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| Author | : D. N. Sifuna |
| Publisher | : |
| Total Pages | : 84 |
| Release | : 1982 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Joshua Gichaba Manduku |
| Publisher | : GRIN Verlag |
| Total Pages | : 25 |
| Release | : 2017-07-06 |
| Genre | : Education |
| ISBN | : 3668477639 |
Research Paper (postgraduate) from the year 2017 in the subject Pedagogy - The Teacher, Educational Leadership, grade: 14, University of Kabianga (EDUCATION), course: EDUCATION ADMINISTARTION, language: English, abstract: The purpose of this study was to assess the effect of School Based Learning Programmes on teachers’ effectiveness in Molo Subcounty. School Based Learning Programme is a mode of study undertaken by teachers who are already in the teaching profession. This programme is offered during the school holidays in April, August and December and in the evenings and weekends. The programme affects the teachers’ performance in their respective secondary schools either positively or negatively. This study was guided by five main objectives: To determine the effect of School Based Learning Programme on teacher’s effectiveness on planning for instruction, on lesson content delivery, teacher’s evaluation skills, on development of Student-Teacher relationship and finally to examine the effect on their use of teaching- learning resources on their teaching. The study employed descriptive survey design. 356 teachers, 36 head teachers, one Quality Assurance and Standards Officer which formed a target population of 393 respondents.
| Author | : Elwyn Thomas |
| Publisher | : Psychology Press |
| Total Pages | : 294 |
| Release | : 2002 |
| Genre | : Formazione degli insegnanti |
| ISBN | : 0749435747 |
Focusing on values in education, these writings present current debates on fundamental issues. These include: who decides the values, what are the key accompanying issues, and what are their religious, moral and political dimensions and implications.
| Author | : James Stronge |
| Publisher | : Routledge |
| Total Pages | : 182 |
| Release | : 2013-07-23 |
| Genre | : Education |
| ISBN | : 1317926293 |
Research has shown that there is no greater influence on a student's success than the quality of his or her teacher. This book presents the research findings which demonstrate the connection between teacher effectiveness and student achievement. Author James Stronge describes and explains the value-added teacher-assessment research that has emerged in the past decade and demystifies the power and practices of effective teachers.
| Author | : Elwyn Thomas |
| Publisher | : Routledge |
| Total Pages | : 294 |
| Release | : 2012-10-02 |
| Genre | : Education |
| ISBN | : 1136165894 |
This text examines four key areas of teacher education. These are: theories, models and ideologies of teacher education; the control of teacher education by the state, and the role of schools and HE; cultural perspectives and the education of teachers; and continuities in teacher education.
| Author | : Jane Khaemba |
| Publisher | : |
| Total Pages | : 224 |
| Release | : 2014 |
| Genre | : Academic achievement |
| ISBN | : |
Refugee children experience significant challenges in their schooling that can lead to poor performance and dropping out of school. To date, no study has examined what factors predict academic achievement of refugee youth in schools in low-income countries that host most of the world's refugee students. The current study was conducted in primary (Grades 7 and 8; n = 400 students, 400 parents/guardians, 80 teachers, 20 schools) and secondary (Forms 1 and 2; n = 400 students, 400 parents/guardians, 80 teachers, 20 schools) schools in Kenya and examined individual, family, teacher, and school factors that may predict refugee students' academic achievement. Predictor variables included measured variables (student self-efficacy, parental involvement, teacher expectations, and teachers' self-efficacy) and status variables (student age, gender, and grade level; parent age, gender, level of education, family type, and housing status; teacher age, gender, qualifications, and experiences; and school location). A three-level hierarchical linear model (students nested within classes nested within schools) was used to analyze the data for primary schools and a two-level hierarchical linear model (students nested within schools) was used to analyze the data for secondary schools. The results showed that student self-efficacy, parental involvement, and teacher expectations were positively associated with students' GPA both in primary and secondary schools, and teachers' self-efficacy predicted primary school students' GPA. Some status variables, such as family type and grade level predicted primary school students' GPA, and parents' level of education predicted secondary school students' GPA. The age of the students, parents, or teachers, as well as teachers' gender and qualifications had no significant association with students' GPA in the final models. Implications for practice and suggestions for future research are provided.
| Author | : B. M. Makau |
| Publisher | : |
| Total Pages | : 94 |
| Release | : 1986 |
| Genre | : Education |
| ISBN | : |
| Author | : Ronald Gene Ridker |
| Publisher | : |
| Total Pages | : 44 |
| Release | : 1997 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Margaret Shibo |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 136 |
| Release | : 2014-10 |
| Genre | : |
| ISBN | : 9783659585012 |
The purpose of this research was to compare the influence of management styles of head teacher's on pupils' performance in private and public primary schools in Nakuru municipality at Kenya Certificate of Primary Education (K.C.P.E.) level. The study findings revealed that most public primary schools were using democratic and participatory leadership styles as opposed to private primary schools, which were mainly using the autocratic leadership style. Private primary schools were performing better than Public primary schools in K.C.P.E. Most teachers in both private and public primary schools were not comfortable with the prevailing leadership styles and administration standards which negatively influenced student performance in K.C.P.E. Following these findings, the study recommends that the Ministry of Education, School governing bodies, and stakeholders should consider mobilizing and allocating resources towards mitigating the impediments to the effective leadership styles which influence student performance in K.C.P.E.
| Author | : Omulako Eman Jairo |
| Publisher | : GRIN Verlag |
| Total Pages | : 29 |
| Release | : 2012-03 |
| Genre | : Education |
| ISBN | : 3656161925 |
Research Paper (postgraduate) from the year 2012 in the subject Pedagogy - The Teacher, Educational Leadership, http: //www.mu.ac.ke/, course: Education Management and Policy studies, language: English, abstract: This study assessed the primary teachers' of head teachers' curriculum supervision in Emgwen Division of Nandi North District, Kenya.The study sought to determine the primary school teachers, perception of the role of headteachers in communication of school mission, involvement in curriculum supervision, visible presence in the school, and provision of resourcses.Research design used was a decriptive survey based on contigency theory ofleadership.Proportionate samplimng was used to categorize schools according to zones and twenty schools were selected in the five zones. A total of one hundred and twenty teachers and twenty head teachers participated in the study.Head teachers were sampled purposively in each school while teachers were sampled randomly from each department. Questionnaires were used in collecting data. A pilot study was done in two schools in a neighboring Kapsabet Division to establish reliability of research instruments whereby test -retest method was used. A correlation coefficient of 0.71 was obtained. Data was analyzed using descriptive statistics involving means, standard deviation, percentages and frequencies.Findings revealed that headteachers did not clearly involve teachers in the formulation of the school mission and neither were they involved n curriculum supervision. Furthermore they were not visibly present in every part of the school compound.The study recommends that the Government should provide funds to train headteachers and also provide sufficient resources.Head teachers should clearly explain the school mission and involve teachers in the formulation of the mission.They also have to be in school most of the time.It is expected that the findings of the study will be useful to policy makers and other stakeholders includ
