Wealth and race/ethnicity are two major determinants of social stratification in the Caribbean. Wealth determines one's social class, with those who own the means of production dominating the upper class and those with little wealth in the lower class. Race/ethnicity also structures stratification, as seen during periods of slavery and indentureship, with different ethnic groups like whites, Africans, Indians, and Chinese maintaining distinct social patterns. While some argue class has become more important, others believe race/ethnicity continues to influence Caribbean social stratification.
Sociological Dimensions in Curriculum DevelopmentGlenn Villanueva
The document discusses how social forces influence curriculum development. It notes that the modern workforce requires both technological skills as well as strong interpersonal skills. As a result, the curriculum must change to meet these needs. Several institutions shape curriculum, including the national economy, government agencies, and cultural and social customs. Developers must consider local needs in addition to national and international demands to ensure education enriches society and improves living conditions.
The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.
The document discusses secularization of religion in Caribbean society. It provides arguments both for and against secularization using Wilson's theory of secularization. It examines secularization in four key elements - statistical decline in religious participation, growth of rationalism replacing religion, disengagement of churches from society, and religious pluralism fragmenting society. While some statistics show declining religiosity, others show growth in sects and ethnic religions. Overall, secularization is a complex phenomenon with evidence both supporting and limiting its presence in the Caribbean.
The new Michigan Merit Curriculum requirements are reducing elective course offerings in high schools. The requirements mandate that students complete 18 total credits in core subjects like language arts, math, science, social studies, and foreign language, leaving less room for electives in areas like music, business, and life skills. This is affecting students by giving them less variety in course choices and opportunities to explore passions outside core subjects. It is also affecting teachers, as there will be limited jobs and potential threats to positions for future and current elective teachers. While the government sees no issues, many argue the importance of maintaining electives to prepare students for college and careers.
The document discusses the school as a social institution. It defines the school as an institution established by society for the basic enculturation of the young. The school serves several important functions including intellectual development, enculturation, socialization, and acculturation. It also discusses how the school and community are interrelated and influence each other. Some educational implications are that schools and communities should work together, schools should be responsive to community needs, and parental involvement can foster better school-community relations.
Wealth and race/ethnicity are two major determinants of social stratification in the Caribbean. Wealth determines one's social class, with those who own the means of production dominating the upper class and those with little wealth in the lower class. Race/ethnicity also structures stratification, as seen during periods of slavery and indentureship, with different ethnic groups like whites, Africans, Indians, and Chinese maintaining distinct social patterns. While some argue class has become more important, others believe race/ethnicity continues to influence Caribbean social stratification.
Sociological Dimensions in Curriculum DevelopmentGlenn Villanueva
The document discusses how social forces influence curriculum development. It notes that the modern workforce requires both technological skills as well as strong interpersonal skills. As a result, the curriculum must change to meet these needs. Several institutions shape curriculum, including the national economy, government agencies, and cultural and social customs. Developers must consider local needs in addition to national and international demands to ensure education enriches society and improves living conditions.
The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.
The document discusses secularization of religion in Caribbean society. It provides arguments both for and against secularization using Wilson's theory of secularization. It examines secularization in four key elements - statistical decline in religious participation, growth of rationalism replacing religion, disengagement of churches from society, and religious pluralism fragmenting society. While some statistics show declining religiosity, others show growth in sects and ethnic religions. Overall, secularization is a complex phenomenon with evidence both supporting and limiting its presence in the Caribbean.
The new Michigan Merit Curriculum requirements are reducing elective course offerings in high schools. The requirements mandate that students complete 18 total credits in core subjects like language arts, math, science, social studies, and foreign language, leaving less room for electives in areas like music, business, and life skills. This is affecting students by giving them less variety in course choices and opportunities to explore passions outside core subjects. It is also affecting teachers, as there will be limited jobs and potential threats to positions for future and current elective teachers. While the government sees no issues, many argue the importance of maintaining electives to prepare students for college and careers.
