The Influence of Parental Education in Pre-School Preference in Nyamira Divis...paperpublications3
Abstract: This study determines the parental level education in pre-school preference for their young children in Nyamira division Kenya. The objective of this study was to determine the parents’ level of education that influences pre-school preference. The target population was 79 head teachers, 227 pre-school teachers and 4200 parents whose children are in pre-school from both public and private schools. The study adopted descriptive research design and was informed by the Bromfenbrenner’s ecological theory of human development. The sampled population was done by 10%, Mugenda and Mugenda (2006 ) the data collection instruments were questionnaires and interview schedules. Simple random techniques and purpose techniques were used to select primary school head teacher, pre-school teachers and parents. Using simple random sampling techniques 10% of the parents were selected while using purposive sampling primary school head teachers and pre-school head teachers were selected by 10%. The data was analyzed using both descriptive and inferential statistics. The descriptive statistics was used to describe and summarize data in form of frequencies distribution tables and means. The inferential statistics was used to make inference sand draw conclusions. The findings were that parents with a minimum of secondary school education had their children admitted in private, expensive but well performing pre-schools. Those who are with low education attainment preferred to admit their children in cheap, low performing or average performing pre-schools. The recommendations were that parents should be enlightened on the importance of pre-school education and being taken to workshops to improve their literacy. The key recommendation was that the school stakeholders such as parents, Directors and the government should provide work in collaboration to provide learners with best learning environment regardless of the educational background of their parents.
The Influence of Parental Education in Pre-School Preference in Nyamira Divis...paperpublications3
Abstract: This study determines the parental level education in pre-school preference for their young children in Nyamira division Kenya. The objective of this study was to determine the parents’ level of education that influences pre-school preference. The target population was 79 head teachers, 227 pre-school teachers and 4200 parents whose children are in pre-school from both public and private schools. The study adopted descriptive research design and was informed by the Bromfenbrenner’s ecological theory of human development. The sampled population was done by 10%, Mugenda and Mugenda (2006 ) the data collection instruments were questionnaires and interview schedules. Simple random techniques and purpose techniques were used to select primary school head teacher, pre-school teachers and parents. Using simple random sampling techniques 10% of the parents were selected while using purposive sampling primary school head teachers and pre-school head teachers were selected by 10%. The data was analyzed using both descriptive and inferential statistics. The descriptive statistics was used to describe and summarize data in form of frequencies distribution tables and means. The inferential statistics was used to make inference sand draw conclusions. The findings were that parents with a minimum of secondary school education had their children admitted in private, expensive but well performing pre-schools. Those who are with low education attainment preferred to admit their children in cheap, low performing or average performing pre-schools. The recommendations were that parents should be enlightened on the importance of pre-school education and being taken to workshops to improve their literacy. The key recommendation was that the school stakeholders such as parents, Directors and the government should provide work in collaboration to provide learners with best learning environment regardless of the educational background of their parents.
Indonesia holds a twelve year private and public education system. Primary grades start from one to six. Junior high school grades start from seven to nine. High school grades start from ten to twelve. The education system is administered by the Ministry of National Education. There is a shortage of qualified teachers in Indonesia. Hence, even some of the students fail to pass primary, middle, high school and to graduate.
Building Successful Faculty Engagement Programs: March, 2016 webinarCredoReferenceLtd
Faculty collaboration benefits the entire campus community, but it can often be - initially at least - a hard, one-way process. This panel of librarians and administrators will discuss how developing relationships to support shared goals will also build deeper critical thinking and communication skills. The outcomes of faculty engagement can be measured in many ways, but the cornerstone for librarians - beyond the self-improvement such activity offers - is how these efforts entrench the value of librarianship in support of learning with students, faculty, and administrators.
A power point giving various examples of education as well as a defined answer of what it is. The power point also states my opinions and gives detail about history in Education.
Indonesia holds a twelve year private and public education system. Primary grades start from one to six. Junior high school grades start from seven to nine. High school grades start from ten to twelve. The education system is administered by the Ministry of National Education. There is a shortage of qualified teachers in Indonesia. Hence, even some of the students fail to pass primary, middle, high school and to graduate.
Building Successful Faculty Engagement Programs: March, 2016 webinarCredoReferenceLtd
Faculty collaboration benefits the entire campus community, but it can often be - initially at least - a hard, one-way process. This panel of librarians and administrators will discuss how developing relationships to support shared goals will also build deeper critical thinking and communication skills. The outcomes of faculty engagement can be measured in many ways, but the cornerstone for librarians - beyond the self-improvement such activity offers - is how these efforts entrench the value of librarianship in support of learning with students, faculty, and administrators.
A power point giving various examples of education as well as a defined answer of what it is. The power point also states my opinions and gives detail about history in Education.
