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2008 - MPSA Annual National Conference Words: 35 words || 
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1. Christenson, Dino. and Smidt, Corwin. "The Visible Primary: Dynamics in Presidential Primary Campaign Coverage" Paper presented at the annual meeting of the MPSA Annual National Conference, Palmer House Hotel, Hilton, Chicago, IL, <Not Available>. 2020-01-26 <http://citation.allacademic.com/meta/p266405_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: We investigate the development and consequences of local and national news coverage of the 2008 presidential primary campaigns. Utilizing original data retrieved daily from news websites, we seek to evaluate the mechanisms of primary momentum.

2009 - 53rd Annual Conference of the Comparative and International Education Society Words: 133 words || 
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2. Obiero, Judith. "Can free primary education achieve universal primary education? Evidence from Kenya" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina, Mar 22, 2009 <Not Available>. 2020-01-26 <http://citation.allacademic.com/meta/p303164_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In an attempt to expand educational access to all and attain the Universal Primary Education (UPE) target , Kenya abolished primary school fees in 2003. While the adoption of Free Primary Education has expanded access, quality has declined and large numbers of children are still out of school. Focussing on the experience of Kenya, this paper questions the potential of the Free Primary Education Policy to achieve UPE in low resource contexts. The paper examines some key implementation challenges and then assesses the extent to which the policy addresess the unique needs of the socially excluded groups. The paper suggests some ways in which public policy can respond to the specific needs of the poor and facilitate their participatation in free primary education.

2010 - 54th Annual Conference of the Comparative and International Education Society Pages: unavailable || Words: 7664 words || 
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3. Obiero, Judith. "Can free primary education achieve universal primary education? A study of the intersections of social exclusion, gender and education in Kenya." Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois, Feb 28, 2010 Online <PDF>. 2020-01-26 <http://citation.allacademic.com/meta/p401063_index.html>
Publication Type: New Scholars Committee Dissertation
Review Method: Peer Reviewed
Abstract: This study adopts a feminist theory of intersectionality to understand and explain the educational experiences of poor rural and urban girls, who live in Nyanza Province of Kenya. It explores the ways in which diverse forms of vulnerability interact with gender to influence girls' educational experiences.More specifically, it seeks to describe the experiences of these girls as they pertain to class, gender and ethnic identity (or any other social dimensions as identified by participants) in the context of free primary education. The particular purpose of the study is to examine how the marginalized children are faring in Free Primary Education. An understanding of these socio-cultural and political-economic dynamics will help me to identify policy options that can effectively address the needs of the excluded girls. Understanding the policy impact on the lives of those at the margins of society,particularly those aimed at improving the lives of women and girls is imperative in view of the question of ‘difference ‘in feminist political thought.

2014 - Comparative and International Education Society Annual Conference Words: 742 words || 
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4. Fotopoulou, Vasiliki. and Ifanti, Amalia. "Pre-primary and primary teachers’ perceptions about professionalism, professional development and professional identity. A case study in Greece" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, Mar 10, 2014 <Not Available>. 2020-01-26 <http://citation.allacademic.com/meta/p709296_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: A considerable part of the research agenda has focused on teachers’ professionalism, professional development and professional identity as well as the factors that constitute these notions.
Teachers’ professionalism refers to teachers’ efficiency and readiness to cope adequately and successfully with the numerous changes and challenges appeared in the educational context. In many cases, these changes are perceived by the teachers as quite restrictive being associated by regulations regarding their autonomy and the school curriculum. In this context, teachers are expected to undertake new –even more complex- roles and responsibilities that require an extended sense of collaboration between pupils, parents, and other educational stakeholders.
Professionalism is closely related to teachers’ professional development. Teacher’s professional development is concerned with teachers’ ability to face educational changes through the adjustment or the readjustment of their practices in order to respond effectively to the current demands. It is also referred to teachers’ ability to participate in educational activities along their career.
On the other hand, a considerable attention is given to teachers’ professional identity. Investigating professional identity it is indicated how teachers feel, work and confront the changes that take place at school. Teachers’ professional identity formation is closely related to school as a workplace. Emotions also play an important role in the formation of teachers’ identity and their personal ideas of being teachers.
In this empirical study, we seek to explore pre-primary and primary Greek teachers’ perceptions on certain aspects of professionalism, professional development and professional identity. In particular, by studying the current literature on the topic, some specific aspects of these notions were considered in an attempt to examine our sample’s ideas about them as well as the possible convergences or divergences in the teachers’ responses. Additionally, this exploratory study seeks to investigate the degree of correlation between our data results and the general findings on the topic through a comparative perspective.
The survey of this study was carried out by using anonymous written questionnaires. The sample of the survey was consisted of 310 pre-primary and primary teachers who were working in schools located in the region of Achaia, in Greece, during the school year 2011-2012. More specifically, 76 pre-primary teachers and 234 primary teachers participated in the survey (response rate: 19% and 17% respectively of the sampling frame). The sample was broadly representative of the population as a whole. Initially, a pilot-study was carried out in a small but representative sample in order to validate the accuracy of the questionnaire.
The questionnaire included two parts. The first one was concerned with the background variables of the teachers, i.e.: gender, studies, additional qualifications and teaching experience.
In the second part of the questionnaire teachers were asked to present their perceptions on certain aspects of professionalism, professional development and professional identity through five questions.
In particular, the first question referred to the factors that contributed to the sample’s decision to become teachers. The second question presented five specific aspects of professionalism. The third question listed five parameters regarding teachers’ professional development. Finally, the last two questions were related to teachers’ professional identity. The fourth question listed six potential cases which teachers choose in order to cope with a challenge or an issue at their school. In the fifth question teachers were asked to indicate to what extent they are affected by specific working conditions at school (e.g., school administration, collaboration).
Data quantitative analysis was carried out by applying SPSS software (v. 20), and the non-parametric statistics of Mann-Whitney (U) and Kruskal-Wallis (H) were used. The findings reported were statistically significant to at least the 5% level.
Our research data revealed many convergences in teachers’ responses. Both groups highlighted the importance of the collaboration at school as well as the concern for pupils’ achievements. On the other hand, differences were found in their ideas about their role in the enhancement of students’ moral and social values. The background variables of the sample also revealed differences between the two groups of teachers. For instance, the teaching experience and the additional university degree were found to differentiate teachers’ answers.
Moreover, our findings showed both differences and similarities compared with the overall results provided by the literature review on the topic.
In conclusion, it can be argued that despite the derived similarities and differences both pre-primary and primary teachers of our sample attributed great importance to substantial aspects of professionalism, professional development and professional identity, and underlined their significant contribution to their work at school. This was in line with the research findings of several comparative studies abroad.

