Teacher Skills in Computers in Primary Schools in Kenya that Can Enable Them, Use Computers as a Pedagogical Tool, a Case of Kakamega Central Sub County, Kenya

2017 ◽  
Vol 6 (11) ◽  
Author(s):  
Opele A. L. ◽  
Shiundu O. J. ◽  
Sandra H. ◽  
Pepela M. M.
Keyword(s):  
Primary Schools ◽  
Pedagogical Tool ◽  
Teacher Skills

Teacher Turnover in Rwanda

2020 ◽  
Author(s):  
Andrew Zeitlin
Keyword(s):  
Learning Outcomes ◽  
Low Income ◽  
Primary Schools ◽  
Teacher Turnover ◽  
Early Career ◽  
Low Income Countries ◽  
Early Career Teachers ◽  
The Public ◽  
Teacher Skills ◽  
Nationally Representative

Abstract Despite widely documented shortfalls of teacher skills and effort, there is little systematic evidence of rates of teacher turnover in low-income countries. I investigated the incidence and consequences of teacher turnover in Rwandan public primary schools over the period from 2016 to 2019. I combined the universe of teacher placement records with student enrollment figures and school-average Primary Leaving Exam scores in a nationally representative sample of 259 schools. Results highlight five features of teacher turnover. First, rates of teacher turnover are high: annually, 20% of teachers separate from their jobs, of which 11% exit from the public-sector teaching workforce. Second, the burden of teacher churn is higher in schools with low learning levels and, perhaps surprisingly, in low pupil–teacher-ratio schools. Third, teacher turnover is concentrated among early-career teachers, male teachers and those assigned to teach Math. Fourth, replacing teachers quickly after they exit is a challenge; 23% of exiting teachers are not replaced the following year. And fifth, teacher turnover is associated with subsequent declines in learning outcomes. On average, the loss of a teacher is associated with a reduction in learning levels of 0.05 standard deviations. In addition to class-size increases, a possible mechanism for these learning outcomes is the prevalence of teachers teaching outside of their areas of subject expertise: in any given year, at least 21% of teachers teach in subjects in which they have not been trained. Taken together, these results suggest that the problem of teacher turnover is substantial in magnitude and consequential for learning outcomes in schools.

scholarly journals Play as a Mode of Capability Development in Scottish Primary Schools

2019 ◽  
Keyword(s):  
General Education ◽  
Practical Reason ◽  
Primary Schools ◽  
Conceptual Analysis ◽  
Transformational Change ◽  
Capabilities Approach ◽  
Capability Development ◽  
Human Flourishing ◽  
Pedagogical Tool ◽  
Core Capabilities

In Scotland, the Curriculum for Excellence (CfE) provides education practitioners with the opportunity for transformational change through the delivery of a holistic, broad and general education. This paper explores the extent to which play can be used as a pedagogical tool in developing the capabilities of children to realise the ambitions of CfE. The focus here is four of the ten core capabilities identified by Martha Nussbaum in her version of the Capabilities Approach; one of which is play, the others being those with which it is intrinsically linked, i.e. affiliation, ‘senses, imagination and thought’, and ‘practical reason’. This conceptual analysis of play, autonomy and the Capabilities Approach constitutes a theoretical case for playful approaches in all stages of Scottish primary schools. It is argued that this would provide opportunities for human flourishing in the context of the CfE.

scholarly journals Level of Teachers' Skills in the Implementation of al-Quran Teaching Formative Assessment in Religious Schools in Brunei Darussalam

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Roslan Untong ◽  
◽  
Misnan Jemali ◽  
Norwati Abu Bakar ◽  
◽  
...  
Keyword(s):  
Formative Assessment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Religious Schools ◽  
Religious School ◽  
Islamic Studies ◽  
Brunei Darussalam ◽  
Teacher Skills ◽  
High Level

Formative assessment in the teaching of the Qur'an is important to build a comprehensive and continuous potential to master the reading of the Qur'an among religious school students. However, the problem that exists is the extent to which teachers' skills in implementing formative assessment of Quranic teaching in religious schools in Brunei Darussalam. The objective of this study is to examine the skills of teachers in implementing Formative Assessment of Quranic teaching in religious schools in NBD. This study uses quantitative methods using a questionnaire involving a total of 201 teachers from 37 religious schools in Brunei Darussalam. The findings of this study show that Quran teachers in religious primary schools in Brunei Darussalam have moderately high skills (mean = 3.83) in terms of teacher skills related to the concept of formative assessment. This data shows that the skills of teachers in formative assessment during Teaching and learning al-Quran in terms of giving feedback to improve student learning in al-Quran is high (mean = 3.83). While the aspect of teacher skills related to planning formative assessment activities to be applied in the process of teaching and learning al-Quran is low but still at a moderately high level (mean = 3.26). This study presents an important finding that shows the efforts that have been carried out by the Department of Islamic Studies and District Islamic Studies Officers by providing skills to religious school teachers with courses related to strong basic concepts in the formative assessment required by teachers- Quran teacher, to be able to distinguish between formative and summative practices. In conclusion, this study found that overall, the level of teachers' skills in formative assessment during the implementation of Quranic teaching is at a moderately high level.

scholarly journals The Purposes of Code-Switching and Teachers’ Perceptions toward Code-Switching in Malaysian Primary Schools

2019 ◽  
Vol 9 (1) ◽  
pp. 1532-1536
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
English Language ◽  
First Language ◽  
Code Switching ◽  
Language Teachers ◽  
Pedagogical Tool ◽  
Teachers Perceptions ◽  
Students First ◽  
English Language Teachers

