Browsing Educational Foundations by Title
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Now showing items 26-40 of 40
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Oduaran, A.; Modise, O.M. (Washington State University, http://www.wsu.edu/~wjbs, NaN, 2009)[more][less]
Abstract: The Department of Out of School Education and Training, Ministry of Education and Skills Development, Republic of Botswana has been engaged in a rigorous exercise to reform the adult basic education program. In this paper, we discuss briefly how the issues of relevance, equivalence and progression have been applied to the planning process built into the adult basic education program. We argue that a suitable progression scheme is required to enable adult learners to move on to an adult relevant post-basic education program which would enable them to acquire a recognisable certificate that can help them fit into the learning society and knowledge economy being created in Botswana. URI: http://hdl.handle.net/10311/638 Files in this item: 1
ODUARAN_WJBS_2009.pdf (2.972Mb) -
Nenty, H.J. (Kamla-Raj Enterprises http://www.krepublishers.com, April NaN, 2009)[more][less]
Abstract: At the students’ level, researchers’ orientation tends to be undefined and hence students easily fall prey to having their orientation determined by factors other than those related to the nature of their research problems. The difficulties they experience especially in quantitative methods, biased supervisory advice, research orientations and motivational factors constitute some level of impediment to content learning, choice of research problem and to students’ views of the importance of research skills for their future work. The tendency is for them to narrow their choice of problem to only that which will suit their non-crystallized orientation. This exploratory study tried to look at such interconnected web and to determine the influence of research orientation on some research-related affective and cognitive behviour of UB graduate education students. To test the six research hypotheses posited to guide the study, data were collected from 78 UB graduate education students who registered for education research courses in 2006. These hypotheses were tested by carrying out z-test of independent proportion, chi-square analyses and one-way ANOVA statistical analyses. The results showed that a significantly higher proportion of the students prefer qualitative to quantitative research and gender has a significant influence on such preference. Research orientation was found to have significant influence on attitude towards research, research motivation, and perceived level of intellectual demand by research; but not on intention to enroll in a doctoral programme; willingness to be involved in research study; and their self-reported academic performance in research course. Problem with numbers was found to be a significant determinant of students’ research orientation. These results were discussed and recommendations made. URI: http://hdl.handle.net/10311/732 Files in this item: 1
Nenty_JSS_2009.pdf (637.8Kb) -
Chilisa, B.; Ntseane, G. (GE, http://www.tandfonline.com/loi/cgee20, November NaN, 2010)[more][less]
Abstract: In this paper we explore tensions between Western gender theory and research, and post‐colonial and indigenous feminist standpoints, which challenge us to re-define our roles as feminist-activist educators and researchers working with formerly colonised and historically marginalised communities. We discuss how African and Black feminist approaches can enable the construction of context-specific knowledge of African women’s power via relational world views of motherhood, family, sisterhood and friendship. In contrast, the application of Western gender theory and policy in Botswana has tended to reduce women and girls’ experiences to the categories of ‘victim’ and ‘other’. We illustrate how Western male hegemony enters the school through subjects such as religion and can be typically reinforced through Tswana culture, embodied in language and rituals, generating multiple centres of oppression for girls/women in the education system and the public space. The paper explores ethical and transformative ways of approaching this complexity that can account for how girls and women negotiate and resist patriarchal power. Through analysis of empirical research narratives from several gender‐ and education-focused studies, we explore strategies for decolonising Euro-Western archival knowledge and challenging dominant, patriarchal, colonial research methodologies. Finally, we outline the role of the activist feminist researcher as transformative healer, who resists dominant research discourses in order to develop processes of social justice and healing in the community. URI: http://hdl.handle.net/10311/1074 Files in this item: 1
Chilisa_GE_2010.pdf (4.065Mb) -
Pheko, B.C. (SAGE Publications. http://ema.sagepub.com, January NaN, 2008)[more][less]