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 691 words || 
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5. Parvin, Ruxana Hossain. and Lutfeali, Shirin. "E-primary school system for improving the quality, efficiency, and effectiveness of primary education in Bangladesh" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2020-01-26 <http://citation.allacademic.com/meta/p990996_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: e-Primary School System for
Improving the Quality, Efficiency, and Effectiveness of the Primary Education
ICT in Primary Education, Save the Children in Bangladesh
The Individual paper/poster presentation will on e-Primary School System specifically designed for the use by school administrators to plan and manage education systems in an efficient, effective and sustainable manner. Until recently, data management was primarily concerned with providing information on education inputs, such as the number of schools, enrolment levels and the number of teachers. However, as a result of the recent drive towards increased transparency, combined with the need to improve quality of education, information systems are increasingly required to produce more complex information about educational processes and outputs . Successful management of today’s education systems requires effective policy-making and system monitoring through data and information. Bangladesh has one of the largest primary education systems and it has become a necessity to create an innovative data management system for providing school administrators and decision makers with the information to understand how educational inputs are transformed into educational outputs. The situation analysis of the project stated that in the government primary schools (GPS) of Bangladesh, among the many other education related issues, the government faces the problem of losing track of students halfway through their education process. While every child being enrolled in a school is duly noted, the progress of this child and whether he/she actually ends up completing the necessary amount of schooling is not properly followed. As a result, records show many students disappearing halfway through the education process without a trace. To address these issues, Save the Children, in collaboration with the Directorate of Primary Education (DPE), created a software, the “Students’ Performance Management System (SPMS)” which allowed schools to follow the progress and development of individual student throughout the primary school cycle. Originally it was developed as an offline system. When the project staff shared the offline software with the DPE, they asked if an online version of the software could be developed and piloted, which would not only include a student module but also two additional modules for teachers and the schools infrastructure (hence addressing all the data entry fields of the monthly monitoring report each school has to send to the sub-district Education Office). Thus all three modules were introduced under the umbrella of e-Primary School System. The system hosted on the DPE website (www.dpe.gov.bd) and pilot tested in 116 other government primary schools in one sub-district where all schools have laptops, distributed by the parliament member elected from that particular area. The DPE provided the modems for Internet with monthly fees. Save the Children developed the software and provided technical supports for implementation while DPE made the operational management. The recent evaluation of the pilot program showed that in the pilot schools, the introduced e-primary system improved the management of the schools, and generated high frequency, reliable school level data that identified poor performing students, automated the human resource services to teachers, such as access to monthly pay slips and leave and attendance. The dashboards allowed data retrieved, analyzed and customized faster and more conveniently from very micro to macro level (general practice of the system aggregates data but does not provide coheredt picture of ground level). The project’s intervention has brought benefits to the primary education system, nonetheless certain challenges do exists in case of rolling out the system nationwide. Only a small percentage of government primary schools (GPS) of country have laptops in schools. Infrastructure issues including (irregular or no) electricity and (slow or non-existent) Internet affect schools and trouble shooting of the equipment in schools found problematic. However, it is seen that widespread access to mobile phones even among the poor, and trend of improving access to internet connectivity across Bangladesh have provided new opportunities to school systems, where computers with reliable internet connections are rare. According to Bangladesh Telecommunication Regulatory Commission (BTRC) website, there are over 98 million active mobile subscribers (64% penetration rate) in Bangladesh . Mobile technologies are constantly evolving globally and e-primary school system is accessible through devices from mobile phones and tablet computers.

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