Browsing Primary Education by Title
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Now showing items 16-25 of 25
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Pansiri, N.O. (EMAL, http://ema.sagepub.com, November NaN, 2011)[more][less]
Abstract: The thesis of this article is that the uncritical adoption of Western models of education management and leadership policies results in poor performance in schools in disadvantaged communities in developing countries. The argument shows that this has led to the institutionalizationof generic education policies that are not contingent to the circumstances of the small, dispersed, rural and remote schools. In my analysis, I agree with the growing concern in educational development debates over the uncritical transportation or the uncritical international transfer of school effectiveness assumptions and models to African contexts. I use Botswana as a case study to show the continuing mismatch between educational management models adopted from Western countries and the application in the Botswana context, and the related failure of school improvement initiatives proposed by aid agencies. When a school fails the head is charged with the underperformance. URI: http://hdl.handle.net/10311/1116 Files in this item: 1
Pansiri_EMAL_2011.pdf (3.133Mb) -
Adeyemi, D.A. (IJSRE, http://www.ijsre.com, March NaN, 2011)[more][less]
Abstract: Recently, the reading-writing connection has come into focus as an area that can be exploited to address English as a second language (ESL) writing skills development. This is because various studies have identified ESL writing as being grossly inadequate both at the junior secondary, senior secondary and college levels in Botswana and elsewhere in Africa where English is learned as a second language (L2). Even in situations where English is taught as the first language (L1), the problem of writing persists. This paper discusses ESL composition teaching and learning issues by looking at the integration of reader-response based pedagogy with process writing as a way of improving the learning and teaching of composition writing skills at the junior secondary school level in Botswana. The paper also discusses the implications of this strategy in writing pedagogy and the procedure for its use in composition writing skills development. URI: http://hdl.handle.net/10311/1013 Files in this item: 1
Adeyemi_IJSE_2011.pdf (688.4Kb) -
Mosothwane, M. (IJSRE, http://www.ijsre.com, June NaN, 2012)[more][less]
Abstract: This study examines the role played by secondary school mathematics teachers in the development of mathematics curriculum. It was conducted using a sample of sixty senior secondary school mathematics teachers. The findings of the study suggest that the majority of senior secondary school teachers’ play only a minor role in the development of the mathematics curriculum, but are active in the implementation and production stages. Subjects of the study reported that full participation in the development of the curriculum would help them to better implement the material because they would feel they ‘own’ it. Teachers use a variety of teaching methods and materials to promote effective learning. A stronger mathematics curriculum for senior secondary schools would emerge if teachers were encouraged to participate in the development process. A lack of teacher participation in the development of senior secondary school mathematics curriculum has implications for mathematics teaching, particularly now as Botswana build’s its first university of science and technology. One such implication is the possibility of weaker students finding their way into the university and thus lowering the overall quality of mathematics performance. The paper concludes with suggestions and recommendations in the hope that these will help curriculum development officers to involve more senior secondary school teachers in the development of mathematics curriculum so as to strengthen mathematics education in Botswana. URI: http://hdl.handle.net/10311/1081 Files in this item: 1
Motsothwane_IJSRE_2012.pdf (1.608Mb) -
Ajiboye, J.O. (African Educational Research Network (AERN), http://www.ncsu.edu/aern/links.htm, June NaN, 2009)[more][less]
Abstract: The primary goal of social studies is citizenship education. Social studies as citizenship education seek to provide students with knowledge, skills, and attitudes which will enable them to actively participate as citizens of a democracy. However, the extent to which the subject is achieving this goal since its introduction into the Botswana school curriculum in 1969 has been somewhat questionable. Recent evidence suggests that products of our schools are manifesting some behaviours that are not in tandem with good citizenship. This paper therefore examined the views of some primary school teachers in Botswana on the effectiveness of social studies in promoting citizenship training and self reliance among the learners. This is essentially a survey study. One hundred experienced teachers (with over ten years of teaching primary social studies) were purposively selected for the survey. A questionnaire tagged “Teachers’ perceptions of the effectiveness of social studies in developing appropriate citizenship education” with a reliability coefficient of 0.94 using Cronbach Alpha was used to collect data for the study. Two research questions were addressed in the study. Major findings in the study are: teachers poor rating of social studies as a tool for achieving citizenship training, more emphasis in social studies teaching is placed in theory rather than in practice, existence of few materials on social studies to assist teachers, and that social studies is failing largely to promote self reliance skills in the pupils. The implications of these findings for retooling social studies curriculum to achieve the goals of basic education in Botswana were discussed in the paper. URI: http://hdl.handle.net/10311/974 Files in this item: 1
AJIBOYE_TAS_2009.pdf (1.515Mb) -
Mapolelo, Dumma C. (Taylor & Francis, http://www.informaworld.com, April 15, 2009)[more][less]
