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Survey of ICT and Education in Africa : Botswana Country Report

Isaacs, Shafika
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
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26.21%
This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Botswana is a small, dynamic country with visionary leadership particularly in the sector of ICTs in education. Not only does it boast a liberal telecoms policy, its education and national ICT policies are linked to a broader economic vision for the country. Moreover, in practice, Botswana arguably boasts among the highest computer penetration in education institutions in Africa. As well, all junior and senior secondary schools and government tertiary institutions have computer labs. The government has committed financial resources to improve connectivity and to promote the educational use of ICTs.

ICTs for Education in Africa

Souter, David; Adam, Lishan; Butcher, Neil; Sibthorpe, Claire; Tusubira, Tusu
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
15.95%
The future development of Africa and its participation in the knowledge society will be greatly influenced by how Africa manages to deliver quality education to its citizens. Education forms the basis for developing innovation, science, and technology, in order to harness resources, industrialize, and participate in the global knowledge economy and for Africa to take its rightful place in the global community. While information and communication technology (ICT) has been used in many parts of the world to improve the quality and increase access to education, most African countries still face the challenge that increased expenditure on education is not necessarily achieving the expected benefits. This report examines the potential for the use of ICT to support improvement and transformation of the education sector in Africa, including brief case studies of South Africa, Uganda, and Senegal. It identifies specific opportunities and challenges, and recommends areas of intervention for governments, development partners...

The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies

Gomez, Jorge
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
25.95%
Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom...

Exploring the Professional Practices of Elementary School Reading Coaches

Jordan, Susan M
Fonte: University of Florida; University of Florida ( [Gainesville, Fla.] ) Publicador: University of Florida; University of Florida ( [Gainesville, Fla.] )
Tipo: Artigo de Revista Científica Formato: 1 online resource (4 p.)
Publicado em //2014 ENGLISH
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25.95%
In the series University of Florida Digital Collections.; Includes vita.; (Bibliography) Includes bibliographical references.; (Source of Description) Description based on online resource; title from PDF title page.; (Source of Description) This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.; (Statement of Responsibility) by Susan M Jordan.; (Thesis) Thesis (Ed.D.)--University of Florida, 2014.; (Local) Adviser: BEHAR-HORENSTEIN,LINDA SUSAN.; (Local) Co-adviser: OLIVER,BERNARD.; (Electronic Access) RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2016-08-31

Liderazgo instruccional y distribuido en espacios virtuales de comunicaci??n en educaci??n post-obligatoria

Gallego-Arrufat, Mar??a Jes??s; Guti??rrez-Santiuste, Elba
Fonte: Universidad Aut??noma de Baja California. Instituto de Investigaci??n y Desarrollo Educativo Publicador: Universidad Aut??noma de Baja California. Instituto de Investigaci??n y Desarrollo Educativo
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
46.47%
La investigaci??n se centra en dos aspectos del liderazgo educativo en un entorno de comunicaci??n mediada por ordenador: c??mo desarrolla el profesorado el liderazgo instruccional y c??mo asume el alumnado el liderazgo distribuido seg??n los indicadores organizaci??n, motivaci??n y contenido. Se realiza un an??lisis de contenido y frecuencias de las comunicaciones virtuales de profesorado y estudiantes en chats, foros y correos electr??nicos. El estudio permite la comprobaci??n emp??rica de los aspectos que desarrolla el profesorado para promover un liderazgo distribuido entre el alumnado. El an??lisis ha hecho emerger las ??reas donde el liderazgo se hace m??s patente en las comunicaciones virtuales; estas son de car??cter organizativo y de contribuci??n al conocimiento. Se concluye que en entornos en l??nea es posible la implementaci??n de una estructura educativa que desarrolle las capacidades de liderazgo en el alumnado a trav??s de un liderazgo instruccional ejercido por el profesorado.; The research focuses on two aspects of educational leadership in an environment of computer-mediated communication: how teachers develop instructional leadership and how students assume distributed leadership according to the indicators organization...

