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Journal articles on the topic 'Teachers – Training of – Ethiopia'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.

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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Inter

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Tekola, Bethlehem, Fikirte Girma, Mersha Kinfe, et al. "Adapting and pre-testing the World Health Organization’s Caregiver Skills Training programme for autism and other developmental disorders in a very low-resource setting: Findings from Ethiopia." Autism 24, no. 1 (2019): 51–63. http://dx.doi.org/10.1177/1362361319848532.

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The World Health Organization’s Caregiver Skills Training programme for children with developmental disorders or delays teaches caregivers strategies to help them support their child’s development. Ethiopia has a severe lack of services for children with developmental disorders or delays. This study explored the perspectives of Ethiopian caregivers, professionals and other stakeholders to inform adaptation and implementation of the World Health Organization’s Caregiver Skills Training in Ethiopia. Data collection included (1) a consultation and review, comprising stakeholder meetings, review o

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Komo, Teshome Tola. "IN-SERVICE TEACHERS’ THEORETICAL ORIENTATIONS AND CLASSROOM PRACTICES: ANALYSIS OF ESPOUSED BELIEFS AND PERCEIVED PRACTICES." African Journal of Education and Practice 6, no. 7 (2020): 53. http://dx.doi.org/10.47604/ajep.1163.

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Purpose: The purpose of this study was to identify the theoretical orientations that influence teaching practices, and the relationships between beliefs and practices of in-service teacher trainees drawn from different parts of Ethiopia who were attending summer training program in different academic departments of the Addis Ababa University. Methodology: Participants of summer in-service program (N=276) were randomly selected from four subject areas and made to complete a self-report questionnaire designed for this purpose. The questionnaire had 40 Likert Scale type items rated over 5 p

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Dagnew, Asrat, and Aster Asrat. "Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 2 (2019): 80–89. http://dx.doi.org/10.18844/gjgc.v9i2.4303.

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The purpose of this study was to assess the roles and responsibilities of mentors in guiding and supporting novice teachers in primary schools of Dangila district. In doing so, an attempt was made to answer the basic questions; Do mentors guide and support novice teachers effectively? What are the conditions that affect the mentoring relationship between mentors and novice teachers? Is there a healthy relationship between mentors and novice teachers? And what are the major problems facing novice teachers? The method used to conduct this study was descriptive survey. Fourteen primary schools in

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Gedamu, Abate Demissie, and Getu Lema Shewangezaw. "Secondary School Teachers’ and Students’ Perspectives on Cooperative Group Work Assessment Challenges in Ethiopia." African Journal of Teacher Education 9 (May 23, 2020): 104–19. http://dx.doi.org/10.21083/ajote.v9i0.6083.

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Cooperative Learning (CL) has been encouraged in Ethiopia’s secondary schools as an important strategy to facilitate effective student learning. However, the effectiveness of CL hinges, among other factors, on appropriate assessment of students’ group work. Challenges faced by teachers and students in implementing assessment of group work have remained an obstacle to the effective use of CL. The aim of this study was therefore to examine what Ethiopian secondary school teachers and students, respectively, consider to be problems and obstacles in the way of efficiently implementing student the

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Desalegn Youpo Ukute, Tesfaye Buche Bosha. "Oral Communication Difficulties Student-Teachers Face during their Practice of Teaching English at Arba Minch Teachers’ Training College: Ethiopia." International Journal of Current Research and Academic Review 7, no. 4 (2019): 52–59. http://dx.doi.org/10.20546/ijcrar.2019.704.007.

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This research reports a case study of English majoring student-teachers’ oral communication difficulties at Arba Minch College of Teacher Education during their fourth round teaching practice. The overall aim of the study was to investigate the difficulties that English majoring student-teachers face in their oral communication in the teaching of English during their final teaching practice. To do this, the study employed qualitative and quantitative methods. Interview, questionnaire, classroom observation and focus group discussion were used to gather relevant data from student-teachers, stud

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ZEKIROS, BIZU KINFE. "THE INSTRUCTIONAL PRACTICES OF SECONDARY SCHOOL TEACHERS IN ETHIOPIA: HULET EJU ENESIE WOREDA." International Journal of Research -GRANTHAALAYAH 8, no. 11 (2020): 53–62. http://dx.doi.org/10.29121/granthaalayah.v8.i11.2020.1682.