Abstract: This study documents students’ views about the nature of mathematics, the mathematics learning process and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants were senior secondary school students. Qualitative and quantitative methods were used to understand the students’ views about their experiences with mathematics learning and mathematics classroom environment. Interviews of students and mathematics lesson observations were analysed to understand how students view their mathematics classes. A questionnaire was used to solicit students’ views with regards to teaching approaches in mathematics classes. The results suggest that students consider learning and understanding mathematics to mean being successful in getting the correct answers. Students reported that in the majority of cases, the teaching of mathematics was lecture-oriented. Mathematics language was considered a barrier in learning some topics in mathematics. The use of informal language was also evident during mathematics class lessons. URI: http://hdl.handle.net/10311/1049 Files in this item: 1
Mapolelo_IJMEST_2009.pdf (1.507Mb) -
Mosothwane, M. (Taylor & Francis, http://www.tandf.co.uk/journals, NaN, 1995)[more][less]
Abstract: This paper traces historical events in the development of primary science in Botswana. It identifies changes that have taken place from 1969 to 1989. Prior to 1969, the word science in primary schools was non-existent. Primary pupils were taught nature study which emphasised hygiene and plants. The revised 1982 primary science curriculum coincided with the period of rapid industrial developments in Botswana. The purpose of including physical science concepts in the primary science curriculum was to prepare the nation for industrialisation. The purpose of including environmental concepts in the primary science curriculum was to raise the environmental awareness of the nation. URI: http://hdl.handle.net/10311/1047 Files in this item: 1
Mosothwane_PCS_1995.pdf (1.135Mb) -
Teachers’ strategies of teaching primary school mathematics in a second language: a case of BotswanaKasule, D.; Mapolelo, D. (Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home, November NaN, 2005)[more][less]
Abstract: This paper reports the results of a study of primary school mathematics teaching in northern Botswana in order to highlight the strategies teachers use in bi/multilingual classrooms. Questionnaire and interview data collection procedures were used. The findings, which are based on responses of randomly selected primary school teachers, confirmed that monolingual classes were fewer than bilingual and multilingual classes in those parts of Botswana. Furthermore, syllabus analysis confirmed the abstract nature of mathematical concepts. Teachers report to have devised strategies to overcome the difficulties imposed by this classroom situation URI: http://hdl.handle.net/10311/661 Files in this item: 1
KASULE_IJED_2005.pdf (1.930Mb) -
Dube, O.; Moffat, P. (IJSRE, http://www.ijsre.com, June NaN, 2009)[more][less]
Abstract: This study examined the extent of accomplishment of the goal of the world of work in social studies classes at the primary and secondary school levels in Botswana. Data were collected through questionnaires administered in both rural and urban schools nationwide. The researchers also interviewed teachers, students, school leavers, members of the public and the business community. Purposive, convenience and simple random sampling procedures were employed. The findings revealed that the goal of the world of work is not sufficiently achieved due to a number of factors such as the congested nature of the social studies syllabus, the theoretical nature of the methods used in delivering its contents, lack of equipment in schools and inadequate training of teachers on topics and concepts related to the world of work. Several recommendations were proffered, for example the need to review the syllabus so as to realign it to the demands and challenges of the work world; teachers should be well trained so that they can adequately prepare students for the challenges ahead, schools should be adequately resourced with computers and other forms of modern technology and that collaboration between schools and the business community be of high priority. URI: http://hdl.handle.net/10311/1069 Files in this item: 1
Dube_IJSRE_2009.pdf (1.765Mb) -
Mosothwane, M.; Ndwapi, G. (IJSRE, http://www.ijsre.com, March NaN, 2012)[more][less]
Abstract: Botswana’s 1994 Revised National Policy on Education of 1994 (RNPE, 1994) recommended that colleges of education in Botswana train teachers in Environmental Education (EE) methodologies using the infusion approach. To assess the extent to which this recommendation has been implemented, sixty teachers in their final year of study were surveyed. The results of this study show that, to date, colleges of education have not yet introduced environmental education into their teacher education programmes. Consequently, the subjects of the study did not perceive themselves as competent and effective environmental education teachers; however, they did see environmental education as a very important subject that could raise the environmental literacy of children in schools. The results of the study were analyzed using frequencies and percentages and for interview protocol questions thematic analysis was used. Implications for teaching environmental education are discussed in the light of the findings. URI: http://hdl.handle.net/10311/1038 Files in this item: 1
Mosothwane_IJRSE_2012.pdf (1.756Mb) -
Mhlauli, M.B. (IJSRE, http://www.ijsre.com, November NaN, 2011)[more][less]
Abstract: The advent of globalization problematizes and challenges the notion of bounded citizenship as conceptualized and perceived among established democracies and nations of the world. It threatens to undermine the key characteristics of the nation-state such as sovereignty, autonomy and democracy. The major purpose of this study was to explore the social studies teachers’ conceptualizations and experiences on citizenship through the teaching of social studies in primary schools in Botswana. Anchored within post colonial theory, the study was qualitative and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers’ conceptualize citizenship in multiple ways. The findings lead to the conclusion that citizenship in Botswana is fluid and not homogeneous as one might have thought given the national aspirations of social harmony, unity and nation building that were adopted at independence in 1966. The study recommends that citizenship be re-imagined in schools in an effort to deconstruct the master narratives that are often western oriented. URI: http://hdl.handle.net/10311/1080 Files in this item: 1
Mhlauli_IJSRE_2011.pdf (2.054Mb)
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Now showing items 16-25 of 25