The document discusses the school as a social institution. It defines the school as an institution established by society for the basic enculturation of the young. The school serves several important functions including intellectual development, enculturation, socialization, and acculturation. It also discusses how the school and community are interrelated and influence each other. Some educational implications are that schools and communities should work together, schools should be responsive to community needs, and parental involvement can foster better school-community relations.
The Role of Stake Holders in Curriculum Implementation?
1. Learners
a. The Learner is the center of curriculum.
b. The learners are the very reason a curriculum is developed.
c. They are the ones who are directly influenced by it.
d. Learners in all level make or unmake a curriculum by their active and direct involvement.
2. Teachers as Curriculum Developers and Implementers
a. A teacher is a curriculum maker. She write curriculum daily through a lesson plan, unit plan or a yearly plan. Teachers are empowered to develop their own curricula taking into con into consideration their own expertise, the context of the school and the abilities of the learner. By doing this, teacher become architects of school curriculum.
b. A developed curriculum remains inactive, if it is not implemented. At this point, teacher’s role shifts from a developer to an implementer.
c. Teacher’s role as an implementer is very crucial. Because unsuccessful implementation of the curriculum is the root of the educational problem is the teacher.
3. Curriculum Managers and Administrators
a. School Principals, one of their function is being a curriculum manager. They supervise curriculum implementation, select and recruit new teachers, admit students, procure equipment and materials needed for effective learning.
4. Parents as supporters to the curriculum
a. Parents voices are very loud and clear In our country, it is general fact that even in college parents are responsible for their child’s education.
A. How do Parents shape the curriculum and why they are considered as stakeholders?
a. Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children.
b. Involvement extends from the confinements of the school to the homes.
5. Community Members as Curriculum Resources
a. The Community Members and material in the existing local community can be very well substitute for what are needed to implement the curriculum.
6. Other Stake Holders in Curriculum Implementation
a. There are professional organization that have shown great influences in school curriculum like teachers organization, lawyers organization and many others.
i. Eg. DEPED, CHED, PRC
The document outlines the phases of the curriculum change process:
1. The planning phase involves reviewing the current curriculum to identify areas for change, examining objectives and getting stakeholder input.
2. The implementation phase develops new objectives, course content and evaluation methods based on the finalized changes.
3. The evaluation phase monitors student learning and achievement of objectives to determine how well the changes were implemented and how teaching can be improved.
This document discusses different subject-centered approaches to education including subject design, discipline design, correlation design, and broad field design. The subject-centered approach focuses primarily on subject matter content and teaching students bits of information that may not be connected to real life. The teacher's role is to disseminate content to students, and success is defined as mastery of that content. The document also notes some advantages and drawbacks of the different designs.
The document discusses curriculum approaches, determinants, and issues. It outlines four main curriculum approaches: behavioral, managerial, systems, and humanistic. It also identifies key determinants that influence curriculum development, including individual needs, social change, cultural change, and value systems. Finally, it lists several issues with curriculum, such as poor academic performance, overcrowded classrooms, lack of monitoring/evaluation, and ensuring proper scope, sequence, integration, and continuity.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Student absenteeism is a major problem in Indian schools. The study explored the causes of absenteeism among 5th standard students in Delhi government schools and Kendriya Vidyalayas. It found that the main causes were illness, household responsibilities, financial difficulties forcing students to work or take care of siblings, distance to school, and lack of interest in school. Absenteeism negatively impacted students' learning and social development. To reduce absenteeism, factors like teacher training, curriculum reform, community involvement, and support for disadvantaged families must be addressed. However, the study had a small sample size and was limited to 5th grade students in government schools.
Monitoring is the systematic process of collecting, analyzing, and using information to track a curriculum's progress toward objectives and guide management decisions. It is important to determine if a curriculum remains relevant and effective, know if it is working, provide decisions on aspects to retain, improve, or modify, and determine whether to continue or terminate a program. Monitoring a curriculum helps ensure it meets its goals.
