CONDITIONS AND PROBLEMS OF MOBILIZING EDUCATIONAL POLICIES TOWARD PRACTICE OF BASIC EDUCATION SCHOOL ADMINISTRATORS

The current study aimed at identifying the effect of basic education school administrators of managerial accountability in Al-Balqa governorate on teachers' satisfaction. The study population consisted of (22) manager and (5199) teacher. The study used a questionnaire as a tool for gathering the study data. Results showed that the degree of application of accountability was high for (work and achievement & job discipline) and medium for the fields (job general ethics & job humanities). Also, results showed that teachers' satisfaction was medium. Finally, results showed the presence of an effect of managerial accountability and job satisfaction. The study recommended the development of a handbook illustrates the work ethic and commitment to the job and need the teachers in its schools, similar to that in force in the universities. Key Words: Managerial Accountability, Job Satisfaction, Primary Education.

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Another look at the Acceptability of Philippine English through the Lens of Basic Education Teachers

Instabright International Journal of Multidisciplinary Research ◽

10.52877/instabright.003.02.0069 ◽

2021 ◽

Vol 3 (2) ◽

pp. 99-115

Author(s):

Jenifer Mangalus

Keyword(s):

Public Schools ◽

English Language ◽

Basic Education ◽

School Administrators ◽

English Teachers ◽

Current Status ◽

Academic Context ◽

English Classes ◽

Significant Difference ◽

Post Test

While there have been studies and awareness seminars conducted in the promotion of Philippine English (PE), still PE has not fully-penetrated in most public schools. Hence, the study sought to identify the acceptability of PE among English teachers from a secondary high school in Pampanga. PE’s levels of acceptability were determined using Torres and Alieto’s (2019) Grammatical and Lexical Acceptability Questionnaire. Pre -test result revealed that teachers have low acceptability level of the PE grammatical and lexical items and that they are not aware of the PE. A webinar was conducted to introduce the PE among teachers and the post-test showed a significant difference to their acceptability level. Furthermore, teachers’ answers to the follow up questions imply that they are willing to introduce PE in the classroom, which they believe will help the students to be more conversant and become more confident in speaking the English language. It is concluded that teachers are open to incorporating the PE in their classes to further improve their students’ confidence in learning the language. The following recommendations were given: (1) Teachers should be provided with more seminars that will update them with the current status of Philippine English; (2) Teachers should be encouraged to consider the Philippine English in motivating students to be confident speakers in the English classes; and (3) School administrators and English teachers should promote the acceptance of Philippine English in the academic context.

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Sane and Moderate: Manpower and Education, a report by the Educational Policies Commission of the National Education Association of the United States and the American Association of School Administrators

The Journal of Higher Education ◽

10.1080/00221546.1958.11776363 ◽

1958 ◽

Vol 29 (3) ◽

pp. 174-174

Author(s):

Robert B. Macleod

Keyword(s):

United States ◽

American Association ◽

School Administrators ◽

National Education Association ◽

The United States ◽

Educational Policies ◽

National Education ◽

Education Association

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The Effect of Pre-reading Activities on Male ESL Upper-Intermediate Students’ Comprehension in a Post Basic Education School in Oman?

International Journal of English Language Education ◽

10.5296/ijele.v4i2.10168 ◽

2016 ◽

Vol 4 (2) ◽

pp. 148

Author(s):

Jamel Eddine Al Akremi

Keyword(s):

Reading Comprehension ◽

Basic Education ◽

Negative Attitude ◽

Control Group ◽

Intermediate Students ◽

Education School ◽

Comprehension Ability ◽

Reading Activities ◽

The Impact ◽

Comprehension Tests

The study aimed at investigating the impact of pre-reading activities on male ESL upper-intermediate students’ comprehension in a post-basic education school in Oman. To this end, two reading comprehension tests and two questionnaires were administered to two groups of participants. One group served as control and the other served as experimental. Control group were assigned a reading comprehension test with follow up questions to answer. However, experimental participants were introduced to 10 minute-pre-reading activities prior to starting the test. The findings drawn from the comprehension tests revealed that experimental participants outperformed control participants. Data drawn from questionnaires showed that control group had a negative attitude to reading a text without pre-reading activities. However, experimental group had a positive attitude to reading a text after being introduced to the pre-reading activities. Although the study has shown empirically how effective the schema-based pre-reading activities were in maximizing ESL leaners’ comprehension ability, it had its limitations. It was restricted in setting and gender. It involved only two post-basic state schools. It was also restricted to male students. Second, it was limited to only two sample groups. Nevertheless, the findings of this study have confirmed preceding research on the effectiveness of the pre-reading activities and how they facilitate L2 learners’ comprehension ability of the target text. Therefore, it might be paramount for teachers and syllabus designers to incorporate pre-reading activities, which are in different forms and types, to the reading texts students read