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This study was examined secondary school teachers’ instructional practices by using First Principle of Instruction model as guiding principle. Both qualitative and quantitative methods were employed. The total populations of the study were 52. From these 40 Biology teachers, 4 directors, 4 supervisors and 4 department heads were selected through comprehensive sampling technique. Data were obtained through questionnaire, interview, classroom observation and document analysis. Various statistical tools such as mean, frequency and percentage were applied to analyze the data. The finding indicated

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Ayele Eyob Kenta, Markos Mathewos Alaro. "Assessing Classroom Management Experience of Local Language Teachers in Ligaba Primary School in Wolaita Zone, Ethiopia: Focus on Wolaita Language." International Journal of Current Research and Academic Review 7, no. 4 (2019): 41–51. http://dx.doi.org/10.20546/ijcrar.2019.704.006.

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The main aim of the study was to evaluate classroom management experience of local language teachers at Ligaba Primary school in Wolaita Zone of Ethiopia. The participants of the study were purposively selected six students from grade-5 and six teachers who were teaching that grade. Two tools were used to gather data: questionnaire and interview. Both qualitative and quantitative data analysis methods were employed to obtain the results. The study clearly disclosed that there were gaps regarding teachers' time management. They did not enter the class on time and this might lead students to dis

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Honig, Benson. "Multilingual Educational Reform and Teacher Training in Ethiopia." Language and Education 10, no. 1 (1996): 1–12. http://dx.doi.org/10.1080/09500789608666697.

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Abeshu, Getachew, and Abdulfettah Muzemil. "Psychosocial Intervention for Students with Disabilities in Identified Primary Schools of South Western Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 1 (2020): 598. http://dx.doi.org/10.18415/ijmmu.v7i1.1403.

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The main purpose of this study was conducting psychosocial intervention/training to selected schools of South Western Ethiopia. Three school principals, teachers of students with disabilities in the integrated classrooms, parents of the same and selected students with disabilities involved in the training conducted at their respective schools. The intervention study involved ecological perspectives of approaching the individuals’ responsible assisting students with disabilities. Participants were selected purposively from each category where manual of training was employed for three groups: st

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Mohammed, Feruz Abdurahman. "Teachers Reaction to a Tailored Incredible Years Classroom Management Programme for Children with ADHD Symptoms in Addis Ababa." International Journal of Contemporary Education 2, no. 1 (2019): 58. http://dx.doi.org/10.11114/ijce.v2i1.4102.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. Teaching children with ADHD is more stressful than teaching children without the disorder. This study examines teachers reaction towards a tailored Incredible Years Teacher Classroom Management programme aimed to enhance classroom management skills of a group of 10 teachers of children with ADHD symptoms in Addis Ababa, Ethiopia. This is the first study to evaluate the Incredible Years Teacher Classroom Management programme in African context. A one

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Gessese, Negesse Belay. "Content Based Language Instruction practice and its challenges in TVET: the case of Bahir Dar polytechnic college, Bahir Dar, Ethiopia." Buckingham Journal of Language and Linguistics 11 (November 27, 2018): 1–20. http://dx.doi.org/10.5750/bjll.v11i0.1492.

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ABSTRACTThe purpose of this study was to assess whether or not students and teachers were having positive attitude towards the practice of content based language instruction and to see the actual practice of it in TVET poly technic colleges. It was particularly meant to investigate students’ attitude towards the usefulness of the course, course contents, assessment and teacher’s competence. Teacher’s attitude towards the course and challenges of it if occurs were investigated. Moreover, the study was targeted to investigating the actual practice of teaching in three areas: students’ participat

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Tuli, Dereje Mengistu, and Wudu Melese Tarekegne. "Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia." Journal of Education and Research 9, no. 1 (2019): 28–45. http://dx.doi.org/10.3126/jer.v9i1.28821.

