Relevant bibliographies by topics / Ghana National Association of Teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Ghana National Association of Teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Ghana National Association of Teachers"

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Ansong, David, Chesworth Brittney Renwick, Moses Okumu, Eric Ansong, and Cedrick Joseph Wabwire. "Gendered geographical inequalities in junior high school enrollment." Journal of Economic Studies 45, no. 2 (May 14, 2018): 411–25. http://dx.doi.org/10.1108/jes-10-2016-0211.

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Purpose The purpose of this paper is to examine the spatial patterns of gender inequality in junior high school enrollment and the educational resource investments associated with the spatial trends. Design/methodology/approach The paper uses data on 170 districts in Ghana and hot spot analysis based on the Getis-Ord Gi statistic, linear regression, and geographically weighted regression to assess spatial variability in gender parity in junior high school enrollment and its association with resource allocation. Findings The results reveal rural-urban and north-south variability in gender parity. Results show that educational resources contribute to gender parity. At the national level, educational expenditure, and the number of classrooms, teachers, and available writing places have the strongest positive associations with girls’ enrollment. These relationships are spatially moderated, such that predominantly rural and Northern districts experience the most substantial benefits of educational investments. Practical implications The findings show that strategic allocation of infrastructure, financial, and human resources through local governments holds promise for a more impactful and sustainable educational development of all children, regardless of gender. Besides seeking solutions that address the lack of resources at the national level, there is a need for locally tailored efforts to remove the barriers to equitable distribution of educational resources across gender and socioeconomic groups. Originality/value This paper’s use of advanced spatial analysis techniques allows for in-depth examination of gender parity and investments in educational resources, and highlights the spatial nuances in how such investments predict gender disparities in junior high school enrollment. The findings speak to the need for targeted and localized efforts to address gender and geographical disparities in educational opportunities.
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Brunkhorst, Bonnie J. "The National Science Teachers Association and Geoscience Education." Journal of Geological Education 39, no. 2 (March 1991): 108–10. http://dx.doi.org/10.5408/0022-1368-39.2.108.

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Barnes, Gail. "American String Teachers Association Research Award 2019." String Research Journal 10, no. 1 (June 16, 2020): 5–12. http://dx.doi.org/10.1177/1948499220926170.

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Wiggins, Trevor. "Teaching Culture: Thoughts from Northern Ghana." British Journal of Music Education 15, no. 2 (July 1998): 201–9. http://dx.doi.org/10.1017/s0265051700009359.

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This article considers ideas and issues raised by an examination of the function of education, particularly music education in Ghana. There are many musical traditions in Ghana that the people want to pass on to the younger generation. How are these to be taught or learned? Where are the duties and boundaries of formal education to be drawn? What can be expected of parents and family? What is the situation for the teacher, given that few teachers return to their native area after training at a centralised institution? The article is based around an interview with the Paramount Chief (Naa) Puoure Puobe Chiir VII of Nandom in the Upper West Region of Ghana. He is one of twenty-five members of the National Council of State of Ghana (a non-elected Upper Chamber) and, as mentioned in the interview, vice-president of the National House of Chiefs and Chairman of its Research Committee.
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Ireton, Frank Watt. "The National Earth Science Teachers Association (NESTA) and Geoscience Education." Journal of Geological Education 39, no. 2 (March 1991): 117–18. http://dx.doi.org/10.5408/0022-1368-39.2.117.

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Hogbin, Jack W. G. "Religious Education in Schools National Association of Head Teachers £1." Journal of Beliefs & Values 6, no. 2 (January 1985): 18–21. http://dx.doi.org/10.1080/1361767850060210.

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Dzamesi, Felicia Elinam, and Judy van Heerden. "A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana." South African Journal of Education, no. 40(3) (August 31, 2020): 1–11. http://dx.doi.org/10.15700/saje.v40n3a1793.

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In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.
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Kyei Edwards, Alexander, and Samuel Asare Amoah. "Deontological Perspective of the Free Secondary Education Policy in Ghana." World Journal of Educational Research 7, no. 1 (January 14, 2020): p16. http://dx.doi.org/10.22158/wjer.v7n1p16.