Abstract: This article analyses the views of selected headteachers on the impact of the 10-year basic education policy on the leadership skills of secondary school headteachers in Botswana. Research literature on school leadership and management in Botswana is sparse. Despite this, demands for effective leadership in schools have continued as the education system changes. In 1996, the Botswana Government started to implement a 10-year basic education programme, which rapidly increased student numbers at both community junior and senior secondary schools and building projects for school expansion became the order of the day. Secondary school headteachers have to manage these changes. A central focus of this article is their perceptions of the practice used to appoint them, leadership skills required for the post, their leadership training, and how training for leadership can be improved to meet the educational changes. Using results of the interview data collected from eight selected secondary school headteachers, this article exposes the limitations of the practice and procedures that are used in appointing headteachers to school leadership position and the established procedures intended to develop a skilled leadership force in secondary education to ensure quality education. The article highlights the need for Botswana to establish a leadership training policy to guide the training of headteachers and ensure that schools become effective. URI: http://hdl.handle.net/10311/536 Files in this item: 1
Pheko_EMAL_2008.pdf (990.7Kb) -
Cheng, C.; Jose, P.E.; Sheldon, K.M.; Singelis, T.M.; Cheung, M.W.L.; Tiliouine, H.; Alao, A.A.; Chio, J.H.M.; Lui, J.Y.M.; Chun, W.Y.; De Zavala, A.G.; Hukuzimana, A.; Hertel, J.; Liu, J.T.; Onyewadume, M.; Sims, C. (JCCP, http://jcc.sagepub.com, July NaN, 2011)[more][less]
Abstract: In this study, the authors tested four cultural models—independence, interdependence, conflict, and integration—that describe the hypothesized relationships between dimensions of self-construal and components of subjective well-being among individualistic and collectivistic countries. Collectivistic countries that have undergone rapid socioeconomic changes (i.e., East Asian countries) and those with limited changes (i.e., African countries) were differentiated. Participants were 791 university students from four Western countries, 749 university students from three East Asian countries, and 443 university students from three African countries. Findings provided some support for the applicability of (a) the independence model to individuals from Western countries and (b) the integration model to individuals from East Asian countries. Mixed results were found among the African countries. The interdependence model is more applicable to African participants from the sub-Saharan region, but the integration model is more applicable to those from the North African region. URI: http://hdl.handle.net/10311/1110 Files in this item: 1
Onyewadume_JCCP_2011.pdf (5.837Mb) -
Moswela, B (Kamla-Raj Enterprises; http://www.krepublishers.com/, NaN, 2007)[more][less]
Abstract: This article argues that a child's behaviour is influenced mainly by its family background and as such the parent should take full responsibility and accountability for the child's behaviour at school. The proposition to involve and make the parent more accountable should be legislated so that the courts should take action against parents who fail to do so. This argument is made following general concerns that parents are unduly relinquishing their pastoral roles to schools, thus making schools 'dumping grounds' for problem children. Proposals on how parental full participation in students' behaviour can be achieved end the paper. URI: http://hdl.handle.net/10311/206 Files in this item: 2
license.txt (1.998Kb)Moswela_JSS_2007.pdf (874.1Kb) -
Moswela, B. (Librarians of Institutes & Schools in Education (LISE); http://www2.worc.ac.uk/lise/, NaN, 2005)[more][less]
Abstract: This paper investigated the extent to which secondary school students make use of school libraries. It pursued this objective by first looking at the history of libraries; the concept of a library and the important role libraries play in society; how libraries world-wide have been lately under-funded and the effects thereof. The theoretical aspect of the paper was located in the school effectiveness literature. The empirical investigation was done using questionnaires administered to fourteen randomly selected high school classes of about 38 students each, the teacher librarian, and the school library. The paper concluded that although students satisfactorily use libraries, this is constrained by poorly funded and poorly stocked libraries. URI: http://hdl.handle.net/10311/208 Files in this item: 2
license.txt (1.998Kb)Moswela_ELJ_2005.pdf (2.568Mb) -
Moalosi, W.T.S. (IJSRE, http://www.ijsre.com, September NaN, 2012)[more][less]
