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Screening Francophone children for school readiness across important developmental domains is crucial if their needs are to be attended to in a timely fashion. The universal screening instrument Early Years Evaluation – Teacher Assessment (EYE-TA) is available in French and known as Evaluation de la petite enfance – appreciation de l’enseignante (EPE-AE). This study is the first to validate the psychometric properties of the EPE-AE and to discuss its validity in the context in which it is used. Three questions guided this research: 1) To what extent are the results of the EPE-AE reliable? 2) To what extent are the results of the EPE-AE valid? and 3) Which items, if any, in the EPE-AE demonstrate linguistic bias relative to the original English version? It is concluded that the EPE-EA is a highly reliable, valid and unbiased assessment relative to its English version. As such it can be used with confidence as a universal screening test to assess Francophone children’s development as they begin school. This study is useful to early childhood educators, educational psychologists, kindergarten and resource teachers, and school administrators.
The present book contains research based evidence of in-service training programmes for primary teacher conducted by District Institutions of Educational and Training (DIETs) of Gujarat State. The main aim of the study was to analyze training programmes in terms of its objectives, relevance to the emerging educational contexts, content and mode of presentation. The study also focused on the infrastructure facilities, problems faced by different personnel and procedure of selection for resource persons. Multistage sampling method was used for selecting sample. Tools like Questionnaires, opinionnaire, interview schedule, observation schedule and checklist were used. The findings revealed that teachers were satisfied with training programmes and programmes were related to its objectives and emerging educational contexts. DIETs were functioning in good condition for the improving the quality of primary education. The finding of the study will be helpful to personnel engaged in policy making, officers at educational management level, teacher educators, primary educational institutions, trainers as well as teachers and resource persons.
Scholastic Achievement, teacher effectiveness, and school improvement are critical components in our educational system and are interdependent.A powerful variable that has been shown to positively impact Scholastic Achievement is Teacher Efficacy. As individuals, teachers lead their lives and base their actions, including their classroom behaviours, on their perceived Self-Efficacy. Despite the avid interests in this construct and although prior reviews have been conducted, there are still gaps in our understanding of Teacher Efficacy. First, there are potential inconsistencies in the way Teacher Efficacy has been defined and variability in the manner in which it is measured.It is imperative not only to recognize these differences but also to understand the theoretical traditions these differences reflect and their implications for research and practice. Second, we do not understand the nature of the relationship between efficacy and those variables.Therefore, the purpose of the present study was to explore the relationship between Teacher Efficacy and those variables as grounded in a deep understanding of the efficacy construct.
John Kyaboona's Head teacher status: its influence is an in depth study of an intriguing question to many stakeholders in education as to whether the status of head teacher appointment has an effect on the administrative performance a head teacher exhibits in a primary school. The study particularly focused on the influence of substantive and non-substantive on the administrative performance of primary school headteachers. The study found out that the status of head teacher appointment did not influence administrative performance in motivating staff, establishing and maintaining community relations and completion of pupils in primary schools. The results of the study that are well elaborated in this book will act as a good guide to educational administrators, education policy makers, teacher trainers and trainee, human resource managers and researchers in the area of education. The book emphasizes that the motivation of the human resource is central in attaining organizational goals.
Teaching has been known from time immemorial as a noble profession, to this extent teachers world- over have been perceived to be role models to young up-coming ones within and outside their vicinity. Schools happen to be the workshop for teachers to practice and show-case what they can do, the extent to which they can perform wonders with the material resources they have, though very meager. A lot is expected from every teacher as parents shift their responsibility of behavioral change to teachers` door step. Students spend a lot of time with teachers while a little time is spent with their parents who are scarcely seen at home. However, the role of identifying cognitive display and acumen by students in performing different tasks given to them is noticeable in the school. Teachers identify exemplary behaviors by the total child and keep the record over-time to an obvious level that can be used as reference.
This study advocates postsecondary interdisciplinary teacher education reforms that effectively integrate discipline-based coursework with interdisciplinary courses to prepare future teachers to utilize interdisciplinary curricular approaches in education. It conceptualizes interdisciplinary teacher education based on a constructivist theoretical approach indebted primarily to State, and focuses especially on literature in the field of interdisciplinary studies, published in the India since 1997. The confluence of interdisciplinary and constructivist approaches, as well as interdisciplinarity and disciplinarity are examined. Existing interdisciplinary teacher education programs, interdisciplinary teaching strategies, and curricular designs are explored. This study provides a conceptual model that addresses teacher professionalization, interdisciplinary vision, global consciousness and wide-awakeness, and the democratic dimensions of interdisciplinary teacher education.
ENGLISH WORLD is an integrated print and digital English course for primary schools. Written by the authors of the best-selling Way Ahead and Macmillan English, the course aims to give learners confidence in speaking, listening, reading and writing. Thorough grammar and skills work is applied in natural contexts in the real 1 world through dialogues and cross-curricular material. Independent learning is promoted through portfolios, projects and the use of the dictionaries. The visually stunning printed resources are complemented by electronic materials for use with an interactive whiteboard and videos of all dialogues using native- speaker students in context, together with a complete teacher training package with video masterclasses. Other features include a testbuilder, animated listening stories, interactive spelling activities and singalong versions of songs. In Levels 5 and 6 of English World, the reading text is the vehicle for the target grammar and structure and there is a greater focus on cross-curricular themes and content. Level 6 is for students who are starting to use language more intuitively and applying critical thinking skills to their work.