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The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priorities, national indebtedness, and the entire school management system. The research design was exploratory mixed method using a sample study (N=55) that came from six schools (students, head teachers, teachers, and parents) in one region. Data were analysed under the themes: perceptions, benefits, and challenges. Responses showed that the FSHS seems to be a natural progression from the FCUBE policy that is hailed as successful by the international donors. Respondents confirmed the benefits derived from the FSHS policy as altruistic. The discussions followed the theory of ethical deontology, policy leadership implications, democratization of education in Ghana, and the utilitarian concept for future national development. Recommendations include the Government of Ghana (GoG) should ensure “fitness” and “rightness” to align with national priorities in the economy. Secondly, GoG should fight against corruption and “noise” in the FSHS implementation system. Thirdly, the GoG should consider cost sharing and decentralization of education provision in Ghana. Policy makers (legistrators) should ensure that the education system recognizes Ghanaian children as deserving better quality and the incommensurability of values of Education for All.
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Akrofi Baafi, Richard Kwabena. "Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana." International Journal of Education 12, no. 2 (May 6, 2020): 17. http://dx.doi.org/10.5296/ije.v12i2.16978.

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Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised mathematics test. The study found out that most teachers had an average experience of five years, with those over ten years’ experience exhibiting ineffective teaching strategies due to lack of structured teacher professional development. Further, the study established that classroom management strategies which promote discipline among students and teacher-prepared strategies were inherent among teachers. However, strategies which increase learner engagement, as well as those which increase learning during lesson delivery, were inadequate. The study recommends that the government of Ghana enhances a structured teacher professional development as well as effective school-based teacher supervision policies.
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Dampson, Dandy George, and Stephen Kwakye Apau. "The Teacher in the Mirror: The reflective practices of Basic School Teachers in the Central Region of Ghana." Asian Journal of Interdisciplinary Research 2, no. 1 (March 25, 2019): 35–47. http://dx.doi.org/10.34256/ajir1914.

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This study assessed the level of reflection among basic school teachers in the Central Region of Ghana. The mixed method paradigm, employing the concurrent parallel design (Quan-qual) was adopted for the study. A total of 312 basic school teachers were involved in the quantitative phase through a systematic sampling technique. Twelve teachers who participated in the quantitative phase of the study were selected randomly for qualitative data collection. A pre-validated Likert-scale questionnaire made up of 29 items was adopted for the quantitative phase of the study. A semi-structured interview guide was designed by the researchers to gather qualitative data from the respondents. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that even though the reflective practices of basic school teachers are moderate, they are practical, cognitive, learner-centered, meta-cognitive and critical. The study further established that gender, age and teaching experience predict the reflectivity level of the teachers. The study, therefore, recommends that the National Council for Teacher Education (NCTE) should make reflection a key component of teacher training curriculum in Ghana. Again, in-service training and periodic workshops should be organised by the Ghana Education Service for teachers to be educated on how they can effectively reflect on their classroom practices in order to maximize students learning.
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Dissertations / Theses on the topic "Ghana National Association of Teachers"

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Sanford, Amy Aldridge. "How commitment and detachment influence members' discourse about the National Education Association." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/50.

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Norman, Gilbert Q. (Gilbert Quinton). "Faculty Attitudes toward Intercollegiate Athletics at Colleges and Universities Belonging to Division I of the National Collegiate Athletic Association and the National Association of Intercollegiate Athletics." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279293/.

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The purpose of this study was to compare the attitudes of faculty at: (1) Division I NCAA and NAIA institutions, (2) Division I and II NAIA institutions on selected issues related to intercollegiate athletics, and (3) Division I NCAA and NAIA institutions toward selected issues related to intercollegiate athletics when demographics variables are considered. The problem was to determine if there were significant differences between the attitudes of the faculties.
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Woyshner, Christine A. ""To reach the rising generation through the raising generation" the origins of the National Parent-Teacher Association /." Connect to resource online, 1999. http://ulib.iupui.edu/utility/download.php?file=AAT9933158.pdf&ipfilter=campus_cas.

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Thesis (Ed.D.)--Harvard University, 1999.
Title from screen (viewed on July 23, 2009). Includes vita. Graduate School of Education, Harvard University. Includes bibliographical references (leaves 257-270).
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McRae, Allan R. "Industrial Technology Education Teachers Perceptions of National Standards for Technological Literacy in the State of Arizona." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1147.pdf.