Abstract: This paper discusses student engagement in learning in junior secondary schools classes. Concern has been raised on the declining performance of students in junior secondary schools. The 2009 junior certificate results are a testimony to this concern. This paper investigates the response of Botswana junior secondary school teachers on three subscales, the Teacher Sense of Self Efficacy scale (TSES), efficacy in student engagement, instructional strategies and classroom management. The findings of this study suggest that teachers do not fully engage students in learning activities. Data was collected using a survey instrument administered to 1006 participants. Based on this study, decline in student performance can be linked to teachers failing to fully engage students in learning. Recommendations on how to engage students in learning are offered. URI: http://hdl.handle.net/10311/1054 Files in this item: 1
Moalosi_IJSRE_2012.pdf (1.101Mb) -
Moswela, B. (Routledge, Taylor & Francis Group; http://www.tandf.co.uk/journals/TF/02601370.html, November NaN, 2006)[more][less]
Abstract: This article focused on the training needs of serving teachers for the enhancement of school performances. It sought to achieve this by involving a selected group of teachers and head teachers in the completion of a questionnaire. The questionnaire was reinforced by interviews conducted on a few teachers and head teachers. The study concluded that for teacher development programmes to achieve their intended goal of improving the teaching and learning processes, they should of necessity be based on the actual problems teachers encounter in the classroom. Not only should in-service programmes target teachers, but head teachers also need training on an ongoing basis to strengthen their managerial skills. URI: http://hdl.handle.net/10311/207 Files in this item: 2
license.txt (1.998Kb)Moswela_IJLE_2006.pdf (1.865Mb) -
Teacher trainees’ level of preparedness for inclusive education in Botswana schools: need for changeMukhopadhyay, S.; Molosiwa, S.M.; Moswela, E. (IJSRE, http://www.ijsre.com, December NaN, 2009)[more][less]
Abstract: The purpose of this study was to explore the extent to which the University of Botswana special education teacher-training programme. Inclusive education has gained significant currency nationally and internationally. Inclusive education demands that the teacher should be able to meet the needs of students with disabilities in a regular/ ordinary classroom. The success of inclusive education rests on quality teacher preparation gearing towards inclusive education. How teachers are prepared is intrinsically linked to the quality of education provided in the schools. Qualitative research method was used to explore how teachers are prepared for inclusive education in Botswana. Eighteen final year special education student teachers were involved in two focus group discussions. Findings of this study revealed that special education student-teachers were not prepared to meet the learning needs of diverse categories of learners with disabilities in inclusive settings. Based on the findings of this study, a teacher preparation model is proposed for successful implementation of inclusive basic education in Botswana. URI: http://hdl.handle.net/10311/1073 Files in this item: 1
Mukhopadhyay_IJSRE_2009.pdf (1.243Mb) -
Major, T.E.; Tiro, L. (IJSRE, http://www.ijsre.com, March NaN, 2012)[more][less]
Abstract: This study investigated the perceptions on pre-service or student teachers regarding their teacher education program. Data was collected through in-depth semi-structured interviews with 17 pre-service student teachers in one primary college of education in Botswana. In addition, there was an analysis of documents from the Ministry of Education and Skills Development that outlined how the training of pre-service teachers should be run. Participants indicated that they spend too much time learning/exploring theory and less time of hands on experience. Research has also shown that teacher education overemphasize theory and focus less on practice in the preparation of pre-service teachers. The study results indicated that student teachers are taught too much theory and did less of teaching practice. Pre-service teachers should be given more time to do teaching practice and less time on content, as they need the application skills more than they need the content. Based on the findings in this study, it is recommended that the Tertiary Education Council in Botswana should revise the teacher education training program and to reconsider increasing the amount of time for teaching practice for the pre-service teachers. URI: http://hdl.handle.net/10311/1052 Files in this item: 1
Major_IJSRE_2012.pdf (1.297Mb) -
Nenty, H.J. (IJSRE, http://www.ijsre.com, October NaN, 2010)[more][less]
