<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Olugbenga Adedayo Ige</style></author><author><style face="normal" font="default" size="100%">Loyiso C. Jita</style></author><author><style face="normal" font="default" size="100%">Thuthukile Jita</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAJOR PERSONALITY TRAITS INFLUENCING ENVIRONMENTAL KNOWLEDGE: A CASE OF URBAN LEARNING ECOLOGIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">field-based research</style></keyword><keyword><style  face="normal" font="default" size="100%">major personality traits</style></keyword><keyword><style  face="normal" font="default" size="100%">students</style></keyword><keyword><style  face="normal" font="default" size="100%">urban learning spaces</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1550425039.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The grim actualities of modern societies have shifted the attention of human beings from civil wars and beggary to environmental issues such as pollution and climate change. The subtle shifts in environmental balance that are observable from global warming, water scarcity, and poor harvest resulting from erratic rainfall distributions across different countries of the world has led to global campaigns in order to promote positive environment behavioural change. Several change agents have advocated the use of mitigation practices such as using emerging western and indigenous technologies and renewable energies, they have overlooked the major personality traits that will implement the proposed changes. Hence, this research explores the influence of major personality traits on students' environmental knowledge in urban learning spaces. The social cognitive theory was used to untangle the conforming and non-conforming environmental behaviours of students in urban learning spaces. The research adopts a 'field-based' MO to gather data from four hundred and sixty-two students that were randomly selected from thirteen secondary schools in urban centres in Nigeria. Research instruments such as the NEO Five-Factor Inventory and Environmental Knowledge Test were adapted to collect data from the selected students. The quantitative data were subjected to multiple regression analysis. Results showed that there was a significant influence of the major personality factors on students' environmental knowledge (R= 0.297). The research recommends that teachers should include these major personality traits in the environmental education programme of their schools.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">39-54</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Loyiso C. Jita</style></author><author><style face="normal" font="default" size="100%">Olugbenga Adedayo Ige</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOUTH AFRICAN TEACHERS’ MATHEMATICAL KNOWLEDGE: REFLECTIONS FROM SHORT LEARNING INTERVENTION PROGRAMME (SLIP)</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mathematical knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">short learning intervention programme</style></keyword><keyword><style  face="normal" font="default" size="100%">South African teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1575642364.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This qualitative research reports the results of a short learning intervention programme conducted by South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education to enhance the mathematical knowledge of teachers in some South African schools. The short learning programme comprised the fostering of teachers’ mathematical knowledge and the formation of lesson study groups to apply the knowledge gained from the intervention programme in different schools in the country. The sample comprised 53 male and 72 female Mathematics teachers who were nominated from several school districts in the country. The participants were trained using Mathematical Knowledge for Teaching (MKT) which included the topics of probability/ratio and proportion (grades 1-9). The MKT consisted of these sets of expertise: Common Content Knowledge (CCK), Specialised Content Knowledge (SCK), Knowledge of Contents and Students (KCS), and Knowledge of Content and Teaching (KCT). The lesson study groups applied the knowledge acquired from the short learning intervention programme to engage in group activities, lesson studies, and to report the major challenges in doing the lesson studies. This model research comprised three stages: the first stage involved active participation in the workshops that took place at the University of the Free State; the teachers that attended the training workshops implemented the knowledge gained in the respective schools in their districts in the second stage; and the third stage  involved the compilation and submission of a Portfolio of Evidence (PoE) by the teachers that participated in the training workshops.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">705-721</style></section></record></records></xml>