Get PDF Educere: System Design and Development for Public Schooling

Free download. Book file PDF easily for everyone and every device. You can download and read online Educere: System Design and Development for Public Schooling file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Educere: System Design and Development for Public Schooling book. Happy reading Educere: System Design and Development for Public Schooling Bookeveryone. Download file Free Book PDF Educere: System Design and Development for Public Schooling at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF Educere: System Design and Development for Public Schooling Pocket Guide.
Editorial Reviews. Review. Educere is a roadmap to quality educational reform. Rather than presenting a superficial, cookie-cutter approach to systems.
Table of contents

Having to channel its efforts through formal institutional structures for impact in no way diminishes its corporate zeal to shoot beyond a mere pursuit of qualifications, certificates and degrees conferment or programs. Creating a prototype fully residential, aesthetic, serene and picturesque study-friendly natural educational institution campuses.

This environment is designed to nurture a new breed of creativity-wired students who are challenged to, individually and collectively in teamwork, mine out solutions to the simple and complex technological challenges in the Nigerian and African society and industry, as a preliminary step to an export solutions and applications marketing. Each campus or institution is structured into a design of two Core Districts surrounded by between three-five Supporting districts:.

It equally provides irreplaceable opportunities for battle-scarred technicians to retool and catch a refreshing breath of innovations and be "infected" with the air of digital electronics and engineering globalization. The conceptual bridge between classroom knowledge to workshop skills and consumer market should be anchored in the world of clinical learning rather than belatedly reserved in isolation for the world of clerical work.

1911 Encyclopædia Britannica/Education

Within the organizational network, a M i ST institution essentially comprises in differing varieties structured according to the Benchmark Area of Strategic Excellence BASE of each, between three to five undergraduate colleges and a Postgraduate College working in tandem due to the unique overlapping structure of degree programs offered. Sue Briggs. International Perspectives on Science Education for the Gifted. Keith S Taber. Sue Cowley. Improving Instructional Practice. D Hozien. Automobile Engineering. Manoj Dole.

How to Manage Spelling Successfully. Philomena Ott. Self-Efficacy and Future Goals in Education. Barbara A. Rick Ryan. How to write a great review. The review must be at least 50 characters long. The title should be at least 4 characters long.

K Schools - Wiles Mensch Corporation-DC

Your display name should be at least 2 characters long. At Kobo, we try to ensure that published reviews do not contain rude or profane language, spoilers, or any of our reviewer's personal information. You submitted the following rating and review. We'll publish them on our site once we've reviewed them. Continue shopping. Item s unavailable for purchase.

Please review your cart. You can remove the unavailable item s now or we'll automatically remove it at Checkout. Remove FREE. Unavailable for purchase. Continue shopping Checkout Continue shopping.

  1. Patchwork und Quilting (German Edition).
  2. MiST EduCare Global | MiST Educare Global - About Us Page : Who we are.
  3. Related products.

Chi ama i libri sceglie Kobo e inMondadori. Choose Store. Or, get it for Kobo Super Points! They believe that "for children, schooling is not only preparation for life -- it is life" and that, consequently, district leaders have a responsibility to create systemic structures that improve classroom learning. This goal is accomplished both through leadership and the development of teachers.

The clearance certificate was submitted to the school principal who later granted permission to one of the researchers to conduct research at the identified school. As already mentioned, the respondents were aged between 9 and 12 years, which meant that the researchers had to seek permission from the parents or guardians. In the consent letter, the purpose of the study and the rights of the respondents were explained. After the parents or guardians had allowed learners to participate in the study, one of the researchers whose mother tongue is Setswana scheduled an appointment with the school principal.

The dyslexic learners were identified with the assistance of the educational psychologist based at the special school. The researcher interviewed each respondent for about 30 min in their mother tongue. The researcher explained the purpose of the study and sought permission from the respondents to record the interview, which was granted by all interviewees. All respondents were interviewed in a day. The dyslexic learners painted a gloomy picture about the relationship with their peers in public schools. They indicated that many learners in public schools did not understand their problem as dyslexic learners.

As a result, when they battle to read and write, they become the centre of attraction among the normal learners. The dyslexic learners mentioned that very few learners in the public school sympathised with them, but the majority teased and laughed at them. This attitude made them look inferior to other learners. The majority of the dyslexic learners felt embarrassed by the fact that they were different from other learners in terms of reading and writing performance.

Being different made them uncomfortable and they lost confidence in themselves. This negative attitude was facilitated by the negative comments they received from their peers emanating from the fact that they struggled a lot with reading and writing. They further mentioned that when they were grouped by their teachers in class they felt embarrassed as their peers sometimes would like them to give feedback on behalf of the group. In such situations, they felt that their failure to read and write properly did not only affect them but also their peers.

They also mentioned that in public schools they were bullied by other learners as they looked inferior as far as their academic performance was concerned. One respondent said:. When I struggle to read or mispronounce words they would laugh at me. This worried me a lot as I was the only one in class experiencing this problem.