Online distributed leadership: A content analysis of interaction and teacher reflections on computer-supported learning

Gallego-Arrufat, Mar??a Jes??s; Guti??rrez-Santiuste, Elba; Campa??a-Jim??nez, Rafael Luis
Fonte: Taylor and Francis Publicador: Taylor and Francis
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
76.61%
This study performs a content analysis of the communication that develops in online educational situations. It focuses on two aspects of communication in a context in which we observe instructional leadership: how leadership is seen in the virtual classroom and how teachers view their role. The study attempts to answer the question of how teachers lead this methodological change, that is, instructional leadership at the service of distributed leadership. The study analyses the online interaction and teachers??? reflections on the communication between teachers and students in the process of virtual teaching, specifically in post compulsory secondary education in Spain.

The examination of the relationships among secondary principals' leadership behaviors, school climate, and student achievement in an urban context

Rhoden, Valmarie
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.29%
School principals' leadership is key to successful school reform, as is increased student achievement. This nonexperimental ex post facto study tested relationships among secondary school principals' leadership behaviors, school climate, and student achievement. ^ Of 165 secondary school principals from the three largest school districts in South Florida, 58 completed three online survey instruments: the Leadership Practices Inventory, School Climate Inventory-Revised, and researcher-designed Demographic Questionnaire. Student achievement was measured by students' scores on the reading and mathematics Florida Comprehensive Assessment Tests. Three null hypotheses tested relationships among (a) five principals' leadership behaviors and seven domains of school climate; (b) principals' leadership behaviors and student achievement; and (c) principals' leadership behaviors, school climate, and student achievement. ^ Multiple linear regressions were used to determine the degree to which the independent variables predicted the dependent variables for the first two hypotheses. ANOVAs tested possible group differences between the demographic and research variables as controls for the third hypothesis. Partial correlational analyses tested the strength and direction of relationships among leadership behaviors...

The Examination of the Relationships Among Secondary Principals’ Leadership Behaviors, School Climate, and Student Achievement in an Urban Context

Rhoden, Valmarie
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
36.29%
School principals’ leadership is key to successful school reform, as is increased student achievement. This nonexperimental ex post facto study tested relationships among secondary school principals’ leadership behaviors, school climate, and student achievement. Of 165 secondary school principals from the three largest school districts in South Florida, 58 completed three online survey instruments: the Leadership Practices Inventory, School Climate Inventory-Revised, and researcher-designed Demographic Questionnaire. Student achievement was measured by students’ scores on the reading and mathematics Florida Comprehensive Assessment Tests. Three null hypotheses tested relationships among (a) five principals’ leadership behaviors and seven domains of school climate; (b) principals’ leadership behaviors and student achievement; and (c) principals’ leadership behaviors, school climate, and student achievement. Multiple linear regressions were used to determine the degree to which the independent variables predicted the dependent variables for the first two hypotheses. ANOVAs tested possible group differences between the demographic and research variables as controls for the third hypothesis. Partial correlational analyses tested the strength and direction of relationships among leadership behaviors...

Promoting Excellence in Turkey's Schools; Turkiyede okullarda mukemmeliyeti tesvik etmek

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
15.95%
The education system in Turkey has shown remarkable improvement since 2003 in terms of better student performance and reduced inequality with a concurrent and sustained increase in enrollments. The expansion of primary and secondary schooling was accompanied by the development of new curriculum in primary and secondary education, especially since 2004. A recent independent assessment of the revised secondary school curriculum regarded it as an improvement over the curriculum used in the past. Curriculum reform was accompanied by initiatives to improve the teaching profession policies. This report finds that most of the progress in the education system since 2003 has been the result of a combination of the overall socioeconomic progress being made in Turkey and increased effectiveness in the delivery of education. The Government's educational policies have contributed to the improvements in education outcomes including curriculum reform, phased modernization of teaching and learning materials and practices, stronger focus on measuring learning outcomes through large scale national and international assessments...