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This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools

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Arfasa, Aminu Jibril. "Perceptions of Students and Teachers Toward Guidance and Counseling Services in South West Ethiopia Secondary Schools." International Journal of Multicultural and Multireligious Understanding 5, no. 6 (2018): 81. http://dx.doi.org/10.18415/ijmmu.v5i6.504.

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The study was intended to examine practices of Perception of Teachers and Students for Guidance and Counseling services in South west Ethiopia Secondary Schools. The research design was a descriptive survey research. The total participants of study were 500 and among total participants 108 were teachers and 394 were students. The study was used Multi stage sampling techniques. At first stage among 78 secondary school in south west Ethiopia, 8 secondary schools were selected by random sampling techniques using lottery methods. On the second stage 392 students and 108 teachers were selected by s

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Taklual, Wubet, Maru Mekie, and Chalachew Yenew. "Determinants of First Aid Knowledge and Basic Practice Among Elementary School Teachers in Debre Tabor Town, Northcentral Ethiopia." Open Public Health Journal 13, no. 1 (2020): 380–87. http://dx.doi.org/10.2174/1874944502013010380.

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Background: Pre-hospital school-based Emergency Medical Service (EMS) at school by school personnel is mandatory for saving the pupils from disability and death attributed to injury-related problems. Therefore, this study aimed to assess the determinant factors of first aid knowledge and basic practice among elementary school teachers in Debre Tabor, Ethiopia. Methods: Institution based cross-sectional study was employed in Debre Tabor among 216 elementary school teachers. A simple random sampling technique with proportional allocation was applied for the selection of the study participants. D

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Amado, Addise, Aklilu Dalelo, Maik Adomßent, and Daniel Fischer. "Engaging teacher educators with the sustainability agenda." International Journal of Sustainability in Higher Education 18, no. 5 (2017): 715–37. http://dx.doi.org/10.1108/ijshe-02-2016-0029.

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Purpose There is broad consensus that the implementation of education for sustainable development (ESD) requires the consideration of geographical and cultural contexts. Despite such an agreement at a theoretical level, there is so far an apparent lack of practical experiences and solid research on approaches that effectively manage to engage professional educators in higher education with ESD in the context of a developing country from the Global South. This paper aims to address this gap and present a case study from a pilot professional development program (PDP) that sought to implement and

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Chala, T. "Inputs and Process Factors Affecting the Quality of Training in Nekemte College of Teachers Education, Ethiopia." Science, Technology and Arts Research Journal 3, no. 3 (2014): 166. http://dx.doi.org/10.4314/star.v3i3.28.

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Zeleke, Tensae. "Attitude of Postgraduate Diploma in Teaching (PGDT) Trainees towards the Teaching Profession in Ethiopia." African Journal of Teacher Education 10, no. 1 (2021): 153–71. http://dx.doi.org/10.21083/ajote.v10i1.6316.

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This study explored the attitude of trainees in postgraduate diploma in teaching towards the teaching profession. The study had a descriptive survey design. Two hundred and fifty-eight trainees participated in the study. Proportionate stratified random and simple random sampling were used in the selection of the study participants. Quantitative data was collected using a standardized questionnaire developed by Renthlei and Malsawmi (2015). Percentages and Stanine scale frequency distributions were used to analyze the data and report the findings. The study revealed that a lack of other better

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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (2019): 177. http://dx.doi.org/10.22146/jh.44767.

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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques fr

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Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (2019): 177. http://dx.doi.org/10.22146/jh.v31i2.44767.

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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques fr

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Demie, Seleshi, Yilfashewa Seyoum, and Weldekiros Tsehayu. "Cooperative Learning as a Window of Opportunity to Transact Mathematics Instruction in Alamata and Korem Secondary Schools of Tigray, Ethiopia." International Journal of Education and Literacy Studies 7, no. 4 (2019): 136. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.136.

