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Artykuły w czasopismach na temat "District primary education"
Vyas, Pallavi C., i Prakash Parmar. "Status of Infrastructue Development in Primary Education of Ahmedabad District". International Journal of Scientific Research 2, nr 7 (1.06.2012): 108–9. http://dx.doi.org/10.15373/22778179/july2013/37.
Pełny tekst źródłaJacobson, David. "The primary years agenda". Phi Delta Kappan 96, nr 3 (13.10.2014): 63–69. http://dx.doi.org/10.1177/0031721714557456.
Pełny tekst źródłaMaji, Krishnendu, i Sumana Sarkar. "Intra-District Disparities in Primary Education: A Case Study of Bankura District, West Bengal". Space and Culture, India 4, nr 3 (31.03.2017): 77. http://dx.doi.org/10.20896/saci.v4i3.214.
Pełny tekst źródłaZuliawati, Nurul. "Pengaruh Kreativitas dan Motivasi Kerja terhadap Produktivitas Guru Pendidikan Agama Islam Sekolah Dasar Sekecamatan Baturetno Kabupaten Wonogiri". At-Tarbawi: Jurnal Kajian Kependidikan Islam 1, nr 1 (28.06.2016): 23. http://dx.doi.org/10.22515/attarbawi.v1i1.34.
Pełny tekst źródłaAl-Awani, ALI HUSSIEN ALI. "Primary education in the Dulaim district 1945-1958". Al-Anbar University Journal For Humanities 2023, nr 2 (1.06.2023): 1036–57. http://dx.doi.org/10.37653/juah.2023.137274.1123.
Pełny tekst źródłaAlumu, Alphonse Horrai, i Amina Hassan. "Challenges of Decentralization of Primary Education in Bukedea District". INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 2, nr 1 (26.05.2019): 1–14. http://dx.doi.org/10.53449/ije.v2i1.75.
Pełny tekst źródłaBantwini, Bongani D. "ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA". Journal of Baltic Science Education 14, nr 5 (25.10.2015): 586–98. http://dx.doi.org/10.33225/jbse/15.14.586.
Pełny tekst źródłaWerunga, Kikechi R., Geoffrey Musera i Oliver Sindabi. "FACTORS AFFECTING TRANSITION RATES FROM PRIMARY TO SECONDARY SCHOOLS: THE CASE OF KENYA". Problems of Education in the 21st Century 32, nr 1 (5.07.2011): 129–39. http://dx.doi.org/10.33225/pec/11.32.129.
Pełny tekst źródłaManandhar, N., i AB Sthapit. "Determinants of primary school dropout in Nawalparasi District". Journal of College of Medical Sciences-Nepal 6, nr 4 (30.08.2012): 14–18. http://dx.doi.org/10.3126/jcmsn.v6i4.6720.
Pełny tekst źródłaBarabwd, Hussein S. M., Abu Y. A. Bakar, Noriah M. Ishak i Mohamed Y. M. Nor. "Gifted Education in Private Primary Schools in Hadhramout District, Yemen". Creative Education 12, nr 02 (2021): 329–48. http://dx.doi.org/10.4236/ce.2021.122023.
Pełny tekst źródłaRozprawy doktorskie na temat "District primary education"
Deb, Prasenjit. "Administering district primary education programme(DPEP): an evolution of the district of Cooch Behar". Thesis, University of North Bengal, 2002. http://hdl.handle.net/123456789/544.
Pełny tekst źródłaKobayashi, Tomoko. "Community participation in primary education : the case of Lok Jumbish and District primary education programme in India". Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425484.
Pełny tekst źródłaRawana, Yolisa. "Primary education and rural community development in King William's Town District". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007750.
Pełny tekst źródłaKumanda, Nomaroma. "Retaining learners in primary schools in the East London education district: policy implications". Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6114.
Pełny tekst źródłaCele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District". Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.
Pełny tekst źródłaThe dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.
Lebona, Teboho Godfrey. "The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona". Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.
Pełny tekst źródłaThe drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertainty to teachers and also led to some developing a negative attitude towards inclusive education. This study focused on the implementation of inclusive education in primary schools in the Lejweleputswa District of the Free State province. A literature review provided insight into the concept of inclusive education and moreover shed light on policy developments regarding learner diversity through the curriculum. An empirical investigation using a qualitative approach was conducted and data was gathered by means of focus group interviews with school-based support teams as well as a questionnaire completed by principals. Furthermore, the findings of the empirical investigation concurred, to a large degree, with the findings of the literature study. In general, it was brought to light that inclusive education is not implemented correctly in primary schools in the Lejweleputswa District. Based on certain findings, recommendations are made regarding the successful implementation of inclusive education in primary schools.
