African Journal of Education and Practice最新文献

{"title":"IN-SERVICE TEACHERS’ THEORETICAL ORIENTATIONS AND CLASSROOM PRACTICES: ANALYSIS OF ESPOUSED BELIEFS AND PERCEIVED PRACTICES","authors":"Teshome Tola Komo","doi":"10.47604/ajep.1163","DOIUrl":"https://doi.org/10.47604/ajep.1163","url":null,"abstract":"Purpose: The purpose of this study was to identify the theoretical orientations that influence teaching practices, and the relationships between beliefs and practices of in-service teacher trainees drawn from different parts of Ethiopia who were attending summer training program in different academic departments of the Addis Ababa University. \u0000Methodology: Participants of summer in-service program (N=276) were randomly selected from four subject areas and made to complete a self-report questionnaire designed for this purpose. The questionnaire had 40 Likert Scale type items rated over 5 points so as to collect data on beliefs and practices relating to planning, teaching and assessment behaviors of the surveyed teachers. \u0000Findings: The Findings indicated that in most of the cases the beliefs and practices of the surveyed teachers aligned with constructivist reform which the Ethiopian Ministry of Education expects all teachers to implement. Congruence between espoused beliefs and perceived practices were noted with evidence of low relationship between the two. The findings have contributions to raising teachers’ tacit knowledge of teaching craft. Insights for educational administrators and areas of focus for future research were also identified.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130536314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CONTRIBUTION MADE BY CORPORATE ENTITIES IN FORMAL EDUCATION IN KENYA","authors":"Rose Wambui Njihia","doi":"10.47604/ajep.594","DOIUrl":"https://doi.org/10.47604/ajep.594","url":null,"abstract":"Purpose: The study aimed at investigating the role of corporate entities in formal education in Kenya, general characteristics of corporate entities contributing in formal education and the acts of the private sector (nongovernment corporate entities) in education. \u0000Results: Creating state companies without proper planning leads to multiplicity of companies and fragmentation of objectives, that eventually becomes a source of confusion in terms of execution of duties. The end results are wrangles that automatically ensue in regard to demarcation and delimitation of powers, at the expense of fulfilling any development agendas. This has been one of the most pathetic situations that has perennially hindered the entire development of the country, and the education sectors consequently suffers the most. Formal education thrives only when other sectors such as housing, health and sanitation, job provision are steadily growing. \u0000Unique contribution to theory, practice and policy: Security of corporate entities has to be put in place for effective service delivery in all counties of the nation. Some parts of the country have been threatened by frequent armed attacks that have claimed lives of several teachers. \u0000Government owned Corporations and the corporations of the private sector involved in contributing in the education sector especially in a more direct manner have to enhance intercommunication networking for the purpose of enabling them to work together. \u0000Keywords: Corporate entities, formal education, Kenya","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116106626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DOES THE CHOICE OF LANGUAGE IN TESTS HAVE AN IMPACT ON GENDER EQUALITY IN PRIMARY EDUCATION? A CASE STUDY IN SENEGAL","authors":"A. Chazeaud","doi":"10.47604/ajep.1354","DOIUrl":"https://doi.org/10.47604/ajep.1354","url":null,"abstract":"Purpose: The present study analyses the possible impact on gender equality when using a language familiar to students in tests at primary schools in Sub-Saharan Africa where a European language is the unique medium of instruction and assessment. \u0000Methodology: To this aim, students at grades 3 and 6 (83 girls and 66 boys) in primary schools in rural Senegal were given two different tests: Mathematics problem-solving tasks and multiple-choice questions of Social Sciences. They were divided at random into a control group if they received the tests in Seerer, the local language familiar to them, or French, the sole official language in the Senegalese education system. After data collection, results were codified for analysis considering two variables: Gender and grade. First, we calculated both the percentage of students who scored the set mark and those who obtained the highest scores. Second, we checked for statistically significant differences between groups by means of One-Way-ANOVA and Tukey tests. \u0000Findings: Although Seerer as language of tests was found to benefit both genders, results suggest that its use may especially determine girls’ success at school: Girls in the experimental group obtained higher results than girls in the control group, especially the youngest, and many reached the highest scores. \u0000Unique contribution to theory, practice and policy: Findings suggest that first, the use of a language familiar to students in tests seems to have positive effects on their academic results, and second, that it may play a role in bridging the gap between genders in some education models thanks to the evident benefits for girls, especially young ones. Such results might be taken into consideration by education authorities together with other existing examples to introduce local languages in the education system of Senegal and other Sub-Saharan countries where only a European language is employed, as it seems to contribute to reaching gender equality in education. We suggest that local languages could be used in tests from the lower levels of primary education in bilingual programs, thus favouring transfer of linguistic skills and content from the local to the European language, and increasing school success","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122386740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}