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Mathematics instruction would be more effective if students were able to help each other and exchange information actively. This can effectively be done when students are engaged in cooperative learning. The study was intended to analyse the extent to which mathematics education is supplemented with cooperative learning in Grade 9 of Secondary Schools in Alamata and Korem, Tigray. In order to address the research objectives, mixed methods design was employed. Questionnaires, interview and classroom observation were used to collect quantitative and qualitative data from a sample of 15 teachers

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Maalim Issack, Ali, Tilahun Jiru, and Andualem Wubetie Aniley. "Assessment of knowledge, attitude and practice on first aid management of choking and associated factors among kindergarten teachers in Addis Ababa governmental schools, Addis Ababa, Ethiopia. A cross-sectional institution-based study." PLOS ONE 16, no. 7 (2021): e0255331. http://dx.doi.org/10.1371/journal.pone.0255331.

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Background Choking refers to a blockage of upper airways by food or other objects resulting in interruption of breathing. It is a medical emergency that needs immediate action by anyone near by the victim to save life. Chocking is a major cause of illness and death in the pediatric population under the age of 5 years. Children at this age spent more time in their school and are at high risk during their feeding and playing. Immediate provision of first aid in response to choking by a preschool teacher will help to decrease the risk of developing life-threatening complications, length of hospit

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Gedfie, Mebrat, and Dawit Negassa. "The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia." International Journal of Education and Literacy Studies 7, no. 2 (2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.31.

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The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate

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Tadele, Kasahun, and Mitiku Bekele. "Practices of Primary Schools Cluster Supervision: The Case of Jimma Town Primary Schools in Ethiopia." European Scientific Journal, ESJ 13, no. 17 (2017): 124. http://dx.doi.org/10.19044/esj.2017.v13n17p124.

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The purpose of the study was to investigate the Practices of Cluster Supervision in Jimma town primary schools. To achieve this purpose, descriptive survey research design was employed as it helps to describe the status of the cluster supervision. Accordingly, 11 primary schools were selected by using stratified sampling technique from five Cluster Resource Centers (CRCs). From the 11 primary schools 126 teachers were selected using simple random sampling technique to represent the population. Moreover, 26 school principals, 5 CRC supervisors, and 1 Education Office Supervision Coordinator wer

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Asres, Getachew Walelign. "Teachers’ Attitude Towards the Inclusion of Students With Disabilities in the Regular Classroom: The Case of Selected Primary Schools in South Gondar Administrative Towns-Ethiopia." Journal of Education and Training Studies 7, no. 12 (2019): 66. http://dx.doi.org/10.11114/jets.v7i12.4636.

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The participants of this study were general primary school teachers. The data gathering instrument were questionnaire. Quantitative data analysis method were employed to compute the data obtained through questionnaire. The result showed that the general actual mean score of teachers’ attitude scale is fairly greater than the cut point mean score. Due to this reason, teachers had fairly positive attitude to the inclusion of students with disabilities in to the mainstream classroom. It is recommended that the ministry of education should include special needs education courses to the college and

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Warri, Bahir K. A., and Tadesse G. Gurmu. "Knowledge, attitude and practice of progestin-only emergency contraceptives among female students of Jimma Teachers Training College, Jimma, Ethiopia." Ghana Medical Journal 52, no. 4 (2018): 183. http://dx.doi.org/10.4314/gmj.v52i4.4.

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Lemma, Abayneh, Desta Gebeyehu, Kassa Michael, Mulugeta Atnafu, and Tadesse Hagos. "Implementation of Higher Diploma Training in Educators’ Instructional Process at three Colleges of Teachers Education of Oromia Region (Ethiopia)." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 1 (2019): 1–14. http://dx.doi.org/10.31098/ijtaese.v1i1.1.

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This study examines the extent to what the program implemented in educators' instructional process. A survey research method of mixed approach was employed by which observation, questionnaire and interview were used as data gathering tools. As a result, the overall extent to which the programme is being applied in the educators' instructional process was found to be not satisfactory due to session planning and action research that seen as not being practiced at all in the colleges. Besides, most limitations identified during observation overlap with that of our pre-service teachers diagnosed d

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Lemma, Abayneh, Desta Gebeyehu, Kassa Michael, Mulugeta Atnafu, and Tadesse Hagos. "Implementation of Higher Diploma Training in Educators’ Instructional Process at three Colleges of Teachers Education of Oromia Region (Ethiopia)." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 1 (2019): 1–14. http://dx.doi.org/10.31098/ijtaese.v1i1.19.

