and what they understand. 34% of the respondents use classroom assessment results to diagnose the effectiveness and drawbacks of teaching methods.</p> <p>24% of the respondents indicated that they use classroom assessment results to make decisions regarding pupils’ grade retention and promotion. The results also indicate that the majority of the respondents (48%) were of the view that pupils should only recognize rather than generalize their own answers in classroom assessment tasks and the teacher should only evaluate the pupils based on mastery of skills and knowledge. 29% of the respondents indicated that pupils must be assessed in diverse modes and the teacher must give assessments that match with pupils’ development level. 23% of the respondents said that pupils must be assessed beyond classroom environment and the teacher to give assessments that promote higher learning skills and problem solving. The Zambian Ministry of General Education and school administrators in Shiwangandu District should ensure that all teachers with teaching certificates go for further training and take more courses in assessment to improve their skills and use of up-to-date desirable classroom assessment practices.</p> 2023-11-15T00:00:00+00:00 Copyright (c) 2023 A Logic Model Conceptualizes the Initiative of Applying for an Inclusive Education Program 2023-11-20T05:18:09+00:00 Zeinab Abulhul <p>Using a logic model can be very helpful in developing social projects that can achieve desired goals for social work planners. In this article, the author emphasizes the importance of using logical programs to help social workers achieve positive changes and desired outcomes. The article illustrates how social planners can translate the logical model process into a practical application that serves the needs of communities. The goal of this project is to increase knowledge and understanding of the educational rights of children with disabilities within the community. The article explains how social planners can use the logical model process to create a practical application that meets the needs of communities. The project aims to increase awareness and understanding of the educational rights of children with disabilities in the community. This proposal outlines the steps necessary to achieve inclusive educational program objectives using a plan's resources (inputs), activities, outputs, and outcomes. To change parents' attitudes toward integrating children with disabilities into mainstream education, five elements will be implemented, including discussions, workshops, presentations, and technology activities. Implementing these elements will help parents be more open-minded about integrating children with disabilities into mainstream classrooms. The article aims to teach social work students how to expand their understanding and assumptions of a logical model and apply them to their practice to bring positive changes to vulnerable populations. The author also wants his audience to consider the model's four main processes when planning social programs to achieve desired outcomes.</p> 2023-11-19T00:00:00+00:00 Copyright (c) 2023