This document provides an overview of action research. It defines action research as a systematic process conducted by teachers and others in educational settings to improve their practices and student learning. The history and key characteristics of action research are described. Practical and participatory types of action research are outlined. The document discusses when action research should be used, important ethical issues, and the typical steps and processes involved in conducting an action research study. Evaluation of action research focuses on addressing practical issues and empowering collaborators through reflection and action planning.
The document discusses the context of curriculum development in Kenya. It identifies six major factors that influence the process: political forces, socio-economic context, cultural context, ICT context, legal context, and networking/linkages. Politically, curriculum decisions are centralized and top-down, leaving teachers feeling uninvolved. Socio-economically, initiatives like free primary education have strained resources. Culturally, Kenya's diversity is not fully accommodated. Regarding ICT, infrastructure and teacher skills are still limited. The legal framework for agencies involved could be better harmonized. Networking between curriculum stakeholders could also be strengthened.
School attendence is a prerequite for a student in universial secondary educa...Komakech Robert Agwot
The study explored the effects of students’ absenteeism on student academic and school performance in Uganda. The study also assessed the effectiveness of class attendance monitoring tool; the challenges faced by the school administration in dealing with absentee student(s); and established the relationship between students’ absenteeism and academic performance of students. The relevant literature was reviewed to anchor the methodology and the findings. The study adopted descriptive cross-sectional survey design. A combination of stratified and purposive sampling was applied to accommodate the variety of respondents from Serere, Soroti, Kumi and Ngora districts in Teso sub-region; North Eastern Uganda. The study used questionnaires and interview schedules to collect primary data from 349 respondents who participated in the study out of the expected 384 obtained from a target population of 100,000 giving a response rate of 90.89%. The findings shows that the monitoring tools used for students’ attendance are effective (good) and there is a very positive relationship between student attendance and academic performance. The researcher also found that school attendance affects both the students and the school performance. To the students; it leads to poor academic performance, students drop out, graduating half-baked students, poor curriculum coverage and loss of interest in learning whist to the school; it affects the school image, lower the students’ enrollment, transfer of students by parents, wastage of teachers’ and administrators’ time and affects the university/tertiary enrolment. However, the school administration faces challenges of; interruption of lessons, students being hostile/belligerent to teachers, and parents defending their children whilst dealing with absenteeism students. The study also provides the practical and most effective strategies to improve students’ attendance. These staregies include; promoting Zero Tolerance to Students Absenteeism, parental involvement and participation, developing students’ mentoring programmes, improving “rich” student’s programmes, promoting guidance and counseling, promote good communication, reward students with regular attendance, and need to monitor and supervise school attendance. The researcher concludes that, to support students academically in and out of school; administrators, teachers, and families need to have a shared understanding of their children’s learning and work as partners to meet their academic and social-emotional needs.
Keywords: School Attendance, Academic Performance, Excused and Unexcused Absenteeism, Universal Secondary Education
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
This document provides an overview of action research in education. It defines action research as a systematic inquiry conducted by educators to gather information and improve their own educational practices and student learning. The document discusses key characteristics of action research such as having a practical focus on the educator's own practices, involving collaboration, following a dynamic and cyclical process, developing a plan of action, and sharing research findings. It also outlines common steps to conducting action research and lists different techniques for collecting data, such as observation, questioning, and examining records.
This document provides guidance on planning and forecasting a school budget effectively over a 3-5 year period. It discusses the benefits of budget planning, including reduced financial risks, ensuring the right resources are available to support curriculum needs, and maintaining a good reputation through sound financial management. The document then outlines the key stages in budget preparation, including assessing historical spending patterns, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It emphasizes creating a range of budget forecasts to account for uncertainty and determining a realistic 3-5 year outlook. Accessing budget planning tools can make the complex process quicker, easier and reduce errors.
