Unequal Schools, Unequal Chances – The Challenges to Equal Oppurtunity in the Americas
It is now globally accepted that children with disabilities should be educated in inclusive settings alongside their peers. Kenya is still lagging behind in keeping abreast with the global trends and developments in inclusive education. In this respect, this book focuses on some factors impeding the progress in implementation of inclusive education in Kenya. One of the highlighted factors in this book is teachers’ attitudes and values. Research has shown that teachers’ positive attitudes toward inclusion depend strongly on their experiences with learners who are perceived as “challenging”. Teacher education/training, the availability of support within the classroom, class size and overall workload are also other factors which influence teachers’ attitudes. Further, the development of enabling mechanisms such as national policies on inclusion, local support systems and appropriate forms of curriculum and assessment are important in creating the right context for the development of inclusion. Inclusion has important benefits for all children as it produces schools with more enriching learning environments where diversity is viewed as a positive force which must be celebrated.
The purpose of this study is to examine the current status of instructional leadership practice and to investigate the challenges of school principals as instructional leaders in government secondary schools in Ethiopia Dire Dawa town, and to come up with remedial solutions in order to improve principals instructional leadership capacity. The findings of the study revealed the practice of instructional support of principals had been insufficient. School principals working relation with the school community, teachers, students, PTA and other key stakeholders were relatively less and inadequate. The practices of school principals in coordinating the whole tasks of schools were unsatisfactory. Based on the findings, some of the recommendations were suggested. Principals should not only devote their time on administrative activity but also devote their time and energy on instructional support activity by creating conducive environment. Principals should also maintain close working relations with stakeholders to ensure effective and efficient schools. Moreover, they have to develop a team work spirit and motivate their staff. The book contains the details of the study.
Drug abuse among students in secondary schools is increasing at an alarming rate.The study investigated the techniques used in managing drug abuse in secondary schools in order to prevent drug abuse.The study adopted descriptive survey research design. The respondents comprised of secondary schools principals, teachers and students, 30% of population was used.The study objectives included investigating the types of drugs abused by students,finding out causes of drug abuse,prevalence of drug abuse and their effects on students in secondary schools.The study was guided by the theory of modified social stress model(MSSM).The data was collected using questionnaires and interview schedules.Data was analyzed using descriptive methods and data presented in form of frequency distribution tables and graphs that facilitated description and explanation of the findings.The findings indicated that drug abuse is prevalent in secondary schools,students abuse varrious types of drugs and it has severe effects.The study recommended intervention measures.The study is significant in sensitizing all stakeholders ways of managing drug abuse.
This book is a study that sought to investigate the effects of teachers’ appraisal on academic performance in public secondary schools in Starehe Constituency in Nairobi, Kenya. The study sought to find out the nature of teachers’ appraisal in the eleven surveyed schools. The study further sought to find out the effects of teachers’ appraisal on three aspects of academic performance (grades, tasks performance and class attendance and participation). Primary data was used in the study. The data was gathered using questionnaires administered to teachers and head teachers. The data gathered was analyzed using descriptive statistics (frequencies, percentages and mean scores) and thematic technique where data was grouped according to emerging themes. This was enhanced by a narrative explanation. As the most significant resource in schools, teachers are critical to raise education standards. Improving the efficiency and equity of schooling depends, on a large measure, on ensuring that teachers are highly skilled, well resourced, and motivated to perform at their best. Raising teaching performance is perhaps the policy direction most likely to lead to substantial gains in learning.
This book is about school improvement with an attempt to critically analyze the contribution geared to school improvement efforts conceptualized and implemented by a team of Field Education Office (an educational unit) of Aga Khan Education Service, Pakistan in the Northern part of Pakistan. Those who are seriously interested in changing schools to improve and the learning outcomes of students, will benefit from this effort. It may also assist headteachers, teachers and school development teams to comprehend various school improvement models, factors and activities that contribute to school improvement and sustain change. In this research paper, a brief history of the organization (context of the study) which encompasses change, continuity and evolution of school improvement initiatives, the concept of school improvement, the dynamics and modus operandi of the Field Education Unit in carrying out the academic and administrative activities in schools, have been highlighted. The study has also depicted changes and achievements in school improvement, challenges encountered and possible recommendations for further improvement.
This book studies the attitudes of teachers and head teachers attitudes towards including pupils with special needs in mainstream schools. This book explores the difference attitudes of both type of school teachers types (mainstream and special schools) in both genders (males and females), and teachers status ( teachers and head teachers). This study mainly focuses on the educators' attitudes in the Middle East, GCC, particularly in The State of Kuwait. I hope this book will add value to the body of knowledge of the educators' attitudes toward including pupils with special needs in the mainstream schools.
The book investigates teamwork practices at three selected private Islamic secondary schools in Kuala Lumpur. Teamwork practices were postulated as an effective solution to managerial issues faced by principals and teachers alike with special reference to private Islamic secondary schools. The idea of coming up the book was intrigued by the undeniable challenges that principals and teachers often undergo in managing these schools.
