|Phone:||(519) 253-3000 ext. 2890|
Leonard & Dorothy Neal
Education Bldg., Room 3344
|PhD||University of Nigeria|
|BSc||University of Lagos|
80-510: Statistics in Education – Graduate Course.
80-552: Curriculum Developments in Mathematics Education – Graduate Course.
80-553: The Teaching and Learning of Mathematics – Graduate Course.
80-315: Mathematics Methodology (P/J)
Recent Graduate Supervisions
Student: Anoop Gupta (PhD, Completed 2010)
Title of Dissertation: The Common Link: An Exploration of the Social Cognitive Dimensions of Meaning-Making in Algebra and the Visual Arts using a Case Study Approach.
Student: Rita P. Haase (M.Ed., Completed 2009)
Title of Thesis: Elementary Teachers’ Attitudes toward Science and the Teaching of Science and Technology.
Student: Laura Callaghan (M.Ed., Ongoing)
Title of Thesis: Implications of the full-day Kindergarten on Curriculum Change in Ontario (Tentative).
• Indigenous/Aboriginal education - with specific focus on capacity building and the actualization of the CURA (Community-University Research Alliance) paradigm – an approach that generates maximal research benefits by integrating the research expertise in University (academic) settings with the usually untapped or under-utilized, but obviously abundant natural talents, available in Indigenous communities and environments.
• Constructs of cultural border crossing and collateral learning in mathematics and science - with the overall goal of reversing the declining enrollment patterns in the fields of math and science, especially among learners from Indigenous and minority cultural backgrounds.
• Contemporary issues and trends in STM education – documenting and blending into contemporary math and science curriculums the ethno science, mathematics, and technology (STM) knowledge and practices hidden in most traditional societies scattered all over the globe.
Articles in Refereed/Peer Reviewed Journals
Ezeife, A.N., & Reimer K. J. (2011). School Size as a Factor in the Academic Achievement of Elementary School Students. Psychology, 2 (8), 859-868.
Ezeife, A.N. (2011). The schema-based mathematics study: Enriching mathematics teaching and learning using a culture-sensitive curriculum. Canadian and International Education, 40(1), 41-56.
Smith, C.B., & Ezeife, A.N. (2010). The Relationship between students' perception of their classroom environment and their attitudes toward science in a grade nine applied science classes. Academic Exchange Extra.
Friesen, J.B., & Ezeife, A.N. (2009). Making science assessment culturally valid for Aboriginal students. Canadian Journal of Native Education, 32(2), 24-37.
Marr, K., & Ezeife, A.N. (2008). Empathy, authoritarianism, and recalled parental attitudes in child and youth workers. Relational Child and Youth Care Practice, 21(1), 26-37.
Lira, J., & Ezeife, A.N. (2008). Strengthening intermediate-level mathematics teaching using manipulatives: A theory-backed discourse, [Online]: http://asstudents.unco.edu/students/AE-Extra/2008/9/indxmain.html.
Magliaro, J., & Ezeife, A.N. (2007). Pre-service teachers' preparedness to integrate computer technology into the curriculum. Canadian Journal of Learning and Technology, 33(3), 95-111.
Ezeife, A.N. & Arivalagan, T. (2006). Technology education and economic competitiveness in developing countries: The Sri Lankan experience. Canadian and International Education, 35(1), 75-86.
Ezeife, A.N. (2005). The impact of a culture-sensitive curriculum on the teaching and learning of mathematics in an Aboriginal classroom. [Online] http://asstudents.unco.edu/students/AEExtra/2005/10/indxmain.html.
Ezeife, A.N. (2003). Effects of strengthening the mathematics content base of pre-service elementary school teachers. [Online] http://asstudents.unco.edu/students/AEExtra/2003/9/indxmain.html.
Ezeife, A.N. (2003). Using the environment in mathematics and science teaching: An African and Aboriginal perspective. International Review of Education, 49, 319-342.
Ezeife, A.N. (2003). The pervading influence of cultural border crossing and collateral learning on the learner of science and mathematics. Canadian Journal of Native Education, 27(2), 179-194.
Ezeife, A.N. (2002). Mathematics and culture nexus: The interactions of culture and mathematics in an Aboriginal classroom. International Education Journal, 176-187, Flinders University, Adelaide, Australia. Available online: http://iej.cjb.net.
Ezeife, A.N. (2001). Integrating the learner's schema, culture, and environment into the science classroom: Some cases involving traditional and Aboriginal societies. Canadian and International Education, 30, 17-44.
Ezeife, A.N. (1999). Back to basics: Basic skills in science education. Alberta Science Education Journal, 31, 2-13.
Ezeife, A.N., & Ukpong, U.I. (1999). The impact of the boarding school system on students' performance in mathematics. Lagos Education Review, 5(1), 19-25.
Ezeife, A.N. (1999). The use of the environment in science teaching: An African and Aboriginal perspective. The Manitoba Science Teacher, Special Conference Edition, 41, 19-23.
Ezeife, A.N. & Levin B. (1996). Schools coping with a changing world. Journal of Quality Education, 2(2), 1-16.
Ezeife, A.N. (1995). Family and school environmental correlates of science achievement of Nigerian senior secondary school students. The Manitoba Science Teacher, 36, 15-19.
Ezeife, A.N. (1995). Physics teaching methods in Nigerian senior secondary forms: Their relative effects and implications for higher education. Alberta Science Education Journal, 28, 31-37.
Ezeife, A.N. (1995). Teaching physics in a rural environment. The Manitoba Science Teacher, 37, 6-9.
Ezeife, A.N. (1994). Science education in Nigeria: The state of the art. The Manitoba Science Teacher, 35, 24-31.
Ezeife, A.N. (1994). Technological education and economic competitiveness in developing countries: A case study of Nigeria. The Journal of Education and Economic Change, Winter Issue, 67-76. Published by Queen's University, Kingston, Ontario.
Ezeife, A.N. (1992). Demystifying physics in Nigerian classrooms of the 90's. Journal of Research in Education and Humanities, 47-55.
Ezeife, A.N. (1992). Sex and environment as factors in physics achievement. Journal of Indian Education, 17, 1-17.
Ezeife, A.N. (1991). An appraisal of Integrated Science as a major innovation in Nigerian education. Journal of Education, 95-101.
Ezeife, A.N. (1991). Refresher courses in teacher education: The Nigerian experience. Journal of Studies in Curriculum (1&2), 134-141.
Ezeife, A.N. (1991). The construction and use of an optico-mechanical oscillograph. Journal of the Science Teachers' Association of Nigeria, 27, 95-101.
Ezeife, A.N., & Okeke, E.A.C. (1990). Teaching Integrated Science outside the classroom. Journal of the Science Teachers' Association of Nigeria, 26, 25-31.
Ezeife, A.N. (1989). The impact of the three-phase instruction technique on students' performance in physics. Educational Research: A Journal of the National Foundation for the Educational Research in England and Wales, 31, 227-231.
Ezeife, A.N. (1985). Teaching physics to promote self-regulation. Journal of the Science Teachers' Association of Nigeria, 23(1&2), 28-33.
Ezeife, A.N. (1982). The schema theory as a valuable method of teaching secondary school physics. Journal of the Science Teachers' Association of Nigeria, 21, 156-162.
Ezeife, A.N. & Akpanobong, D.B. (2011). Examination Physics. Nsukka, Nigeria: University Trust Publishers (In press).