CAPE Sociology Social stratification in_caribbeancapesociology
Social stratification in the Caribbean has traditionally been defined along lines of class, status, power, race, ethnicity, color, gender, and education. Systems varied between countries but generally involved upper, middle, and lower classes divided along racial lines. Over time, factors like industrialization, increased opportunities, and expanded education and political systems weakened old social orders defined by race and allowed for more mobility between classes. While mobility increased for some groups, inconsistencies remained for those from poorer backgrounds. Gender also emerged as an increasingly important factor in social stratification.
A curriculum provides a broad overview of educational goals and philosophy, while a syllabus is more detailed and focused on specific teaching elements. A curriculum outlines the overall program, while a syllabus specifies the content to be taught in a particular course. Specifically, a curriculum considers objectives, content, and methods at a general level, while a syllabus is the implementation of the curriculum in a subject, outlining objectives, assignments, and assessment for a specific course.
Drop out among pupils in rural primary schools in kenya the case of nandi nor...Alexander Decker
This document summarizes a study on pupil dropout in rural primary schools in Nandi North District, Kenya. The study aimed to identify the causes of dropout and strategies to address it. It found that the main causes of dropout were teenage pregnancy, repetition of grades, large family size, lack of motivation for school, parental negligence, peer influence, lack of teacher counselors, and early marriage. It also noted the factors leading to dropout differed between boys and girls. The study recommends that the government and stakeholders address dropout by strengthening policies on spending of funds for free primary education to benefit all children.
This document outlines the introduction chapter of a study on the effectiveness of using multimedia in teaching visual art education to secondary school students. It discusses the problem that visual art education is seen as less important than other subjects and students lack interest in it. The objectives are to determine multimedia's effectiveness, identify suitable teaching methods, and problems in teaching visual art. Research questions focus on these areas. Key terms like visual art education and multimedia are operationally defined. The study is limited to Form 4 students and compares traditional and multimedia teaching methods. The significance is that findings can improve the visual art curriculum's benefits.
Ms. Wong, a third grade teacher, wants to address a disruptive student's behavior through action research. She plans to use a single-subject A-B-A-B design to study the effects of time-out on the student's disruptions. First, she will establish a baseline by observing the student's behavior for several days. Then she will introduce time-out periods for a few days to see if it decreases disruptions. She will repeat the cycle, ideally finding that time-out reduces the problematic behavior so it is no longer needed. The main challenge will be observing the student during time-out while still teaching other students.
Sociology and anthropology are relevant to education. Sociology is the scientific study of human society and interactions, helping teachers understand students' backgrounds. Anthropology is the study of humans and cultures, providing insight into how humans react to environments. Both subjects are important for education as they allow deeper understanding of people, societies, and how things change over time. Several institutions play key roles in socializing individuals, including the family, peer groups, mass media, schools, and churches, each influencing values and behavior in different ways.
Maswali ya sayansi kwa wanafunzi wa darasa la sita Tanzania. Ni mkusanyiko wa maswali ya sayansi yaliyowahi kutoka kwenye mitihani mbalimbali ya darasa la sita.
The Role of Stake Holders in Curriculum Implementation?
1. Learners
a. The Learner is the center of curriculum.
b. The learners are the very reason a curriculum is developed.
c. They are the ones who are directly influenced by it.
d. Learners in all level make or unmake a curriculum by their active and direct involvement.
2. Teachers as Curriculum Developers and Implementers
a. A teacher is a curriculum maker. She write curriculum daily through a lesson plan, unit plan or a yearly plan. Teachers are empowered to develop their own curricula taking into con into consideration their own expertise, the context of the school and the abilities of the learner. By doing this, teacher become architects of school curriculum.
b. A developed curriculum remains inactive, if it is not implemented. At this point, teacher’s role shifts from a developer to an implementer.
c. Teacher’s role as an implementer is very crucial. Because unsuccessful implementation of the curriculum is the root of the educational problem is the teacher.