A Qualitative Study of the Implementation of a Community College Hybrid Course

Nason, COREY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 468855 bytes; application/pdf
EN; EN
Relevância na Pesquisa
26.42%
Educators in many jurisdictions have moved to incorporate the Web as a mode of delivery through the creation of hybrid courses enabled by commerically available course management software. Corporate expectations, the experience of the teacher, and the experience of the students are examined in the transition of a course from a traditional to a hybrid mode of delivery. It is a qualitative phenomenological study based on observation of the classroom and online sessions supplemented by interviews with the teacher, students, and an instructional leader within the institution. The findings show that corporate expectations were inconsistent with support for implementation. Senior management established little policy on the implementation of the technology. In the absence of policy, the instructional leadership within the institution provided what little direction there was to faculty. The vision held by these instructional leaders emanates from the literature that asserts the superiority of hybrid delivery over other modes. Corporate expectations were not borne out. The teacher replicated the existing design of the traditional course, something that is noted in the literature as a general tendency by teachers in similar situations (Cuban...

Recommendations for Federal Involvement in School Turnaround Efforts

Dorman, Stephanie
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Masters' project
Publicado em 18/04/2013
Relevância na Pesquisa
16.51%
Executive Summary Politicians, policymakers and educators are increasingly concerned that the nation’s lowest performing schools are leaving a significant proportion of disadvantaged students without the skills necessary to lead healthy and productive lives. Therefore, some policymakers and education reformers have placed a high priority on school turnaround efforts aimed to increase student achievement in the nation’s chronically lowest performing schools. School turnaround efforts are those actions taken at state, district, and school levels aimed to improve student performance in the group of lowest performing schools. While states have the authority to take steps to improve low-performing schools, there is variation in the scope and effectiveness of state-led school turnaround efforts. With programs like Race to the Top and School Improvement Grants, the federal government has attempted to help states improve their lowest performing schools by providing additional funding, requirements, and guidelines. However, some federal policymakers are concerned that some states and local education agencies still do not have the funding and expertise to effectively implement these policies. The policy question for this master’s project is: Should the federal government be involved in school turnaround efforts...

Implementing the Data Wise process for school improvement to close the achievement gap

Aikens, Deirdra
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Relevância na Pesquisa
15.95%
Murray, Frank; This Education Leadership Portfolio will document the journey of May B. Leasure Elementary School faculty members as they implement the Data Wise Process for School Improvement in their weekly Professional Learning Community meetings. The expected outcome of the implementation was to improve the current state of Leasure's Professional Learning Community meetings and to increase student achievement. Led by the school's leaders, the implementation included training from the Data Wise Team at Harvard University on how to organize for collaborative work, how to inquire about school data by digging deeper and how to identify dilemmas and then act on our findings to create instructional solutions for students and teachers. As a result of the implementation, Leasure Elementary School is experiencing its highest test scores since 2009 and is closing the achievement gap in test scores between regular education and special education students. Leasure Elementary School has become a partner with Harvard University and is the featured school for a Data Wise online course which features video footage of Leasure team members engaged in the Data Wise process, participating in Professional Learning Community Meetings, and personal interviews. The principal of Leasure Elementary School is now a Teaching Fellow and national Data Wise Coach Candidate for the Harvard University Data Wise team...

The challenges of professional development in content area literacy

DeFelice, Catherine A. Laverick
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Relevância na Pesquisa
16.09%
Lewis, William E.; Increasing the amount of quality interaction with texts is vital to the improvement of adolescents' literacy skills. This portfolio reports my investigation into the best strategies for high school teachers to utilize in improving adolescent literacy skills as well as the most effective ways to train content area teachers in these strategies. First, my review of the literature revealed that instructional strategies which supply students with background knowledge, set a purpose or focus for reading, and provide ample opportunity for interaction and discussion of the text are most beneficial for adolescent learners. One such method that met these criteria was the Listen-Read-Discuss heuristic, developed by Manzo and Casale (1985), coupled with Paired Reading as described by Rasinski and Hoffman (2003). Based on my findings, I designed a teacher training schedule and materials incorporating this approach in order to increase students' exposure to challenging texts in several content area classrooms. Through subsequent analysis of teachers' lessons, feedback from individual participants, surveys and a focus group discussion, I created a new training protocol based on online training modules. Three teachers (one science...