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What's Going On

The Arithmetic Teacher ◽

10.5951/at.30.2.0033 ◽

1982 ◽

Vol 30 (2) ◽

pp. 33

Author(s):

Ann Marie Hanel

Keyword(s):

Staff Development ◽

Task Force ◽

School Administrators ◽

Development Program ◽

Computer Education ◽

Information Contact ◽

Education School ◽

Development Plans ◽

Software And Hardware ◽

Curriculum Specialists

Task force on computer education. The Montana State Superintendent of Schools has organized a sixteen-member task force to address the rapidly expanding use of computers in the schools. The task force consists of teachers from all levels of education, school administrators, and state department curriculum specialists. A handbook outlining suggestions and guidelines for districts that are developing computer education programs has been written by the task force. The handbook also includes software and hardware evaluation and selection guides, curriculum ideas, administrative applications, staff development plans, telecommunications usages, col lege preservice suggestions, and an extensive bibliography. A videotape presentation and a statewide staff development program will also be developed. For more information contact Dan Dolan, Math and Computer Education Specialist, State Capitol, Helena, MT 59620.

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Educação Para o Trânsito

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2016v17n5p484-490 ◽

2016 ◽

Vol 17 (5) ◽

pp. 484

Author(s):

Maria Aparecida Da Rocha Furtado ◽

Patrícia Alzira Proscêncio

Keyword(s):

Basic Education ◽

Research Problem ◽

Teaching Material ◽

Early Age ◽

Research Approach ◽

Training And Education ◽

School Teaching ◽

Education School ◽

School Formation ◽

Keywords Education

Nesse estudo discutiu-se a Educação para o Trânsito em escolas do município de Londrina. A importância em trabalhar noções de educação para o trânsito é uma maneira de conscientizar, desde cedo, as crianças para que depois, como adultos, possam ser críticas e atuem como cidadãos conhecedores de seus direitos e deveres. Por constituir a escola um espaço significativo na formação e educação do ser humano propôs-se como problema de pesquisa: como tem sido desenvolvido o tema a educação para o trânsito em escolas do município de Londrina? Existe em Londrina uma Escola Prática Educativa de Trânsito, que recebe constantemente estudantes de diversas escolas do município e região. Portanto, o objetivo geral buscou verificar o desenvolvimento do tema: “Educação para o trânsito” em duas escolas do município de Londrina, sendo uma escola pública e outra privada. E, especificamente: averiguar como ocorre a educação para o trânsito na Escola Prática Educativa de Trânsito de Londrina, por meio da observação das aulas e do estudo do material didático próprio da escola. E, ainda, verificar e analisar como os professores que visitam a Escola de Trânsito utilizam o material que recebem para preparação das crianças antes da visita ao local. Esse estudo teve como abordagem a pesquisa qualitativa. Os dados foram coletados durante a observação da visita de uma escola de Ensino Fundamental à Escola Prática Educativa de Trânsito. Além disso, foi aplicado um questionário a seis professores e dois coordenadores pedagógicos que levaram seus alunos à escola de Trânsito. Palavras-chave: Educação para o Trânsito. Trânsito e Escola. Formação para a Cidadania. Conscientização para o trânsito. AbstractIm this study Education for traffic in Londrina schools was discussed. The importance of working notions on traffic education is a way to raise children awareness since an early age, sto that as adults, they can be critical and act as knowledgeable citizens of their rights and duties. Due to school being a significant space in the human being’s training and education, it was proposed as a research problem: how has the theme ontraffic education been developed in schools in Londrinacity? There is in Londrina a Traffic Practice School, which receives constantly students from many different schools of the region. Therefore, the general objective aimed at verifying the development of the theme “Traffic education” in two schools from Londrina city, being one of them public and the other one private. And, specifically: to ascertain how the traffice occurs at the Traffic Practice School, through the classes observation and the school teaching material. And still, to verify and analyze how the Teachers that visit the Traffic School use the material they receive to the children’s preparation before the local visit. This study had a qualitative research approach. The data were collected through observation in a visit that a basic education school paid to the Traffic Practice School. A questionnaire was applied to six Teachers and two Coordinators who brought their students to the Traffic School. Keywords: Education for traffic. Traffic and School. Formation for Citizenship. Awareness for Traffic.

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