3. Curriculum Managers and Administrators
a. School Principals, one of their function is being a curriculum manager. They supervise curriculum implementation, select and recruit new teachers, admit students, procure equipment and materials needed for effective learning.
4. Parents as supporters to the curriculum
a. Parents voices are very loud and clear In our country, it is general fact that even in college parents are responsible for their child’s education.
A. How do Parents shape the curriculum and why they are considered as stakeholders?
a. Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children.
b. Involvement extends from the confinements of the school to the homes.
5. Community Members as Curriculum Resources
a. The Community Members and material in the existing local community can be very well substitute for what are needed to implement the curriculum.
6. Other Stake Holders in Curriculum Implementation
a. There are professional organization that have shown great influences in school curriculum like teachers organization, lawyers organization and many others.
i. Eg. DEPED, CHED, PRC
The document outlines the phases of the curriculum change process:
1. The planning phase involves reviewing the current curriculum to identify areas for change, examining objectives and getting stakeholder input.
2. The implementation phase develops new objectives, course content and evaluation methods based on the finalized changes.
3. The evaluation phase monitors student learning and achievement of objectives to determine how well the changes were implemented and how teaching can be improved.
This document discusses different subject-centered approaches to education including subject design, discipline design, correlation design, and broad field design. The subject-centered approach focuses primarily on subject matter content and teaching students bits of information that may not be connected to real life. The teacher's role is to disseminate content to students, and success is defined as mastery of that content. The document also notes some advantages and drawbacks of the different designs.
The document discusses curriculum approaches, determinants, and issues. It outlines four main curriculum approaches: behavioral, managerial, systems, and humanistic. It also identifies key determinants that influence curriculum development, including individual needs, social change, cultural change, and value systems. Finally, it lists several issues with curriculum, such as poor academic performance, overcrowded classrooms, lack of monitoring/evaluation, and ensuring proper scope, sequence, integration, and continuity.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Student absenteeism is a major problem in Indian schools. The study explored the causes of absenteeism among 5th standard students in Delhi government schools and Kendriya Vidyalayas. It found that the main causes were illness, household responsibilities, financial difficulties forcing students to work or take care of siblings, distance to school, and lack of interest in school. Absenteeism negatively impacted students' learning and social development. To reduce absenteeism, factors like teacher training, curriculum reform, community involvement, and support for disadvantaged families must be addressed. However, the study had a small sample size and was limited to 5th grade students in government schools.
Monitoring is the systematic process of collecting, analyzing, and using information to track a curriculum's progress toward objectives and guide management decisions. It is important to determine if a curriculum remains relevant and effective, know if it is working, provide decisions on aspects to retain, improve, or modify, and determine whether to continue or terminate a program. Monitoring a curriculum helps ensure it meets its goals.
This document provides an overview of action research. It defines action research as a systematic process conducted by teachers and others in educational settings to improve their practices and student learning. The history and key characteristics of action research are described. Practical and participatory types of action research are outlined. The document discusses when action research should be used, important ethical issues, and the typical steps and processes involved in conducting an action research study. Evaluation of action research focuses on addressing practical issues and empowering collaborators through reflection and action planning.
The document discusses the context of curriculum development in Kenya. It identifies six major factors that influence the process: political forces, socio-economic context, cultural context, ICT context, legal context, and networking/linkages. Politically, curriculum decisions are centralized and top-down, leaving teachers feeling uninvolved. Socio-economically, initiatives like free primary education have strained resources. Culturally, Kenya's diversity is not fully accommodated. Regarding ICT, infrastructure and teacher skills are still limited. The legal framework for agencies involved could be better harmonized. Networking between curriculum stakeholders could also be strengthened.