Abstract: The extent to which teachers perceive the existence of pressure emanating from negative stereotype of teaching as a career by the society tends to reduce the amount of affective and cognitive investments on teaching and learning by teachers and teacher trainees. Given this problem, the purpose of this study was to determine the level to which stereotype threat as perceived by University of Botswana (UB) teacher trainees influences their learning- and teaching-related behaviour. To test the nine research hypotheses posited to guide the study, data for the inferential survey study was collected using a validated 48-item questionnaire from a sample of 452 UB teacher trainees. Data analyses were done using t-test of single mean, chisquare (72) test and one way analysis of variance (ANOVA). The findings showed that the level to which UB teacher trainees perceived teaching as a stereotyped career significantly influences the amount of affective investment they are making on their training programme and hope to make on their teaching. These findings were discussed and recommendations that emanated from findings were made. URI: http://hdl.handle.net/10311/1082 Files in this item: 1
Nenty_IJSRE_2010.pdf (1.468Mb) -
Chilisa, B. (Routledge. http://www.informaworld.com, March 1, 2000)[more][less]
Abstract: This article explores definitions of achievement and their relationship to gender-fair assessment. A framework to discuss achievement is drawn from the affinities of standpoint theory and post-structural theories' emphasis on the role of language in transmitting norms and values that shape gender relations. The first proposition put forward is that different modes of assessment denote different forms of knowledge that are not necessarily gender-neutral. The article illustrates the argument by identifying patterns of gender-biased items in the Junior Certificate science examinations in Botswana. The conclusion drawn is that these patterns illustrate forms of knowledge that are representative of male and female ways of perceiving reality. The patterns of gender-biased items corroborate those found in the international literature. The second proposition is that assessment materials may be gender-biased. The article illustrates gender bias through a content analysis of the Junior Certificate English reading passage examination and discusses the implications of this example for fairer assessment. Finally, a checklist is suggested for crafting gender-fair assessment. URI: http://hdl.handle.net/10311/834 Files in this item: 1
Chilisa_AEPPP_2000.pdf (1.143Mb) -
Phamotse, I.T.; Nenty, H.J.; Odili, J.N. (IJSRE, http://www.ijsre.com/, November NaN, 2011)[more][less]
Abstract: The study used an inferential survey design in which a validated questionnaire was used to gather and analyze the views and perceptions of a random sample of 146 primary and 102 high school teachers at Qacha’s Nek district in Lesotho. These were with regard to the influence training in assessment has on the availability of skill to carry out effective classroom practices that sustain standards in educational assessment and hence enhance quality of education. The sample was made up of 119 male and 127 female teachers, 103 of theme with certificates 41 with diploma and 102 with bachelor’s degrees. Some 92 of them had 1-5 years of teaching experience, 57 had 6-10 years while 97 of them had above 10 years of such experience. Among them they attended a mean of 0.706 assessment-related workshops. The study involved the use of a face validated sic-option Likert-type questionnaire with two sets of items consisting of: (a) list of assessment skills to which teachers were required to indicate the level to which they possess each of them; a list of classroom assessment practices, which teachers were expected to indicate the frequency to which they applied each of them. A Cronbach alpha analysis gave the alpha coefficient of the instrument as 772 and 764 respectively for the two parts of the instrument. A composite of the number of assessment-related courses taken, and seminars and workshops attended were developed to operationalize each teacher’s level of assessment training. Based on this, 137 of them were found not to have any training in assessment at all, while 73 had a little training and 35 had some training in assessment. URI: http://hdl.handle.net/10311/1130 Files in this item: 1
Nenty_IJSRE_2011.pdf (1.911Mb) -
Nenty, H.J. (Kamla-Raj Enterprises. http://www.krepublishers.com, NaN, 2009)[more][less]
Abstract: Research is an exciting adventure which if properly carried out adds richly to the student’s experience, to the school academic prestige and to the society through the new knowledge it creates which could be applied in solving related problems and in other services. Young researchers always encounter problems designing and carrying out their first study which usually is their project, thesis or dissertation. Some who are not properly guided or supervised get frustrated and drop out of their programmes because of these problems. The ideas in this paper which metamorphosed over 25 years of teaching and supervising research, represents an attempt to contribute to the solution of such problems especially for graduate students. It presents elaborately, in very simple language and in five sections, the practical steps that should guide beginning researchers on how to carry out their study and report it. URI: http://hdl.handle.net/10311/708 Files in this item: 1
Nenty_IJES_2009.pdf (999.3Kb)
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Now showing items 26-40 of 40