Speech Genres And Other Late Essays

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The New Meaning Of Educational Change

Speech Genres and Other Late Essays

Foundations of Behavioral Research 2nd ed

Thank you very much for reading curriculum development theory and practice. As you may know, people have look hundreds times for their favorite readings like this curriculum development theory and practice, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some infectious bugs inside their computer. curriculum development theory and practice is available in our book collection an online access to it is set as public so you can get it instantly. Our book servers saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the curriculum development theory and practice is universally compatible with any devices to read.

Curriculum Development Theory And Practice

Since Kenya attained independence in 1963, various curriculum reforms and educational policies have been recommended. Examples are the 8:4:4 system of education (1985), the cost sharing strategy in education (1988), the Free Primary Education (FPE) policy (2003) and the Subsidized Secondary Education policy (2008) among others. The aim of the curriculum/educational reforms in Kenya has been to achieve national development. However, we find that the process of policy implementation is always problematic. Teachers encounter various problems in trying to implement educational reforms in schools in Kenya. This paper is a discussion of the factors affecting teachers in the implementation of curriculum reforms and educational policies in Kenya. This paper highlights the issues of poor economic growth, politics, lack of facilities, institutional leadership, ability and inability to evaluate, lack of proper social amenities and infrastructure, ignorance and illiteracy. For each of the limitations, probable solutions have been advanced. Key w ords : curriculum, reforms, education, policies

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Factors Affecting Teachers' Implementation of Curriculum Reforms and Educational Policies in Schools: The Kenyan Experience

It makes sense for a teacher education university to keep a close watch on its environments and adapt to any changes so that it can develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat The close watch helps identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work, and understand how the impact of these affects a university’s teacher preparation strategy Accurate and timely information about critical aspects of the environment related to educational technology are crucial to the quality of graduate teachers The purpose of this study was to establish how progress in educational technology is monitored to enhance the quality of graduate teachers from Kenyan universities The study was guided by the General Systems Theory by Bertalanffy (1975) and adopted a descriptive survey research design Four universities selected from ten Kenyan universities engaged in teacher preparation programs participated in the study Data was collected from forty lecturers from the selected universities using the questionnaire This study established that there are low interaction levels between lecturers and head teachers The flow of information on changes in the schools to lecturers’ profession was found to be slow The study recommends that universities develop and promote research in teacher education in order to encourage evidence-based decision-making in all aspects of teacher development Universities also need to establish communication structures that connect all relevant stakeholders in teacher education, which will consequently enable them to identify challenges relating to use of educational technology for both students and lecturers and deal with them

http://eujournal.org/index.php/esj/article/download/947/977

Monitoring of educational technology progress to enhance the quality of graduate teachers from the kenyan universities

This paper is a discussion of the relationship between women education and sustainable economic development in Kenya and its implications for curriculum development and implementation processes. The argument advanced in this paper is that the solution to the development problems in Kenya and other developing nations lies on women education. Indeed, women education is one of the initiatives that can propel Kenya in the achievement of Millennium Development Goals. In addition, women education can facilitate the achievement of Kenya Vision 2030 which aims at making Kenya a newly industrializing, middle income country providing high quality life for all its citizens by the year 2030. The paper provides recommendations on the way forward for women education in Kenya as well as the implications for curriculum development and implementation processes.

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Women Education and Economic Development in Kenya: Implications for Curriculum Development and Implementation Processes.

This paper is a discussion on how psychology as a discipline influences the curriculum decision making process. Psychology provides a basis for understanding the teaching and learning process. Indeed, teaching the curriculum and learning the curriculum are interrelated and psychology cements the relationship. The argument advanced in this paper is that the curriculum decision making process cannot be undertaken effectively without adequate psychological considerations. The paper explores the psychological considerations on the basis of three broad theories of learning advanced by psychologists: Behavioral theories, cognitive and developmental theories and lastly the humanistic theories of learning. Key words : Psychology, curriculum, teaching and learning theories

/pdf/psychological-influences-in-the-curriculum-decision-making-mx9fxshyqa.pdf

Psychological Influences in the Curriculum Decision Making Process

This is a concept paper on effective school indicators for quality curriculum implementation process. Curriculum implementation is a rather complex process whose success requires various pre-requisites and conditions. The school is the setting where curriculum implementation takes place with the teachers as the agents, learners as the consumers of the curriculum and the educational managers as the supervisors and leaders. This paper is a discussion of some effective school indicators for quality curriculum implementation. Seven key indicators are discussed in this paper: A clear mission, vision and goals; effective learning environment; availability of physical resources and facilities; adequacy of teachers; continued professional development opportunities; teacher and student motivation and effective supervision and leadership. The paper borrows from various discussions on correlates of effective schools advanced by Lezotte (1991), (1992) and (2001); and Association of Effective Schools (1996) as well as other scholars on quality curriculum implementation process. The paper draws examples from schools in Kenya. The paper informs teachers and other education stakeholders on quality curriculum implementation process.

http://ajest.info/index.php/ajest/article/download/116/133

Anne Syomwene

Papers

Factors Affecting Teachers' Implementation of Curriculum Reforms and Educational Policies in Schools: The Kenyan Experience

Monitoring of educational technology progress to enhance the quality of graduate teachers from the kenyan universities

Women Education and Economic Development in Kenya: Implications for Curriculum Development and Implementation Processes.

Psychological Influences in the Curriculum Decision Making Process

Effective School Indicators for Quality Curriculum Implementation Process