This particular study is conducted to find out the purposes of teachers' codeswitching in the primary schools, the perceptions of teachers toward using students’ first language in the classrooms, and the amount of the usage of codeswitching in primary schools. A total number of 82 primary school English language teachers from the Johor Bahru state of Malaysia took part in this study. In order to collect comprehensive data from the participants, the researcher applied a mixed-method design. Quantitative data was collected through the Google Form questionnaire, which was sent to the teachers via WhatsApp, and Qualitative data was collected through interviews with five English language teachers of primary schools. The analysis of both types of data showed that the teachers use students’ L1 for three purposes, pedagogical, administrative, and interactional, but mainly students’ L1 was utilized as a pedagogical tool to facilitate language learning and as an administrative strategy to create a less threatening and learner-friendly environment. The results of the study also indicated that the majority of the teachers in the primary schools of Johor switch to students’ L1 to accommodate low proficiency learners and explain difficult concepts such as grammar and vocabulary to the learners. Eighty percent of the participant agreed to minimize the use of L1 in second language learning classrooms.

Integrated Readiness Matrix

2012 ◽  
pp. 152-171
Author(s):  
James A. Bernauer ◽  
Christopher T. Davis ◽  
Lawrence A. Tomei
Keyword(s):  
Development Strategy ◽  
Primary Schools ◽  
Educational Leaders ◽  
Schools Of Education ◽  
Critical Dimensions ◽  
Teacher Skills ◽  
Pedagogical Skills ◽  
New Perspective ◽  
Education Psychology ◽  
Technology Domain

This chapter discusses the Integrated Readiness Matrix (IRM), which was developed to identify the current level of teacher skills and competencies along two critical dimensions: pedagogical and technological. The three primary schools of education psychology (behaviorism, cognitivism, and humanism) serve as the theoretical foundation for identifying pedagogical skills, while the Taxonomy for the Technology Domain suggests a new perspective for infusing technology into the classroom. As educational leaders, locating faculty on the X-Y dimensions of this matrix and using their current position as a basis to expand their mastery on both dimensions can serve as a powerful professional development strategy.

scholarly journals Self-Efficacy and Teaching Skills Perceptions of Primary School Teachers: A Predictive Study

2021 ◽  
Vol 9 (4) ◽  
pp. 236-246
Author(s):  
Belgin Arslan-Cansever ◽  
Beril Ceylan ◽  
Pınar Çavaş ◽  
Alev Ateş-Çobanoğlu ◽  
Şengül, S. Anagün
Keyword(s):  
Primary School ◽  
21St Century ◽  
21St Century Skills ◽  
Primary Schools ◽  
Goodness Of Fit ◽  
Linear Regression Analysis ◽  
Teaching Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teacher Skills

The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and path analysis have been carried out in testing of the research hypothesis. The model established between 21st century skills efficacy perceptions and utilization of 21st century teacher skills has been concluded to be valid and significant. Additionally, it has been determined that the model has generally acceptable goodness of fit values. Results of the research indicate that utilization of 21st century teacher skills increase as does 21st century teacher skills efficacy perceptions. Accordingly, it is deemed to be beneficial that professional development programs for improving 21st century teacher skills are developed and implemented extensively in order to support utilization of such skills. Furthermore, it is considered that incentive practices for utilization of 21st century skills adopted by decision-makers can help primary education to meet requirements of the modern age.

scholarly journals Validasi Modul “GuLaLi” untuk Meningkatkan Keterampilan Guru Mengajar Siswa Tunarungu Perlindungan Diri dari Kekerasan Seksual

2019 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Febriana Ndaru Rosita ◽  
Ira Paramastri
Keyword(s):  
Sexual Abuse ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Skills Training ◽  
Rank Test ◽  
Deaf Students ◽  
Teacher Skills ◽  
Signed Rank ◽  
Signed Rank Test ◽  
Schools For The Deaf

Children with disabilities have three-time greater risk of child sexual abuse (CSA). Unfortunately, many teachers lack of skills to teach deaf students on sexual abuse and self-protection. This study examined the validity of a module (GuLaLi, Guru Latih Lindungi/ Teachers Train and Protect) to enhance the teachers' skills to train deaf students on CSA prevention. Prior to the study, the researcher developed the module following Behavior Skills Training (BST) procedure. Seven teachers from one of kindergarten and primary schools for the deaf in Bantul Regency participated in the study. The study used one-group pre and posttest design. The data was quantitatively analyzed analysis was conducted through statistical test using Wilcoxon signed rank test and also descriptive analysis. The result showed this module can improve teacher skills to teach student how to prevent CSA (Z = -2.366, p<0.05).

scholarly journals Moving beyond the ‘shot-type list’ towards the ‘Meaning Model’: Placing meaning at the centre of film education

2020 ◽  
Vol 3 (2) ◽  
pp. 218-230
Author(s):  
Marc Barrett
Keyword(s):  
Primary Schools ◽  
Pedagogical Change ◽  
Pedagogical Tool ◽  
Moving Image ◽  
Film Education ◽  
Shot Type ◽  
Practice Of Teaching

In 1990 Kress and Van Leeuwen’s Reading Images began a conversation based upon the practice of teaching image-orientated texts in Australian classrooms. Since then, however, little of this important conversation has been translated into meaningful pedagogical change for the teaching of kineikonic (moving image) texts in Australia. From state-run primary schools to national postgraduate film education institutions, the primary tool used to initiate students into the potential to create meaning through film – the shot-type list – has remained relatively unchanged. This article proposes an updated pedagogical tool – identified as the ‘Meaning Model’ – which draws from contemporary discourses around how films make meaning in seeking to bring understandings of the kineikonic mode into the classroom, in a practical and accessible way.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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