排序方式： 共有6条查询结果，搜索用时 78 毫秒
1
1.
Surveys and observations were undertaken in selected primary schools in Ghana to determine whether principals' and teachers' attitudes towards and knowledge of inclusive education, as well as principals' expectations of teachers in implementing inclusion, were predictors of effective teaching practices in their classrooms. The sample of 128 educators (20 principals and 108 teachers) drawn from 20 primary schools in two districts, were required to respond to questionnaire measures of Attitude Towards Inclusive Education Scale (ATIES), Knowledge of Inclusive Education Scale (KIES) and Principals' Expectations Scale (PES). Of the total number of teachers ( N = 108), 37 were observed during instructional delivery in their classrooms. The data were analysed by a variety of statistical procedures including Regression Analysis and Discriminant Function Analysis. In the context of the Theory of Planned Behaviour (Ajzen, 1985), the results showed that whilst attitudes towards inclusion (attitude element) and knowledge of inclusion (perceived behavioural control element) predicted effective teaching practices, principals' expectations (subjective norm) did not. Implications for the implementation of effective inclusive practices in Ghanaian schools and the need for future research are discussed. 相似文献
2.
Pawan Kucita Charles Kivunja T.W. Maxwell Bawa Kuyini 《International Journal of Educational Development》2013
This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. 相似文献
3.
With ever increasing information being available to the end users, search engines have become the most powerful tools for obtaining useful information scattered on the Web. However, it is very common that even most renowned search engines return result sets with not so useful pages to the user. Research on semantic search aims to improve traditional information search and retrieval methods where the basic relevance criteria rely primarily on the presence of query keywords within the returned pages. This work is an attempt to explore different relevancy ranking approaches based on semantics which are considered appropriate for the retrieval of relevant information. In this paper, various pilot projects and their corresponding outcomes have been investigated based on methodologies adopted and their most distinctive characteristics towards ranking. An overview of selected approaches and their comparison by means of the classification criteria has been presented. With the help of this comparison, some common concepts and outstanding features have been identified. 相似文献
4.
Mpho Otukile‐Mongwaketse Boitumelo Mangope Ahmed Bawa Kuyini 《Journal of Research in Special Educational Needs》2016,16(3):169-177
This paper derives from research carried out in a number of Botswana primary schools on teachers' understanding of curriculum adaptations for learners who experience learning difficulties (LD) as part of implementing inclusive education. Teachers' understanding play a crucial role in how they make curriculum accessible for learners with LD during the teaching and learning processes. Interviews with 12 teachers and classroom observations were conducted in six primary schools in urban, semi‐urban and rural areas. The data was analysed using qualitative procedures, and results of the study revealed that teachers' understanding of curriculum adaptations seemed embedded within the concept of remedial education where learners with LD are assisted outside the scheduled time of the lesson. The results also showed that teachers' main focus on completing the set curriculum in preparation for examinations compromised curriculum access of learners with LD in general education classrooms. 相似文献
5.
Ahmed Bawa Kuyini 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):157-176
Ghana’s recent “Education Reform 2007” envisions a system that strives to achieve both domestic and internationally-oriented goals emanating (1) from the Education for All (EFA) initiative, (2) from the UN Convention on the Rights of the Child and (3) from global trends in education. Emboldened by the implementation of foreign-donor-funded programmes such as EFA, the restructuring of the Ghana Education Sector Project (EdSeP) and the Science Resource Centres (SRC) project, both the education reform of 2007 and recent educational policy debates have reiterated the need to emphasise the teaching of science and information and communication technology to make Ghana’s students/graduates more competitive in the global labour market. However, the bulk of Ghana’s economic activity actually remains domestic or unglobalised. And given a weak economy and declining social spending due to strict adherence to the prescribed structural adjustment policies of the International Monetary Fund (IMF) and the World Bank (WB), there is concern that a focus on international competitiveness may be a crisis of vision. On the basis of the Ghanaian government’s failure to meet the stated goals of previous reforms such as that of 1974, and the education system’s continuing dependence on foreign donor support, this paper argues that the goals of the new reform may be unachievable on a sustainable basis. It also argues that rather than subjugate national domestic priorities to a mirage of international credibility/competitiveness, Ghana should concentrate on capacitating her students/graduates to make maximum impact at domestic and local community levels. 相似文献
6.
1