A Description of the Perceptions of the Principals and Climates of Zambia's 'Effective' Schools PDF Download
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Author: Dr. Simeoni W.M. Kunkhuli
Publisher: Xlibris Corporation
ISBN: 1493139630
Category : Education
Languages : en
Pages : 190
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Book Description
The study was in response to the pressing quest for educational qualitative improvement in Zambia. An alternative qualitative method to school improvement is suggested. The study describes and examines the administrative and leadership characteristics and climates of five Zambian secondary schools designated and nominated by the Ministry of General Education and Culture as successful schools. Interviews and questionnaires administered to headteachers and teachers were used for data collection. Content and item analysis in the interviews and questionnaire responses were used. The findings are not consistent in all the five schools investigated with the literature on effective schools. No school covered was perceived favourably in all the five dimensions tested. Appropriate recommendations are made for policy makers, practitioners and stake holders.
Author: Dr. Simeoni W.M. Kunkhuli
Publisher: Xlibris Corporation
ISBN: 1493139630
Category : Education
Languages : en
Pages : 190
Get Book Here
Book Description
The study was in response to the pressing quest for educational qualitative improvement in Zambia. An alternative qualitative method to school improvement is suggested. The study describes and examines the administrative and leadership characteristics and climates of five Zambian secondary schools designated and nominated by the Ministry of General Education and Culture as successful schools. Interviews and questionnaires administered to headteachers and teachers were used for data collection. Content and item analysis in the interviews and questionnaire responses were used. The findings are not consistent in all the five schools investigated with the literature on effective schools. No school covered was perceived favourably in all the five dimensions tested. Appropriate recommendations are made for policy makers, practitioners and stake holders.
Author:
Publisher:
ISBN:
Category : Bibliography
Languages : en
Pages : 480
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 768
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 588
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Book Description
Author: Peter Barrett
Publisher: World Bank Publications
ISBN: 1464813787
Category : Education
Languages : en
Pages : 71
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Book Description
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Author: Dr. Simeoni W.M. Kunkhuli
Publisher: Xlibris Corporation
ISBN: 1493139649
Category : Education
Languages : en
Pages : 190
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Book Description
The study was in response to the pressing quest for educational qualitative improvement in Zambia. An alternative qualitative method to school improvement is suggested. The study describes and examines the administrative and leadership characteristics and climates of five Zambian secondary schools designated and nominated by the Ministry of General Education and Culture as successful schools. Interviews and questionnaires administered to headteachers and teachers were used for data collection. Content and item analysis in the interviews and questionnaire responses were used. The findings are not consistent in all the five schools investigated with the literature on effective schools. No school covered was perceived favourably in all the five dimensions tested. Appropriate recommendations are made for policy makers, practitioners and stake holders.
Author: David S. Bright
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 1264
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Book Description
Principles of Management is designed to meet the scope and sequence requirements of the introductory course on management. This is a traditional approach to management using the leading, planning, organizing, and controlling approach. Management is a broad business discipline, and the Principles of Management course covers many management areas such as human resource management and strategic management, as well as behavioral areas such as motivation. No one individual can be an expert in all areas of management, so an additional benefit of this text is that specialists in a variety of areas have authored individual chapters. This is an adaptation of Principles of Management by OpenStax. You can access the textbook as pdf for free at openstax.org. Minor editorial changes were made to ensure a better ebook reading experience. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution 4.0 International License.
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Publisher:
ISBN: 9789264156227
Category : Education
Languages : en
Pages : 415
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Book Description
The OECD education indicators enable countries to see themselves in light of other countries performance. They reflect on both the human and financial resources invested in education and on the returns of these investments.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 912
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Book Description
Author: Helen Abadzi
Publisher: World Bank Publications
ISBN:
Category : Education
Languages : en
Pages : 96
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Book Description
Abstract: Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.