From the time field project was introduced in the geography syllabus in Zambian High schools,it has continued to face challenges. A study conducted by Mundende (2007) pointed out that most teachers who were conducting field project were not trained and in some cases field project was undertaken without proper guidelines. The government introduced field project in high schools before students who were being trained in this component from UNZA could graduate. Therefore,most of the already practising teachers had not been trained in this component. Although Mundende's (2007) study pointed out on this challenge, the study did not indicate the performance of those trained geography teachers. Therefore, in order to be conclusive on the matter, this book provides information from a study that was conducted to evaluate the effectiveness of UNZA trained geography teachers in executing the field project. Respondents were selected from Zambian High schools of Lusaka and Kafue districts. The book, in certain instances provides information on a comparision that was done between the trained geography teachers and the untrained geography teachers in their execution of this geography component.
Despite the fact that oral literature has been taught as an academic discipline in the university since the late 1960s, and early 1980s in secondary schools, the teaching of oral literature in secondary schools in Kenya is beset with many problems. The general feeling is that the teaching is rather haphazard. The integration of English language and literature has further compounded the problem making some teachers de-emphasize oral literature. Hence, the purpose of this book is to analyse the effectiveness of teaching and learning of oral literature. The book seeks to determine to what extent the Integrated English syllabus has improved the teaching of oral literature, teacher qualification and competence, availability of teaching learning resources, appropriateness of the teaching learning resources as well as the teacher’s attitude towards oral literature as well as ways of enhancing the teaching and learning of oral literature.
School guidance and counselling remain a critical component of providing quality education in the context of the myriad of challenges facing young people; be they emotional, psychological or just to do with physical development. Concepts of guidance and counselling, and role perceptions have been reviewed in detail. The manuscript details conceptions of head teachers and teacher counsellors in Kenyan public primary schools, of their roles in guiding and counselling pupils, eliciting many challenges they face in articulating these roles. These challenges are worth looking at. Included in this work is the traditional African Concept of Guidance and counselling making it an remarkable piece to look at. For wider perspective, the concepts of guidance and counselling in USA and UK have been highlighted; in each case comparing it with the Kenyan concept. Phenomenographic research approach for determining conceptions in addition to empirical design is covered in detail making this piece of work relevant for researchers and scholars who want to understand the concept of phenomenography.
This book explains the influence of head teachers'' staff management practices on students'' academic performance in national examinations. To address this phenomenon, Mr. Too discusses: staff development, effective communication, conflict management, supervision, and availability of instructional materials in the context of school management. The study established that there exists positive relationship between staff management practices, namely: supervision of teachers, effective communication with teachers, and availability of instructional materials in schools; and students'' academic performance. The author argues that for schools to perform well in national examinations, head teachers should: facilitate teachers to attend staff development programmes, effectively communicate with teachers, manage conflicts at functional levels, supervise teachers, and avail instructional materials. The book is quite resourceful as a reference material for students, teachers, educational administrators and policy makers in Kenya and elsewhere. It is also a must-read for post graduate students studying Educational Management.
This book is a culmination of the author's experience of over fifteen years in teaching Music in Kenyan secondary schools. It presents an insight into the practical realities in the theory and practice of secondary school Music education in Kenya. It is recommended for Music students in secondary schools, colleges and universities; Music curriculum developers, Music teachers and Music education policy makers. Based on a survey involving students, teachers, parents and educational managers, the book addresses values of Music education and presents a global perspective of Music development and learning in Kenya, Britain, Germany, Australia, South America, Russia, Scandinavia, India, China, Korea and South Africa. The author argues that Music education is a very important tool in holistic personality development and should be encouraged and developed. The book is relevant in Kenya, Africa and elsewhere in the world.
The question of violence is a common phenomenon globally but it is acute or prominent in the developing world which is characterized by numerous social, economic and political problems. The magnitude of violence is always disastrous to the community when the effects trickle down to individuals. People get affected in many ways. The study sought to examine the nature and causes of 2007 post election violence in Kenya on teachers working life in public secondary schools. The researcher utilized Karl Marx theory of conflict which emphasizes the struggle between various segments of society in the development of the theoretical framework. She adopted research survey based on the need to capture more information. The study revealed that there was a significant relationship between post election violence and teachers’ performance as well as between peace building strategies used in schools and teachers work life using parameters such as loss of morale, absenteeism, training motivation and avoidance of tribal politics. The study recommends that practitioners should initiate peace building strategies and incorporate them in schools with so as to enhance healthy human relationships
Free Primary Education has posed a number of challenges to the Kenyan government since its inception in 2003. The policy has led to an influx of pupils into public primary schools against a stagnant teacher population. This work investigated the effect of the policy on teacher adequacy,teacher effectiveness and how educational stakeholders are coping up with the situation. Kakamega South District which is found in Kakamega County (Kenya) was the locale considered for the study. This was due to its rural setup that makes teachers desert such schools in favour of those found in urban places. The findings attest to the fact that Free Primary Education Policy impacted on pupil enrolment. There is need for the Kenyan government to hire more trained teachers in public primary schools so as to ensure provision of quality basic education.