Chawla-Duggan, Rita. "Socialisation for learning : an ethonographic study of children in an Indian district in home and school environments". Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/ffbe4da2-576b-4033-9559-620f74d7101c.
Pełny tekst źródłaMalatji, Khashane Stephen. "the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District". Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1018.
Pełny tekst źródłaThis dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools.
Kawaya, Hilda. "Challenges Community Health Workers perceived regarding home visits in the Tshwane district". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78359.
Pełny tekst źródłaDissertation (MNurs)--University of Pretoria 2020.
Nursing Science
MNurs
Unrestricted
Felix, Alan Alistair. "Dominant pedagogies used in three rural geography primary school classrooms in the west coast district". Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2133.
Pełny tekst źródłaThe question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.
Książki na temat "District primary education"
Digumarti, Bhaskara Rao, red. District primary education programme. New Delhi: Discovery Pub. House, 1998.
Znajdź pełny tekst źródłaArchana, Sharma. Report on terminal learners' assessment survey in Dhubri district. Gauhati: Women's Studies Research Centre, Gauhati University, 2001.
Znajdź pełny tekst źródłaBrigid, Smith, European Commission i District Primary Education Programme (India), red. Seeking quality education for all: Experiences from the District Primary Education Programme. New Delhi: European Commission, 2002.
Znajdź pełny tekst źródłaWorld Bank. South Asia Human Development Sector. A review of educational progress and reform in the District Primary Education Program: Phases I and II. New Delhi: Human Development Sector, South Asia Region, The World Bank, 2003.
Znajdź pełny tekst źródłaKe, Guptā Āra. Jilā Prāthamika Śikshā Kāryakrama. Naī Dillī: Bālasabhā Prakāśana, 1999.
Znajdź pełny tekst źródłaVimala, Ramachandran, District Primary Education Programme (India) i European Commission, red. Reflections on equity, quality, and local planning in the District Primary Education Programme. New Delhi: European Commission, 2001.
Znajdź pełny tekst źródłaAggarwal, Yash. Progress towards universal access and retention: District report cards. [Noida]: Eduational Consultants India Ltd. on behalf of Dept. of Elementary Education and Literacy, Min. of Human Resource Development, Govt. of India and National Institute of Educational Planning and Administration, [New Delhi], 2001.
Znajdź pełny tekst źródłaAggarwal, Yash. How many pupils complete primary education in five years?: Evidence from selected DPEP districts of Tamil Nadu. New Delhi: National Institute of Educational Planning and Administration, 2000.
Znajdź pełny tekst źródłaAggarwal, Yash. Regaining lost opportunity: The malaise of school inefficiency. Noida: Educational Consultant[s] India on behalf of the Dept. of Elementary Education and Literacy, Ministry of Human Resource Development, and National Institute of Educational Planning and Administration, New Delhi, 2002.
Znajdź pełny tekst źródłaVimala, Ramachandra, i European Commission, red. Gender and social equity in primary education: Hierarchies of access. [S.l.]: European Commission, 2002.
Znajdź pełny tekst źródłaCzęści książek na temat "District primary education"
Tan, Fengguo. "What Next for Rural Primary Schools Under the Integration of Educational Resources? - A Case Study of Rural Primary Schools in Wanzhou District, Chongqing". W Proceedings of the 2022 7th International Conference on Modern Management and Education Technology (MMET 2022), 124–31. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-51-0_16.
Pełny tekst źródłaBhanja, Amrita, i Arpita Ghose. "Input-Oriented Technical Efficiency and Its Determinants of Primary Education in West Bengal: A District-Level Analysis". W India Studies in Business and Economics, 253–75. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4181-7_12.
Pełny tekst źródłaTroyer, Robert A. "Agency and Policy: Who Controls the Linguistic Landscape of a School?" W Educational Linguistics, 89–119. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_5.
Pełny tekst źródłaKukreja, Hitesh. "Contextual Challenges for Primary School Education". W J. Krishnamurti and Educational Practice, 336–71. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0012.
Pełny tekst źródłaErçetin, Şefika Şule, Nihan Potas i Şuay Nilhan Açıkalın. "The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children". W Educational Development and Infrastructure for Immigrants and Refugees, 125–37. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3325-2.ch007.
Pełny tekst źródłaErçetin, Şefika Şule, Nihan Potas i Şuay Nilhan Açıkalın. "The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children". W Immigration and the Current Social, Political, and Economic Climate, 317–26. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6918-3.ch017.