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Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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Vardanyan, Kristine. "The Significance of National Association for the Education of Young Children Accreditation in Elevating Quality of Early Childhood Education: Administrators’, Teachers’, and Parents’ Beliefs about Accreditation and its Process." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/215.

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The following is a doctoral dissertation that studied administrators’, teachers’, and parents’ perceptions and attitudes related to an early childhood center/preschool accreditation experience. A qualitative case study of one preschool center focused on the influence that the decision to pursue accreditation and implement the National Association for the Education of Young Children (NAEYC) self-study process had on administrators, teachers, and parents. Interviews with administrators, teachers, and parents explored (a) issues that motivated the pursuit of NAEYC accreditation; (b) the NAEYC guidelines and their experience of the self-study and quality-improvement process; and (c) their perception of outcomes following accreditation. Current NAEYC guidelines are based on key child development theories and research, and require programs to integrate Developmentally Appropriate Practices (DAP) in school curricula and staff training. It was necessary to explore how these NAEYC recommendations regarding DAP were interpreted during the quality-improvement and accreditation process. Key themes and issues around the accreditation experience were revealed through analyses of qualitative data. This case study of NAEYC accreditation illuminated factors in the decision to pursue accreditation and implement quality improvements leading to NAEYC accreditation. This case may serve as a model of a successful accreditation process to encourage early childhood centers to undertake quality improvements and pursue national NAEYC accreditation.
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Vardanyan, Kristine. "The Significance of National Association for the Education of Young Children Accreditation in Elevating Quality of Early Childhood Education| Administrators', Teachers', and Parents' Beliefs about Accreditation and its Process." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610170.

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The following is a doctoral dissertation that studied administrators', teachers', and parents' perceptions and attitudes related to an early childhood center/preschool accreditation experience. A qualitative case study of one preschool center focused on the influence that the decision to pursue accreditation and implement the National Association for the Education of Young Children (NAEYC) self-study process had on administrators, teachers, and parents. Interviews with administrators, teachers, and parents explored (a) issues that motivated the pursuit of NAEYC accreditation; (b) the NAEYC guidelines and their experience of the self-study and quality-improvement process; and (c) their perception of outcomes following accreditation. Current NAEYC guidelines are based on key child development theories and research, and require programs to integrate Developmentally Appropriate Practices (DAP) in school curricula and staff training. It was necessary to explore how these NAEYC recommendations regarding DAP were interpreted during the quality-improvement and accreditation process. Key themes and issues around the accreditation experience were revealed through analyses of qualitative data. This case study of NAEYC accreditation illuminated factors in the decision to pursue accreditation and implement quality improvements leading to NAEYC accreditation. This case may serve as a model of a successful accreditation process to encourage early childhood centers to undertake quality improvements and pursue national NAEYC accreditation.

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Giberson, Gregory A. "Institutionalized on the Margins: An Organizational History of the Preparation of Teachers of College Composition." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000374.

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Breitenstein, Gary. "A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3156/.

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Texas programs in pre-service art teacher preparation vary little. Since 1970, the National Art Education Association (NAEA) has created voluntary standards in hopes of decreasing variability among programs. In 1999, the NAEA published Standards for Art Teacher Preparation, outlining 20 content areas that art pre-service programs should provide their students. To obtain information on the implementation and the extent to which these 20 standards are being implemented, a questionnaire was sent to all programs in Texas. The 20 standards were the dependent variable for the study. The four independent variables used in this ex post facto study were: the size of the institution where the program exists; the number of full-time art faculty; the number of full-time art education faculty; and, the number of undergraduate art education students who graduated last year. The 20 standards or provisions were scored on a Lickert scale with six options: zero (not taught) to five (comprehensively taught). The response size (N = 23) was 47% of the state's 49 approved programs. The results from the survey suggest no significant difference among programs. However, the results showed a significant difference in the number of provisions taught between programs with no art educators and those with 1 to 3 art educators. One art educator seemed to increase the number of pedagogical provisions taught but did not increase the extent or enhance the degree to which each provision was taught. A comprehensively taught response to the NAEA provisions on the questionnaire was further investigated through analysis of catalog course descriptions and correspondence with participants. The results are estimated in credit hours and indicate that there may be a point where time on task decides the limit that constitutes a comprehensive preparation. Perspectives on content are discussed and regarded as too subjective to define comprehensive preparation. Comprehensive time on task varies with content, which may imply an unconscious marker of time shared by educators that defines a comprehensive preparation for each provision. Changing and local standards in art pre-service programs may have produced a range of interpretations regarding the meaning of "comprehensively taught.";
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Wellborn, Earl F. "A study of educator perception of outcome factors in mathematics programs /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964010.