School attendence is a prerequite for a student in universial secondary educa...Komakech Robert Agwot
The study explored the effects of students’ absenteeism on student academic and school performance in Uganda. The study also assessed the effectiveness of class attendance monitoring tool; the challenges faced by the school administration in dealing with absentee student(s); and established the relationship between students’ absenteeism and academic performance of students. The relevant literature was reviewed to anchor the methodology and the findings. The study adopted descriptive cross-sectional survey design. A combination of stratified and purposive sampling was applied to accommodate the variety of respondents from Serere, Soroti, Kumi and Ngora districts in Teso sub-region; North Eastern Uganda. The study used questionnaires and interview schedules to collect primary data from 349 respondents who participated in the study out of the expected 384 obtained from a target population of 100,000 giving a response rate of 90.89%. The findings shows that the monitoring tools used for students’ attendance are effective (good) and there is a very positive relationship between student attendance and academic performance. The researcher also found that school attendance affects both the students and the school performance. To the students; it leads to poor academic performance, students drop out, graduating half-baked students, poor curriculum coverage and loss of interest in learning whist to the school; it affects the school image, lower the students’ enrollment, transfer of students by parents, wastage of teachers’ and administrators’ time and affects the university/tertiary enrolment. However, the school administration faces challenges of; interruption of lessons, students being hostile/belligerent to teachers, and parents defending their children whilst dealing with absenteeism students. The study also provides the practical and most effective strategies to improve students’ attendance. These staregies include; promoting Zero Tolerance to Students Absenteeism, parental involvement and participation, developing students’ mentoring programmes, improving “rich” student’s programmes, promoting guidance and counseling, promote good communication, reward students with regular attendance, and need to monitor and supervise school attendance. The researcher concludes that, to support students academically in and out of school; administrators, teachers, and families need to have a shared understanding of their children’s learning and work as partners to meet their academic and social-emotional needs.
Keywords: School Attendance, Academic Performance, Excused and Unexcused Absenteeism, Universal Secondary Education
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
This document provides an overview of action research in education. It defines action research as a systematic inquiry conducted by educators to gather information and improve their own educational practices and student learning. The document discusses key characteristics of action research such as having a practical focus on the educator's own practices, involving collaboration, following a dynamic and cyclical process, developing a plan of action, and sharing research findings. It also outlines common steps to conducting action research and lists different techniques for collecting data, such as observation, questioning, and examining records.
This document provides guidance on planning and forecasting a school budget effectively over a 3-5 year period. It discusses the benefits of budget planning, including reduced financial risks, ensuring the right resources are available to support curriculum needs, and maintaining a good reputation through sound financial management. The document then outlines the key stages in budget preparation, including assessing historical spending patterns, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It emphasizes creating a range of budget forecasts to account for uncertainty and determining a realistic 3-5 year outlook. Accessing budget planning tools can make the complex process quicker, easier and reduce errors.
CAPE Sociology Social stratification in_caribbeancapesociology
Social stratification in the Caribbean has traditionally been defined along lines of class, status, power, race, ethnicity, color, gender, and education. Systems varied between countries but generally involved upper, middle, and lower classes divided along racial lines. Over time, factors like industrialization, increased opportunities, and expanded education and political systems weakened old social orders defined by race and allowed for more mobility between classes. While mobility increased for some groups, inconsistencies remained for those from poorer backgrounds. Gender also emerged as an increasingly important factor in social stratification.
A curriculum provides a broad overview of educational goals and philosophy, while a syllabus is more detailed and focused on specific teaching elements. A curriculum outlines the overall program, while a syllabus specifies the content to be taught in a particular course. Specifically, a curriculum considers objectives, content, and methods at a general level, while a syllabus is the implementation of the curriculum in a subject, outlining objectives, assignments, and assessment for a specific course.
Drop out among pupils in rural primary schools in kenya the case of nandi nor...Alexander Decker
This document summarizes a study on pupil dropout in rural primary schools in Nandi North District, Kenya. The study aimed to identify the causes of dropout and strategies to address it. It found that the main causes of dropout were teenage pregnancy, repetition of grades, large family size, lack of motivation for school, parental negligence, peer influence, lack of teacher counselors, and early marriage. It also noted the factors leading to dropout differed between boys and girls. The study recommends that the government and stakeholders address dropout by strengthening policies on spending of funds for free primary education to benefit all children.