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This study examines the extent to what the program implemented in educators' instructional process. A survey research method of mixed approach was employed by which observation, questionnaire and interview were used as data gathering tools. As a result, the overall extent to which the programme is being applied in the educators' instructional process was found to be not satisfactory due to session planning and action research that seen as not being practiced at all in the colleges. Besides, most limitations identified during observation overlap with that of our pre-service teachers diagnosed d

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Alemu, Birhanu Sintayehu, and Bahar Adem Abdillahi. "The Perceived Views of Principals and Supervisors towards Their Ethical Leadership in Some Selected Primary Schools of Eastern Ethiopia." Humaniora 11, no. 3 (2020): 183–92. http://dx.doi.org/10.21512/humaniora.v11i3.6524.

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The research’s objectives were to assess the extent to which principals and supervisors practice ethical code of conduct in leading teachers in primary schools, identify differences among leaders related to their personal characteristics, and identify immoral practices leaders experience in the schools. The research participants were 120 principals, 63 supervisors, and 62 teachers selected using stratified and available sampling techniques. The quantitative data obtained through questionnaire were analyzed by descriptive and inferential statistics. The findings of the research reveal that scho

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Barnes, Adrienne E., Stephanie Simmons Zuilkowski, Dawit Mekonnen, and Flavia Ramos-Mattoussi. "Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education." Teaching and Teacher Education 70 (February 2018): 1–11. http://dx.doi.org/10.1016/j.tate.2017.11.004.

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Yonas, Amanuel, and Senapathy M. "The Factors Impede Teachers’ Effective Use of Audio Visual Materials to Teach English Speaking Skills: ABBA PASCAL Girls’ School in Focus, Wolaita Zone, Southern Ethiopia." Randwick International of Education and Linguistics Science Journal 1, no. 3 (2020): 439–48. http://dx.doi.org/10.47175/rielsj.v1i3.157.

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The purpose of this study was to explore factors impede teachers’ effective use of AVMs to teach ESS at Abba Pascal Girls’ School. The subjects used were 2 English teachers of grades 5, 6, 7 & 8 and sampled students. The grades had 2 sections that encompassed 50 students each. Convenience & systematic sampling techniques were employed to select the school & 32 informants among the population of 400. To get the exact number of the participants which are 4 of each section, the researchers divided the population’s number of the sections into the numbers of each student’s representatio

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Wodebo, Amanuel Yonas. "Students’ Challenges to Speak EFL Skills: A Comparative Study Focused on Selected Private & State Elementary Schools of Wolaita Zone, Ethiopia." Shanlax International Journal of English 8, no. 1 (2019): 19–26. http://dx.doi.org/10.34293/english.v8i1.1332.

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Background: Mastering English speaking skills can not only bring people to be able to communicate with others, but also bring positive impact on students’ academic performance. Objective:, The main purpose of this comparative study was to investigate into grade 8 students’ challenges of academic performance in EFL speaking skills. Methods: Each school of the targeted grades had 3 sections which encompassed 50 students. The informants therefore were sampled students and all EFL teachers. Thus, systematic sampling technique was employed to select 24 informants among the whole populat

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Gedamu, Abate Demissie, and Getu Lemma Shewangizaw. "Teachers’ Beliefs And Practices Of Cooperative Group Work Assessment: Selected Secondary School Teachers In Focus." Australian Journal of Teacher Education 45, no. 11 (2020): 1–16. http://dx.doi.org/10.14221/ajte.202v45n11.1.

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This study aimed to investigate the beliefs and practices of group work assessment of secondary school teachers. For this reason, 213 teachers were selected randomly for a questionnaire survey. In addition, two teachers and five students were selected for interviews and focus group discussions at each site, respectively. A one-sample t-test was applied to analyze the data acquired through the questionnaire while the Pearson product-moment correlation was used to examine the relationship between the beliefs and practices of group work assessment. The data obtained through interviews and focus g

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Mohammed, Feruz. "Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa." Journal of International Special Needs Education 21, no. 1 (2018): 1–13. http://dx.doi.org/10.9782/15-00055r2.

