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Author:
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Category : Teachers
Languages : en
Pages : 66
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Book Description
Author:
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 66
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ISBN:
Category : Africa
Languages : en
Pages : 886
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Category : Education
Languages : en
Pages : 248
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Category : Education
Languages : en
Pages : 730
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Author: Bayo Fajemilua
Publisher:
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Category : Educators
Languages : en
Pages : 326
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Category : Nigeria
Languages : en
Pages : 688
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Category : Democracy
Languages : en
Pages : 468
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Author: Mammo Muchie
Publisher: African Books Collective
ISBN: 0798303883
Category : Political Science
Languages : en
Pages : 566
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Book Description
This book looks at the first ten years of the African Union. This is the second in a series of books that will be produced each year from annual conferences held on the multi-faceted issue of African liberation. The key themes of the book explore ways of improving the effectiveness of the African Union, fostering unity amongst African countries through entrenchment of pan-Africanism, and building ownership of the African Union by the African people and their communities. In addition, the thoughts of key figures of pan-Africanism and black emancipation, such as Sylvester Williams and Frantz Fanon, are re-positioned to even greater contemporary relevance. Through its promotion of Ethiopianism, pan-Africanism and the African renaissance, we trust that this book will add new interest and a fresh perspective to how Africans move forward together into a post-colonial era where policies and actions are determined by the united agency of liberated Africans the world over.
Author: Antonia Elisabeth Enikoe Baumeister
Publisher: Frontiers Media SA
ISBN: 2832549306
Category : Science
Languages : en
Pages : 204
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Book Description
The key aims of early childhood education and care (ECEC) are to offer children from all social backgrounds a good start in their lives, to support parenting as well as families’ workforce participation, and, thereby, to sustainably strengthen the national economy over current and future generations. High-quality ECEC has been shown to improve child outcomes and be a buffer against developmental risk factors. For these reasons, governments, ECEC providers, and researchers are placing an increasing focus on the frameworks and systems that underpin quality as well as the measures that assess quality. At the same time, however, research on ECEC as a multidisciplinary endeavor has shown that the aims and benefits of high-quality ECEC can only be reached when all stakeholders’ needs are acknowledged and sufficiently met. For example, recent evidence suggests that the acceptability and social validity of quality assessment and improvement methods are contested among some stakeholders, and thus, the sustainability of these quality efforts may be in doubt. New challenges also include the ever-changing nature and circumstances affecting ECEC stakeholders, for example, the greater flows of refugee families and the impact of the Covid-19 pandemic. This Frontiers Research Topic will contribute to an updated knowledge base in order to inform governments, providers, and the scientific community about best practices and new solutions for conceptualizing, measuring, and improving ECEC quality. The aim of the proposed Research Topic is to generate a worldwide kaleidoscope of research studies that explore and discuss models for gathering the perspectives of multiple stakeholders and considering the meaningfulness of stakeholder views for conceptualizing, assessing, and improving quality in ECEC. We believe that greater attention needs to be given to the diversity of stakeholders who are invested in ECEC, including government regulatory authorities, service providers, educators, families, communities, and children. We also believe that wide-ranging stakeholder input will generate innovative methods for assessing and improving quality that keep pace with our rapidly changing information society. Two further foci are set on ECEC practices: (1.) that support participation, diversity, and inclusion of all children and families and (2.) that are suitable for developing countries and diverse populations within countries. In this, the focus is not only on best practices but also on the limitations of practices. In soliciting research articles on ECEC stakeholder perspectives, we describe stakeholders as inclusive of government/non-government regulatory agencies, service providers, teachers and caregivers, families, communities, and children. Themes of interest include but are not limited to: • Assessment of quality in ECEC, including self-assessment approaches; • The design of and use of quality frameworks in ECEC; • Effects of quality and of quality improvement on children and families; • Drivers and indicators of quality improvement; • Acceptance and sustainability of quality efforts among ECEC stakeholders; • Policy expectations of quality rating and improvement systems (e.g., funding policy); • The role of teacher and caregiver professionalization; • All types of center-based and home-based ECEC. We are interested both in quantitative and qualitative research designs as well as in mixed-methods research. Cross-sectional, longitudinal, (quasi-)experimental and case study designs are welcome. The following article types are welcome: original research, empirical studies, systematic reviews, community case studies, policy briefs articles, and brief research reports.
Author: Terry Anderson
Publisher: Athabasca University Press
ISBN: 1897425082
Category : Computers
Languages : en
Pages : 485
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Book Description
"Neither an academic tome nor a prescriptive 'how to' guide, The Theory and Practice of Online Learning is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education. Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0. The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations."--BOOK JACKET.