Pełny tekst źródłaAravind, S., i R. Kavitha. "Assessing Student Satisfaction With Artificial Intelligence in Education". W Advances in Library and Information Science, 178–85. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5593-0.ch012.
Pełny tekst źródłaRoberts, Leesha Nicole. "Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District". W Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 91–112. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch005.
Pełny tekst źródłaGlennerster, Howard, John Hills, Tony Travers i Ross Hendry. "Three Services, Eight Formulae: Common Themes and Differences". W Paying for Health, Education, and Housing, 112–30. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780199240784.003.0007.
Pełny tekst źródłaDarwin, Emma. "Selby Community Primary School, North Yorkshire, England". W Systematic synthetic phonics: case studies from Sounds-Write practitioners, 87–95. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1363.
Pełny tekst źródłaStreszczenia konferencji na temat "District primary education"
Sun, Xia, Zao Li, Jin Li i Maosheng Ye. "Investigation on the Primary School District using Thiessen Polygon". W 2015 International conference on Engineering Management, Engineering Education and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emeeit-15.2015.4.
Pełny tekst źródłaKhoirunnisa, Rizkha, Yulia Giyanto, Atma Risanti, Luqyana Dhiya Amira, Uut Fauziyah i Sopingi Sopingi. "Rumah Cerdas Bina Diri for Mentally Disabled in Banturejo Village, Ngantang District, Malang". W 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.39.
Pełny tekst źródłaKrowin, Martinus M. M., i Risal M. Merentek. "Management Of Post- Certification Primary School Teacher Performance In The Minahasa District Education Office Environment". W Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.22.
Pełny tekst źródłaVillegas, Joaquin. "THE STATE SEAL OF BILITERACY: PATHWAYS FROM PRIMARY, ELEMENTARY, AND MIDDLE GRADES: DISTRICT 299 SHOWCASE". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0227.
Pełny tekst źródłaAwan, Tajammal Hussain, Hafiz Muhammad Nouman i Sobia Nasir. "Qualitative Study: Disruption and Violence Among Primary School Students in the Lahore District of Punjab Pakistan". W – The Asian Conference on Education & International Development 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2189-101x.2023.8.
Pełny tekst źródłaDilapanga, Abdul Rahman, Jeane Mantiri, Revolson A. Mege, Evie Elfira Masengi i Apeles Lexi Lonto. "Effectiveness of The Implementation of Compulsory Primary Education Policy in Bolaang Mongondow District North Sulawesi Province". W Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.125.
Pełny tekst źródłaErlendsdóttir, Gudlaug. "Exploring External Factors Negatively Impacting Equity and Quality of Primary Education in Rural Malawi: A Case Study from Mangochi District". W Canada International Conference on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/cice.2023.0012.
Pełny tekst źródłaFilatova, Olesya A. "Neuropsychological difficulties in primary school children: A review of research and representation in the Far Eastern Federal District". W The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-101.
Pełny tekst źródłaMpahla, Ntando Elliot, Bulelwa Makena i Thandiswa Mpiti. "EXPERIENCES OF RURAL PRIMARY TEACHERS IN THE IMPLEMENTATION OF CONTINUING PROFESSIONAL TEACHER DEVELOPMENT IN THE AMATHOLE EAST EDUCATION DISTRICT". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0417.
Pełny tekst źródłaSvyridiuk, Olha, Svitlana Shumaieva i Vitalii Svyrydiuk. "Multicultural Education: Ukrainian Challenges". W World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/62.
Pełny tekst źródłaRaporty organizacyjne na temat "District primary education"
Cilliers, Jacobus, i Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), listopad 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.
Pełny tekst źródłaBano, Masooda, i Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.
Pełny tekst źródłaArif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina i Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), wrzesień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.
Pełny tekst źródłaBarjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), wrzesień 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.
Pełny tekst źródłaTresnatri, Florischa Ayu, Asep Kurniawan, Daniel Suryadarma, Shintia Revina i Niken Rarasati. Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/095.
Pełny tekst źródłaHernández Agramonte, Juan Manuel, Armando Loera Varela, Emma Näslund-Hadley i Ernesto Martínez. Leading the Way to Math and Science Success: Challenges and Triumphs in Paraguay: New research from the Inter-American Development Bank on the promotion of critical thinking in preprimary and primary. Inter-American Development Bank, październik 2012. http://dx.doi.org/10.18235/0005977.
Pełny tekst źródłaHollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson i Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.
Pełny tekst źródłaBano, Masooda, i Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), grudzień 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.
Pełny tekst źródłaSchooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.
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