8 kwietnia 2010 r. w Urzędzie Miasta Włocławek odbyło się spotkanie pn.: „Miasto – Przedsiębiorcom”, zorganizowane przez prezydenta Włocławka Andrzeja Pałuckiego w kooperacji z Pomorską Specjalną Strefą Ekonomiczną. Podczas spotkania goście mówili o prowadzeniu działalności gospodarczej na terenie Specjalnej Strefy Ekonomicznej oraz o procedurach obejmowania granicami SSE nowych terenów inwestycyjnych. Poniżej znajduje się prezentacja Krzysztofa Nowickiego z Sumika Electronic Materials Poland.
Study at a UK university with Wakeel 360. Expert support and advice for international students & Home. Who want to study in the UK. Search courses and apply today.
1. For more information, contact:
April M. Fatula
Director of News Services
(501) 279-4398
afatula@harding.edu
August 31, 2007
Upward Bound students join Harding family, add to program success
SEARCY, Ark. — Harding University’s Upward Bound program not only prepared
10 Arkansas high school students for continuing education careers last year, but its
campus also became home to three graduates for the fall 2007 semester.
Colby Bell of McCrory and Kevin Boyce of Searcy are roommates this year in Arm-
strong Hall. They are representative of the two most common camps of freshmen:
Bell already knows he wants to major in English and become a professor, while
Boyce has no idea about his future career plans.
However, both Bell and Boyce have a familiarity with Harding’s campus other
students in their dorm do not. Both men have been taking classes regularly since
2003 when they were in the 9th grade at their respective schools, McCrory High
School and Searcy High School. That year both of them made the decision to enroll
in Harding’s Upward Bound program, which was a decision to remain committed
to their ultimate goal — success in high school and college.
Becca Jones of Pangburn made the same important decision as a high school fresh-
man. Now she has begun her freshman year at Harding with Boyce and Bell and is
already diving into a challenging nursing program. Before she became involved in
Upward Bound, going to college was not high on her priority list.
“If it weren’t for Upward Bound, I wouldn’t be here,” Jones said. “There was not a
lot of pressure from my family to go to college, but the program drastically
changed me. Now I’m ready for any college.”
Harding implemented its Upward Bound program, one of 10 among Arkansas
universities, in 1995 with a grant from the U.S. Department of Education. In May,
the program received federal refunding for $287,881 a year for four years.
The program is currently equipped to serve 55 high school students from seven
2. schools within White and Woodruff counties. Students must meet certain financial and
circumstantial requirements — namely being a prospective first-generation college
student — to be eligible for the program. Students are involved in the program for the
duration of high school.
During the school year, students spend two or three Saturdays each month at Harding
for tutoring sessions designed to enhance their current high school curriculum. Then for
five weeks in the summer, the Summer Academy prepares students for the upcoming
academic year. They live in Harding dorms and take classes based on their upcoming
course schedules. After graduation, students take a summer school course at Harding
for college credit, earning up to three hours before they even become freshmen.
“The best part of Upward Bound was being at Summer Academy,” Bell said. “I got to
see how college life really is, and I became really familiar with a college campus.”
Students who consistently earned good grades or improved poor ones were rewarded
with educational trips after Summer Academy. Jones said those group trips were part of
the program’s appeal for her. She was able to tour multiple universities and museums
and even went to St. Louis this past summer.
Bell said he feels very prepared for college because of Upward Bound. “I learned to
listen more critically and really get the information down,” he said. “Now I’m on a
familiar campus, positive that I made a good decision to come to Harding.”
Jones said her science tutors, who were pre-med majors at Harding, helped her bring
her junior year chemistry class grade from a D up to a B. “Some kids might not want to
give up their Saturdays in high school,” Jones said. “But I learned how to really buckle
down and succeed in school.”
In addition to tutoring, students also participate in workshops to learn about different
majors, time management, study skills and living away from home. Many students also
develop lasting relationships with Upward Bound staff.
“The relationships formed here are lifelong. Unlike public school teachers, we’ve had
four years to develop personal relationships with these students. We can understand
their outlook on life and goals,” director Katrina Smeltzer said.
3. “I know I can go to any of the staff if I ever needed anything,” Jones said. “They are my
mentors, and they are constantly checking on me and other students, whether or not
they’re at Harding.”
“One of the best parts of Harding’s program is the administrators and dedicated staff,”
Boyce said. “They taught me you don’t shouldn’t wait to be great; you should try your
hardest all the time.”
Senior Jordan Harguess has been a tutor since 2004 and was a Summer Academy
Resident Assistant this year. She said, “I still keep in touch with some of my former
students, whether I see them on campus or message them on Facebook.”
Harding is the largest private university in Arkansas and attracts more National Merit
Scholars than any other private university in the state. This year, another record
enrollment of nearly 6,300 students is expected. The student body represents 50 states
and more than 50 foreign countries. Harding also maintains campuses in Australia,
Chile, England, France/Switzerland, Greece, Italy and Zambia.
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