Impact of Head-teachers’ Instructional Approaches on Teachers competencies at Campus Schools in Karachi

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar. Keywords: Grammar; Instructional Approach; Learning Styles

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Role Ambiguit, Role Conflict and Different Dimensions of Burnout Among Head Teachers of Public Primary Schools in Kakamega County

International Journal of Scientific and Research Publications (IJSRP) ◽

10.29322/ijsrp.9.10.2019.p9448 ◽

2019 ◽

Vol 9 (10) ◽

pp. p9448

Author(s):

Ambunya Lawrence Omollo ◽

Samuel N. Maragia

Keyword(s):

Role Conflict ◽

Primary Schools ◽

Head Teachers ◽

Different Dimensions

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EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

Sokoto Educational Review ◽

10.35386/ser.v14i1.84 ◽

2013 ◽

Vol 14 (1) ◽

pp. 9

Author(s):

Abbas Mahmud

Keyword(s):

Teaching And Learning ◽

National Policy ◽

Education Programme ◽

Educational Goals ◽

Policy Statement ◽

Effective Management ◽

Mutual Respect ◽

Head Teachers ◽

School Activities ◽

National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

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Instructional Approaches for Individualizing Basic Rifle Marksmanship Training. Task Report - Training Effectiveness Analyses Research

10.21236/ada150302 ◽

1985 ◽

Author(s):

J. L. Maxey ◽

R. W. Swezey

Keyword(s):

Training Effectiveness ◽

Instructional Approaches ◽

Training Task ◽

Marksmanship Training

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Comparing Instructional Approaches in Caregiver-Implemented Intervention: An Interdisciplinary Systematic Review and Meta-Analysis

Journal of Early Intervention ◽

10.1177/1053815121989807 ◽

2021 ◽

pp. 105381512198980

Author(s):

Bailey J. Sone ◽

Jordan Lee ◽

Megan Y. Roberts

Keyword(s):

Adult Learning ◽

Family Involvement ◽

Meta Analysis ◽

Future Research ◽

Instructional Approaches ◽

Comparative Efficacy ◽

Robust Variance ◽

Analysis Methodology ◽

Intervention Models ◽

Variance Estimate

Family involvement is a cornerstone of early intervention (EI). Therefore, positive caregiver outcomes are vital, particularly in caregiver-implemented interventions. As such, caregiver instructional approaches should optimize adult learning. This study investigated the comparative efficacy of coaching and traditional caregiver instruction on caregiver outcomes across EI disciplines. A systematic search for articles was conducted using PRISMA guidelines. Meta-analysis methodology was used to analyze caregiver outcomes, and a robust variance estimate model was used to control for within-study effect size correlations. Seven relevant studies were ultimately included in the analysis. A significant, large effect of coaching on caregiver outcomes was observed compared to other models of instruction ( g = 0.745, SE = 0.125, p = .0013). These results support the adoption of a coaching framework to optimize caregiver outcomes in EI. Future research should examine how coaching and traditional instruction can be used in tiered intervention models with a variety of populations.

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Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers

Education Sciences ◽

10.3390/educsci11030116 ◽

2021 ◽

Vol 11 (3) ◽

pp. 116

Author(s):

Aljawharah Alsalamah ◽

Carol Callinan

Keyword(s):

Learning Outcomes ◽

Evaluation Model ◽

Training Process ◽

Educational Training ◽

Head Teachers ◽

Female Head ◽

Assessment Of Learning ◽

Level Model ◽

Four Levels ◽

Training Programmes

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.

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