The current B.Ed. programme in Jharkhand seems to be deviated from the reality of school life largely due to inadequacy in practical and field work experience aspect of the programme, paucacity of time period for operation of different aspects of the curriculum, conventional transactional approaches and quantitative evaluation process being practiced as well as lack of link between theory and practice in the programme. This book reveals that the secondary teacher education programme in Jharkhand is more or less a knowledge transmission model inefficient to foster prospective teachers as a facilitator of pupil’s learning in varied socio-cultural context. It may serve as a useful reference for teacher- educators, MHRD and head of governmental and non-governmental organisations dealing with teacher education to evolve a quality teacher education programme capable of meeting the emerging challenges of secondary education in Jharkhand.
This work takes a closer look at the aspects that influence the process of becoming a teacher from the perspective of men. It focuses on general factors such as the personality of a teacher and the teaching profession. It discusses the importance of a teacher’s personality and its development. Furthermore, it gives a description of the teaching profession, its demands and requirements, and its different phases. Next, it proceeds to a more specific issue which is the position of men in education. Furthermore, it describes teachers of foreign languages as a specific group of experts. Finally, five male teachers at different stages of their careers are interviewed. They are asked about specific aspects that influence the process of becoming a teacher. At the end of the work my own concept of a good teacher is introduced. The book may be found useful by teachers of all ages or anyone who is interested in becoming a teacher as it tries to follow the whole career path of a teacher and to describe the issues that one is likely to tackle in the teacher's position.
The present study brings out the significant positive relationship that exist between Teacher Effectiveness and Job satisfaction, Interest in teaching and Professional Ethics. As Teacher Education is responsible for developing quality teachers for tomorrow, the policy makers must know the variables which affect effectiveness of Teacher Educators and work out the strategies to improve the professionalism in Teacher Education. The current study is a call for all the stake holders to take step in improving the job satisfaction, interest and ethics of Teacher Educators and in turn produce quality teachers for the welfare of the country.
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Information and Communication Technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Educators are finding powerful new ways to integrate digital ICT into curricula and thus ICT equipments and internet connectivity is much more widespread in schools around the world. Every child deserves a quality teacher. In an era of increasing standards and accountability in education, teacher quality and teacher training will be more important than ever. In this aspect Teacher education programmes have the critical role to provide the necessary leadership in adapting pre-service and in-service teacher education to deal with the current demands of society. This book provides a conceptual frame work in integrating ICT among Schools & Teacher Education curriculum. It also enlightens with the insight of review of related literature, procedure of the study & a detailed qualitative & quantitative analysis of the data collected. This book will attract people from many concerns i.e Education, Administration, Management & Researcher. Even a layman can benefit much out of it by reading ICT & its Achievements.
International teacher migration has emerged as one of the key policy challenges confronting many countries in the world today. The aim of this research was to develop a strategy for managing teacher migration in Southern Africa. In this study, the author analysed the statistical scope of teacher migration in Southern Africa, its causes, effects, and management. The results of the study revealed that teacher migration statistics and data were generally patchy and incomplete in Southern Africa; that international teacher migration in the region was driven by three main structural causes; and that teacher migration had both positive and negative effects on the education systems of Southern African countries, migrant teachers and their families. The findings further revealed that improving the management of teacher migration in Southern Africa required a systematic and coordinated approach involving sending and receiving countries. In this regard, the author proffers key principles, guidelines and a model for managing teacher migration in the region. This publication is an important resource for policy makers, practitioners, scholars and ordinary readers.
The present study aimed at investigating the pressing issue of the reasons why teachers leave government secondary schools of SNNPRS and the factors that contributed to the high teacher turnover. It was also intended to identify strategies for reducing turnover and increasing retention. To this end, answers to basic questions pertaining to trend and cost of turnover, initial commitment, major causes of turnover, and future intention of practicing and former teachers were sought. The study revealed that average teacher turnover in secondary schools per annum (20002/3- 2006/7) for the region was 13.7%; the highest (26.1%) being in Amaro special woreda and the lowest (6.9%) in Yirgalem. Out of the total leavers, (81.8. %) were male teachers. Finally the study has identified the consequences of teacher turnover and suggestions have been forwarded to reduce turnover, enhance retention and attract the best recruits to teacher education programs.
This book examines the process of Biology teacher preparation in diploma colleges and universities in Kenya. Specifically, it interrogates the appropriateness and possibilities of implementing a quality Biology Teacher Education Programme. Dr. Momanyi establishes that preparation of Science teachers at diploma colleges is better owing to the positive attitudes of both trainees and trainers, high level of management support and allocation of appropriate resources and facilities towards teacher preparation. He observes that, on the contrary, most teacher trainees at degree level have a negative attitude towards teacher education and at the same time teacher training departments at university level are poorly equipped with necessary resources and facilities. The author advocates for equipping of teacher preparation departments with appropriate and adequate training resources and facilities. He recommends that teacher training programmes should, as much as possible, integrate subject content and pedagogy. The book is highly recommended for policy makers in the area of science education, university lecturers and prospective Science and Biology teachers.