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AbstractAttention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. The effectiveness of the IYTCM programme has been extensively examined for children with conduct disorder and/or behaviour and emotional issues, but not specifically with children with ADHD. In the

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Olkaba, Teklu Tafesse, Adula Bekele Hunde, Tadesse Regassa Mamo, Gemechis File Duresa, and Dereje Daksa Keno. "Analysis of the Teacher Training System in Ethiopia with Specific Reference to Areas for Improvement." Makerere Journal of Higher Education 10, no. 2 (2019): 157. http://dx.doi.org/10.4314/majohe.v10i2.12.

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Kelkay, Asrat Dagnew, Aster Asrat, and Gebremedhin Fitsumbirhan. "Data-based decision-making practices in secondary schools of North Gondar, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 10, no. 1 (2020): 36–48. http://dx.doi.org/10.18844/gjgc.v10i1.4564.

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The main purpose of this study was to examine data-based decision-making practices in secondary schools of North Gondar. Descriptive design was employed in the study. Data were collected from 14 principals, 28 vice principals and 78 department heads through a questionnaire which contained closed and open-ended items and from document analysis. Regarding the sampling of participants, systematic sampling was used for selecting the sample districts; principals and vice principals were selected using comprehensive sampling and purposive sampling were used to select the department heads. The result

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Hunchak, C., E. Fremes, S. Kebede, and N. Meshkat. "P063: Perceptions and reflections of Ethiopian emergency medicine graduates regarding the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Curriculum: a qualitative evaluation study." CJEM 19, S1 (2017): S99. http://dx.doi.org/10.1017/cem.2017.265.

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Introduction: The first-ever EM postgraduate training program in Ethiopia was launched at Addis Ababa University in 2010. EM faculty from the University of Toronto were invited to design and implement an EM rotation-based curriculum with tri-annual teaching trips to support the overall AAU EM program. To date, three cohorts of EM specialists (n=15) have graduated from the three-year program. After six years of implementation, we undertook a qualitative evaluation of the TAAAC-EM curriculum. Methods: Data collection took place in 2016 in Ethiopia via in-person graduate interviews (n=12). Partic

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Talib, Zohray, Lalit Narayan, and Thomas Harrod. "Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned." Journal of Graduate Medical Education 11, no. 4s (2019): 34–46. http://dx.doi.org/10.4300/jgme-d-19-00170.

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ABSTRACT Background Investments in training physician specialists through postgraduate medical education (PGME) are critical for Sub-Saharan Africa, given the increasing burden of non-communicable diseases. Objectives The objectives of this scoping review were to (1) understand the breadth of publications on PGME from Sub-Saharan Africa, and (2) conduct a thematic analysis of lessons learned by specific training programs. Methods We conducted a literature search of 7 databases for PGME literature published between January 1991 and December 2016. Two reviewers independently reviewed titles and

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Tesfaye, Yonas, and Liyew Agenagnew. "Knowledge, Attitude, and Practices of Jimma Teacher Training College Students Toward Risky Sexual Behaviors, Jimma, Ethiopia." Sexual Medicine 8, no. 3 (2020): 554–64. http://dx.doi.org/10.1016/j.esxm.2020.04.006.

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Sime, Tariku, and Gara Latchanna. "Education System in Ethiopia and India: Comparative Analysis of Selected Educational Issues." IRA International Journal of Education and Multidisciplinary Studies 11, no. 1 (2018): 1. http://dx.doi.org/10.21013/jems.v11.n1.p1.

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In the era of globalization, nations invest in their education system to be the best so that their children can fit to the order of the day through acquiring and developing the necessary skills, knowledge, values and dispositions. The institutions meant to provide these services: schools, colleges/universities, based on the education policy, play indispensable role to face the challenges of contemporary society especially in the 21st century. The article explored how Ethiopian and Indian education systems are similar and different based on the major unit of analysis viz. historical development

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Birkie, Mengesha, Yosef Zenebe, Gebeyaw Biset, Moges Gebresellassie, and Setegn Mihret. "Risk Factors for Gender-Based Violence among Female Students of Gonder Teacher’ Training College, Gonder, Northwest Ethiopia: A Cross-Sectional Study." Open Public Health Journal 13, no. 1 (2020): 634–42. http://dx.doi.org/10.2174/1874944502013010634.