This document outlines the introduction chapter of a study on the effectiveness of using multimedia in teaching visual art education to secondary school students. It discusses the problem that visual art education is seen as less important than other subjects and students lack interest in it. The objectives are to determine multimedia's effectiveness, identify suitable teaching methods, and problems in teaching visual art. Research questions focus on these areas. Key terms like visual art education and multimedia are operationally defined. The study is limited to Form 4 students and compares traditional and multimedia teaching methods. The significance is that findings can improve the visual art curriculum's benefits.
Ms. Wong, a third grade teacher, wants to address a disruptive student's behavior through action research. She plans to use a single-subject A-B-A-B design to study the effects of time-out on the student's disruptions. First, she will establish a baseline by observing the student's behavior for several days. Then she will introduce time-out periods for a few days to see if it decreases disruptions. She will repeat the cycle, ideally finding that time-out reduces the problematic behavior so it is no longer needed. The main challenge will be observing the student during time-out while still teaching other students.
Sociology and anthropology are relevant to education. Sociology is the scientific study of human society and interactions, helping teachers understand students' backgrounds. Anthropology is the study of humans and cultures, providing insight into how humans react to environments. Both subjects are important for education as they allow deeper understanding of people, societies, and how things change over time. Several institutions play key roles in socializing individuals, including the family, peer groups, mass media, schools, and churches, each influencing values and behavior in different ways.
Maswali ya sayansi kwa wanafunzi wa darasa la sita Tanzania. Ni mkusanyiko wa maswali ya sayansi yaliyowahi kutoka kwenye mitihani mbalimbali ya darasa la sita.
Tanzania is abundant of opportunities for investment. We are calling the youth to unite with us to enjoy the advantages by excelling and becoming healthier and wealthier.
Lahaja za Kiswahili zimekuwa zikichanganya watumiaji wengi na watu wengi wanaojifunza lugha ya Kiswahili, hivyo matini hii imekusudia kuondoa mkanganyiko huo.
The document outlines the 6 steps to prepare a table of specification for a test: 1) List topics, 2) Determine objectives, 3) Specify time spent on each topic, 4) Calculate percentage allocation for each topic, 5) Determine number of test items for each topic, 6) Distribute items to objectives. It provides an example of calculating that 20% of a 50 item test should cover the topic "Early Filipinos and their Society" since it was taught for 2 of the 10 hours on the overall topic.
The document provides guidance for writing test items and creating a table of specification. It explains that a table of specification is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic, to ensure all elements of a course of study are properly assessed. It also defines different levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
1. Singachini TTC 2012
JEDWALI LA KUTAHINI
Kabla mwalimu hajaanza kutunga maswali anapaswa kutayarisha jedwali la kutahini. Jedwali la kutahini ni utaratibu
unaonyesha maada za kupima na idadi ya maswali kwa kila maada. Jedwali hili huonyesha malengo yanatarajiwa
kufikiwa pamoja na idadi ya maswali kwa kila maada na/au idadi ya maswali kwa kila ngazi inayopimwa. Jedwali
hupangwa kwa safu. Safu ya kwanza upande wa kushoto huwekwa maudhui kwa kuorodhesha maada(kuu/ndogo)
zinazopimwa. Safu inayofuata kulia huwekwa malengo ya kupimwa,inayofuata nyanja inayopimwa na ngazi zake.
Watahini wengi hutumia mgawanyo wa Bloom (1956) kuainisha stadi hizo. Hata hivyo hufungwi na
utaratibu huu ikiwa somo lako haliwezi kupimwa kikamilifu kwa mgawanyo huo.unaweza kuweka
utaritibu mwingine kama utaona unafaa zaidi.
