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A Research Project Submitted to the Department of Educational Management, Policy and Curriculum Studies in the School of Education in Partial Fulfilment for the Degree of Master of Education in Educational Administration, Kenyatta University
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Learning to read is a complex skill requiring systematic and explicit instructions from teachers with specialised pedagogical content knowledge. Without a working knowledge of the role of phonological processing, the teachers’ effectiveness is ominously compromised. This study sought to determine Zambian reading teachers’ pedagogical content knowledge of language-based concepts that promote the reading development in beginning readers. A teacher’s knowledge of basic language constructs...
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The study investigated teachers of History's implementation of the competency-based teaching approaches in the teaching and learning of History in Lusaka district, Zambia.A mixed-methods approach particularly the explanatory sequential design was used in this study.The study focused on schools in Lusaka from the ten zones.The total sample size of this study was 99.A total of 80 teachers participated in this study and 10 of them were interviewed.The participants were randomly and purposively...
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A thesis submitted to the School of Education,Faculty of Humanities,University of the Witwatersrand, Johannesburg,in fulfilment of the requirements for the degree of Doctor of PhilosophyJohannesburg, September 2019
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A thesis submitted in partial fulfillment of the requirements of the Degree of Master of Education (educational technology)
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<b><i>Background:</i></b> There is little information on stroke morbidity in Kenya to inform health care planning. The disability-adjusted life-years (DALYs) are a time-based measure of health status that incorporates both disability and mortality. <b><i>Methods:</i></b> This was a multicenter prospective study in Kenya’s public tertiary hospitals conducted in 2015–2017. Data on sex, age, and global disability outcome were collected and used to...
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Abstract Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a...
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This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by...