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Background: Violence against women is the world's most prevalent, pervasive and enduring problem. Sexual violence appears to be particularly great among adolescent girls of Sub-Saharan African countries, including Ethiopia. Methods: A cross-sectional survey was conducted from January to February 2018, and 322 participants were selected via a stratified sampling technique. Data were entered using Epi-data version 3.1 and exported to SPSS version 21 for analysis, then bivariate and multivariate logistic regression was employed to see statistically significant factors. Results: Lifetime prevalenc

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Ziaian, Tahereh, Emily Miller, Helena de Anstiss, et al. "Refugee Youth and Transition to Further Education, Training, and Employment in Australia: Protocol for a Mixed Methods Study." JMIR Research Protocols 8, no. 7 (2019): e12632. http://dx.doi.org/10.2196/12632.

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Background Young people with refugee experiences are widely acknowledged as encountering multiple disadvantages that affect their school completion and retention, university entry, and subsequent employment. This paper discusses the rationale for and protocol of a mixed methods investigation focusing on improving education and employment outcomes among refugee background youth aged 15 to 24 years from three focus regions: the Middle East (Afghanistan, Iran, Iraq, Syria), South Asia (Nepal, Bhutan, Myanmar/Burma, Pakistan) and Africa (Sudan, South Sudan, Liberia, Ethiopia, Somalia, DR Congo). O

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Tezera, Nega, and Aklilu Endalamaw. "Current Cigarette Smoking and Its Predictors among School-Going Adolescents in East Africa: A Systematic Review and Meta-Analysis." International Journal of Pediatrics 2019 (May 8, 2019): 1–9. http://dx.doi.org/10.1155/2019/4769820.

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Background. In developing countries, tobacco smoking has its own contribution to the burden of noncommunicable causes of morbidity and mortality. Studies estimated the burden of cigarette smoking among school-going adolescents in different geographical areas of East Africa. However, due to discrepancies found among those different findings, there is no representative data about the burden of smoking in the continent. Objectives. This systematic review and meta-analysis aimed to assess the pooled prevalence of current cigarette smoking and its associated factors among school-going adolescents i

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Ssempebwa, Jude. "Editorial." Makerere Journal of Higher Education 11, no. 1 (2019): vii. http://dx.doi.org/10.4314/majohe.v11i1.

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I am delighted to welcome you to the eleventh volume of the Makerere Journal of Higher Education (MAJOHE). The two issues in the volume are being published at the same time, belatedly! However, it is a better volume, thanks to the insights (and energy) of the new additions to our management board and to the support of Mrs. Sioux Cumming (Programme Specialist at the International Network for Advancing Science and Policy [INASP]). Sioux’s support was given under the auspices of a training workshop on Improving Journal Publishing Practices and Standards hosted by the Uganda National Council of Sc

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&NA;. "Training in Ethiopia." PACEsetterS 7, no. 4 (2010): 32. http://dx.doi.org/10.1097/01.jbi.0000394965.58214.af.

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Hahn, Aaron. "Training Teachers." Language Teacher 37, no. 3 (2013): 19. http://dx.doi.org/10.37546/jalttlt37.3-3.

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Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or no

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Moore, Randy. "Training Science Teachers." American Biology Teacher 56, no. 1 (1994): 4–5. http://dx.doi.org/10.2307/4449731.

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Weinstein, Lenore B. "Training the Teachers." Journal of Intergenerational Relationships 4, no. 2 (2006): 94–100. http://dx.doi.org/10.1300/j194v04n02_07.

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Healy, Elizabeth. "Training Unafraid Teachers." Childhood Education 93, no. 3 (2017): 228–30. http://dx.doi.org/10.1080/00094056.2017.1325250.

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Whitford, Ellen V., and Ronald T. Hyman. "Training Noncareer Teachers." Adult Learning 1, no. 7 (1990): 24–27. http://dx.doi.org/10.1177/104515959000100709.

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