Idadi ya maswali huonyeshwa katika mkato wa chumba cha maudhui kuelekea kulia na kile cha safu ya ngazi ya stadi
zinazopimwa.
Jumla ya maswali kwa kila maada huandikwa upande wa kulia na Jumla ya maswali kwa kila ngazi ya Nyanja
inayopimwa (mara nyingi utambuzi) huandikwa kwenye mstari wa chini ya jedwali.
Mfano wa Jedwali la Kutahini
STADI ZA KUPIMWA JUMLA
MALENGO ASILIMIA
MAADA ZA KWA
YA Nganzi Ngazi Ngazi Ngazi Ngazi KWA KILA
KUPIMWA …… KILA
KUPIMWA 1 2 3 4 5 MADA
MADA
Mada A
Mada B
Mada C
…
JUMLAYA
MASWALI
KWA KILA
NGAZI
ASILIMIA
KWA KILA
NGAZI
Prepered by Adam Chaula
College Tutor II Page 1
2. Singachini TTC 2012
UTAYARISHAJI WA JEDWALI LA KUTAHINI
Mambo ya kufanya wakati wakuandaa jedwali la kutahini.
1. Chukua muhtasari wa somo na maandalio ya somo.
2. Chunguza katika maandalio ya somo maada ambazo zimekishwa fundishwa.
3. Chagua mada ambazo unaona ni muhimu zitungiwe jaribio/ mitihani kisha orodhesha mada hizo.
4. Chunguza kwa makini katika muhtasari na maandalio ya somo malengo mahsusi ya mada zinazotungiwa
maswali.
Orodhesha malengo hayo kisha amua:
i. aina ya maswali yatakayotumika katika upimaji.
ii. idadi ya maswali yote katika mitihani.
iii. muda wa kufanya jaribio hutegemea na wingi wa mada na hali ya malengo yenyewe
5. Chora jedwali la kutahini.
6. Jaza jedwali la kutahini kwa kufuata hatua hizi.
i. orodhesha mada zote za kutungiwa maswali.
ii. orodhesha malengo mahususi katika safu inayofuata
iii. Amua ngazi zipi za nyanja ipi za kupimwa zipewe umuhimu wa kupewa maswali mengi na zipi zipewe
maswali machache.
UMUHIMU WA JEDWALI A KUTAHINI
1. Linahakikisha kuwa maudhui yote yanayotakiwa kutahiniwa yanatahiniwa.
2. Linahakikisha kuwa kiwango cha kuelewa maarifa , kumudu stadi za utendaji na kubadilika kwa mwelekeo
wa watahiniwa kinatahiniwa
3. Linahahakikisha uwiano wa idadi ya maswali katika kila eneo na kila kipengele cha nyanja kinapimwa .
Prepered by Adam Chaula
College Tutor II Page 2
3. Singachini TTC 2012
Mfano wa Jedwali la kutahini wa somo la Maarifa ya Jamii
JEDWALI LA KUTAHINI KWA SOMO LA MAARIFA YA JAMII DARASA LA TANO
MUHULA WA II, 2012
NYANJA YA MWELEKEO
Kuwa tayari ASILIMIA
Kuwianisha
Kutathmini
Msimamo
MADA ZA MALENGO YA JUMLA KWA
maswala
kuitikia
KWA KILA
KUPIMWA KUPIMWA KILA MADA
MADA
Mahusiano
ya jamii za 1 2 3 15%
Tanzania
Mila na
1 1 1 3 15%
desturi
Kufanya
1 1 1 3 15%
kazi
Kusoma
1 2 3 15%
ramani
Muundo wa
serikali ya 2 1 3 15%
kijiji
Ushiriki wa
2 3 5 15%
jamii
IDADI YA MASWALI KWA
5 6 2 4 3 20 15%
KILA NGAZI
ASILMIA KWA KILA NGAZI 25% 30% 10% 20% 15% 100% 100%
Prepered by Adam Chaula
College Tutor II Page 3