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Books on the topic "Ghana National Association of Teachers"

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Ghana National Association of Teachers. Broaden your outlook: Ghana Nacional Association of Teachers. [Accra]: The Association, 1986.

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Ghana National Association of Teachers. Constitution and rules of the Ghana National Association of Teachers (GNAT). Accra: General Secretary, GNAT, 1987.

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Teachers, Ghana National Association of. GNAT, our diamond jubilee: 60 years, 1931-1991 : souvenir brochure. Accra: Ghana National Association of Teachers, 1994.

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Workshop, Ghana Science Association. Proceedings of the 10th biennial workshop: Theme, Rainwater harvesting, a sustainable solution to water shortage problems in Ghana : date, Thursday 20th July 2006, venue, Ghana National Association of Teachers (GNAT) Hall, Accra. [Legon, Ghana]: Ghana Science Association, 2006.

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Ringel, Harvey. History of the National Association of Teachers of Singing. Jacksonville, Fla: The Association, 1990.

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Great Britain. Parliament. House of Commons. Education and Skills Committee. Teaching unions: Minutes of evidence, Wednesday 6 March 2002 : Association of Teachers and Lecturers; National Association of Head Teachers; Secondary Heads' Association. London: Stationery Office, 2002.

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Association, National Dance Teachers'. National Dance Teachers' Association response to the National Curriculum Physical Education Working Group's interim report. [UK]: The Association, 1991.

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States, National Education Association of the United. National Education Association priority schools initiative: Explore the possibilities training program. Washington, D.C: National Education Association, 2003.

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Education, National Association of Teachers in Further and Higher. Constitution and rules: As amended by National Conference and National Executive Council. [U.K.]: National Association of Teachers in Further and Higher Education, 1996.

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Mzizi, Joshua Bheki. Man of conscience: The life history of Albert Heshane Shabangu and selected speeches. Mbabane, Swaziland: Websters (Pty) Ltd., 1990.

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Book chapters on the topic "Ghana National Association of Teachers"

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Fort, Deborah C. "Paul Brandwein and the National Science Teachers Association." In One Legacy of Paul F. Brandwein, 61–67. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2528-9_14.

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Godfrey, David, and Melanie Ehren. "Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England." In School Peer Review for Educational Improvement and Accountability, 95–115. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_5.

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"Parents as Teachers Project." In The National Mental Health Association, 79–116. Routledge, 2014. http://dx.doi.org/10.4324/9781315826004-5.

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"National Association of Teachers of Singing (NATS)." In The Grants Register 2021, 595. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_638.

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"National Association of Teachers of Singing (NATS)." In The Grants Register 2020, 580–81. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_615.

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"National Association of Teachers of Singing (NATS)." In The Grants Register 2019, 530–31. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_851.

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"National Association of Teachers of Singing (NATS)." In The Grants Register 2018, 530. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_820.

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"National Association of Teachers of Singing (NATS)." In The Grants Register 2022, 646–47. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_619.

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Urban, Wayne J. "The Making of a Teachers’ Union." In Gender, Race, and the National Education Association, 171–209. Routledge, 2020. http://dx.doi.org/10.4324/9781003064596-5.

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Urban, Wayne J. "The Making of a Teachers’ Union." In Gender, Race, and the National Education Association, 171–209. Routledge, 2020. http://dx.doi.org/10.1201/9781003064596-5.

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Conference papers on the topic "Ghana National Association of Teachers"

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Rhodes, Dallas D., and Sarah Fortner. "THE ROLE OF THE NATIONAL ASSOCIATION OF GEOSCIENCE TEACHERS (NAGT) TRAVELING WORKSHOPS PROGRAM IN SUPPORTING THE SUCCESS OF ALL STUDENTS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-356606.

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Marshall, John, Max Shtein, and Karl Daubmann. "Smartsurfaces: A Multidisciplinary, Hands -on Think Tank." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.5.