As a result I decided to isolate myself so as to avoid embarrassment. Even at home I used to isolate myself from playing with other children since I had developed a very low self-esteem. They made me feel like blaming myself and yet I did not choose for myself to have these challenges. The situation was worse when it came to group work. My group members would force me to give feedback representing our group. This made me feel less than other learners in class. My major problem was with spelling, especially English words. My problem was better in the mother tongue. The dyslexic learners complained about the manner in which they were treated by the majority of teachers in public schools.

They mentioned that teachers were not patient with them. They felt that their teachers did not give them extra attention but treated them like other learners in the classroom. They felt that teachers in the public school did not understand that they have learning challenges and were different from other learners and therefore needed special attention. They further mentioned that some teachers used negative comments that embarrassed the dyslexic learners.

One learner said:. They seemed not to understand that I had a challenge. They thought that I was stupid in class and I was there to create problems for them. They also felt that I was holding back the class as they were no longer moving at their normal pace in an attempt to accommodate me.

They would ask me to read alone while other learners were listening and this embarrassed me. What frustrated me most was to fail to imitate the teacher when she was modelling reading for me. As she was paying attention to me some learners would feel bored and tease me during break.

  • Andromaque, veuve noire (French Edition).
  • Barton Elementary School: Educare Los Angeles at Long Beach.
  • Fluorescent Methods to Study Biological Membranes: 13 (Springer Series on Fluorescence)!
  • Lady Luck Runs Out (A Pet Psychic Mystery No. 2).
  • Tikanga Maori: Living by Maori Values?
  • They made me feel inferior and stupid. I did not receive any support from them. As a result I used to bunk school because I was not happy at all. At some stage I thought of dropping out but my parents promised to take me to a special school.

    Educare and Educere: Is a Balance

    Dyslexic learners expressed satisfaction about their relationship with their peers in special schools. They emphasised that the very fact that there were many children like them in such schools made them feel comfortable. In special schools, they did not see themselves different from other learners as used to be the case in public schools. Other students seemed to understand their challenge and did not ridicule them. Instead, they received support from their peers.

    Additional information

    The fact that they were not different from other learners in their classroom made them feel normal. That makes me feel comfortable and I have regained the confidence I lost when I was in a public school. Other learners do not laugh at me here. They seem to understand what I am going through and the very fact that I am not the only one with this challenge makes me feel comfortable. There are many of us here who battle with reading and writing and that makes me feel not different. They do not ridicule nor bully me as it used to be the case in public schools.

    The respondents expressed satisfaction with the manner they were treated by their teachers in a special school. Dyslexic learners felt that teachers in special schools understood their challenge and as such were patient with them. They also observed that teachers at a special school knew how to deal with their challenge as compared to teachers in public schools. Responding to the question, one learner said the following:. Since I came to a special school I am feeling well and my academic performance has picked up because sometimes I receive extra lessons.

    • Curious George Pinata Party (CGTV Read-aloud).
    • The Melting of the Golden Spoon : Getting Back the Middle Class.
    • Educare and Educere-Is A Balance Possible in the Edu System.pdf.
    • Le panama des convoitises (French Edition).
    • Another important thing is that teachers at special school do not see dyslexia as a challenge, they know how to deal with dyslexic learners. They make me feel welcome as I spend more hours with them than at home. The dyslexic learners preferred a special school environment to that of a public school. They explained that the public school environment was not friendly to them and did not allow them to prosper in their academic endeavours.

      They pointed out that the public school environment made them feel different from other learners, whereas the special school environment made them feel like normal human beings. They mentioned that in special schools they had the opportunity to interact with other dyslexic learners, something that did not exist in public schools.

      Moreover, the special school environment helps me develop a positive self-concept whereas the public school made me feel inferior to other human beings. I am saying this because my academic performance improved while attending a special school. Here, I feel confident and optimistic that I will be able to achieve the academic goals I have set for myself. The results of the study revealed that the relationship between the dyslexic learners and their peers was negative in the public school.

      These learners were exposed to ill-treatment by other learners who despised, ridiculed, bullied and undermined them. When dyslectic learners failed to read and write properly, they became objects of ridicule by their classmates who could read and write better than them. This finding is supported by Selvan in Mweli and Kalenga who observed that the majority of learners who experience learning difficulties or are physically disabled have negative experiences within the school environment.

      1911 Encyclopædia Britannica/Education

      Selvan in his study further observed that these learners were being laughed at by their peers and were labelled and excluded in peer-group tasks and activities assigned in the classroom. This finding is echoed by Bhengu who found that children with disabilities were not easily accepted in regular classes. The finding on the negative relationship between dyslexic learners and their peers is further confirmed by Nugent who observed that dyslexic learners were exposed to distress, failure and in many cases bullying.

      The results further revealed that because of the suffocating situation the dyslexic learners went through in public schools, they developed a negative self-concept. This finding is echoed by Riddick who argued that as dyslexia affects self-esteem, learners with reading and writing difficulties may develop social and emotional problems, including psychiatric problems.