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New design practices are emerging that span multiple traditional disciplinary boundaries. As these new models of practice manifest, new pedagogies also become necessary, often challenging both existing educational models and institutional constraints as a result. Gibbons, et al1 questioned the adequacy of traditional disciplinary structures within universities in the context of broader social, technological and economic contexts. The Association of American Colleges and Universities have argued that universities need to change their practices to develop students as “…integrative thinkers who can see connections in seemingly disparate information and draw on a wide range of knowledge to make decisions.”2 The National Academies have recommended, “…students should seek out interdisciplinary experiences, such as courses at the interfaces of traditional disciplines…”3 and that “…schools introduce interdisciplinary learning in the undergraduate environment, rather than having it as an exclusive feature of the graduate programs.”4 As indicated above, there has been much calling for cross-disciplinarity in education but to date there has been little investigation on the impact of cross-disciplinary courses on learning, especially in comparison to teaching that is more discipline-specific. For educators a central question arises: How do we prepare students to be extra-disciplinary thinkers and doers with “habits of mind”5 that prepare them to make the sort of hybrid responses that complex performance problems demand?
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Cizelj, Leon, Jörg Starflinger, Veronique Decobert, Behrooz Bazargan-Sabet, Filip Tuomisto, Michèle Coeck, Pascal Anzieu, John Roberts, Tzanny Kokalova Wheldon, and Pedro Dieguez Porras. "15 Years of the European Nuclear Education Network (ENEN Association)." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82611.

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The European Nuclear Education Network (ENEN) was established in 2003 through an EU Fifth Framework Programme (FP) project, as a legal nonprofit-making body. Its main objective is the preservation and further development of expertise in the nuclear fields by higher education and training. This objective is realized through the cooperation between EU universities involved in education and research in nuclear disciplines, nuclear research centers and the nuclear industry. As of March 2018, ENEN has 66 members in 18 EU countries and has concluded Memoranda of Understanding (MoU) with partners beyond Europe for further cooperation, including organizations in, Russian Federation, Ukraine, Canada and Japan. ENEN also has good collaboration with national networks and international organizations such as the Belgian Nuclear Education Network (BNEN) and the International Atomic Energy Agency (IAEA). The main activities developed, and results achieved, within the first 15 years of the ENEN Association are presented and discussed. These include, for example, the launch of the European Master of Science in Nuclear Engineering (EMSNE), the annual ENEN Ph.D. competition and the portfolio of more than 10 EURATOM projects dealing with nuclear education, training and knowledge management through development of teaching methods and materials, courses, and exchange of students and teachers within EU and beyond. Those projects were all supported by the European Commission with the ENEN Association acting as the coordinator or as a partner.
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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.

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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagogical practices that strengthen these probabilities of failure (Román, 2013). The phenomenon of school reintegration has little evidence in relation to the human and technical component in school reintegration processes, either locally (Mide-UC, 2016; UNESCO-UNICEF-Chilean Association of Municipalities, 2012), or internationally (CEPAL, 2010; Contreras et al, 2014; Sucre, 2016), which implies observing and analyzing pedagogical intervention practices in these contexts, in terms of how these dialogical-reflective relational dynamics between teachers and children and adolescents are developed, from the perspective of pedagogical interactions, an area of growing interest in educational sciences, which looks at more than the action itself, at how and what happens in the interaction. (Colomina et al, 2001) This research from a qualitative, transactional approach, oriented from the perspective of descriptive studies (Hernández,et al, 2010) and enriched with the symbolic interactionism of Blumer (1969), whose contributions indicate that the nature of the teaching-learning processes can only be unraveled through direct examination, seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions which are developed between teachers and their students, within the framework of the specialized protection programs in school reintegration implemented in Chile by the National Service for Minors of the Ministry of Justice and Human Rights, in vulnerable sectors of the communes of Talca, Region of Maule and La Pintana, Metropolitan Region. The analysis through the theoretical and empirical contributions provided by the scientific evidence on pedagogical interactions, in terms of how they are configured, deployed and how these pedagogical intervention practices are perceived by the actors involved, added to the findings obtained, provides an opportunity to innovate by allowing the observation of school reintegration as a scenario of human relations and to deepen around this professional action as a critical element, constituting the improvement of teaching and effectiveness in school reintegration processes.
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6

"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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Reports on the topic "Ghana National Association of Teachers"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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