Browsing by Author "Dinka, Hailu"
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Item All Ass&Ssmelit of Teachers' Peryormabces Iii Currioulum Implbkentati(I{ (Illu.Anor Smior Secondary Schools Ii Focus)(Addis Ababauniversity, 1991-06) Dinka, Hailu; Desta, Azeb (PhD)vItIIa MarO./JUlle 1990, a stuq was oarrie4 > t ill III ~a •• r Seai r Seeoai~ Sc~o.ls to assess tke pert ~aaees .f teackers .t tile aca4ea:l.c suD~eot. 1». ourricula illpl ' e.tati ••• · ft.. 'itasic q estiollS wlaick tAe s't'aq atteaptet t. uswer were: > (1) n. teacAera select, structare aal ~ rcaaise tAe e •• te.t. _t tAe su.~eets taq teaell t. faoll1tat'etlle pl_i..... .e: Dclisi •• • t hstracti.1 (ii) Do all teac1lera eJDl~ gpropriate aetJa tat tecUiqlles, au. proen.res ia teac1d.ac1 (111) De teacaera Dow ~ attevt t oTero ' ae t~e u.rtace f te~e~-le~ aateriala1 (iv) De teacllera WI. c---.1t:r resn.ree. t. tke M.vaatace -,.f ~:astruct1o.1 ad (T)' Do teaclu~r8 ~r vi ... f.r c ••c eras ot tke learaers?-. Oae alUlirea tllrJ. V tnr tea llera troa a asaple .f teee seAO Is partieipatH. :lA t1le stu..,.. nrouga tlle use .f questieaa1re, o.serYati DS, ani l.tervievs, lata were collect ... troa teaeaers. Directors 'and stuae.ts were alao iaterviev~. T1te lata collecte .. were anaJ.;rzei usiac peree.taces, averaces, mn-8fj,uare tistri8uti.a, aU. iater,retatioJlS ia. re1st1 •• t. Ii terat1lre ill tae fiell ot eurric1ll1lll u4 instruoti... h particular, II J OOsOD. • a 'Ilodel of ovriculua tAeor.r- was taken as .. ,. a tr8lle .t r~ erence;' . ~. . , - . - MaJor tilldiDCa of t e stuq were (i) Teacaers ... 0 .... (select •• , structured, and reorcaaizei) tAe co.teats .t tAe sultjects tA.,. teacll to tacili tate tAe plan.iU.q &:AI execusi.1l ot instructio., (ii) Too m~ teacaers vere uaconceraei a.out tAe sllort~e ot bstructional materials ia th.e su'itjeota tll.~ teacll, (iii) TeacAers tende4 to 4elloutrate a less trequellt use ot appropriate procedures ani tecluri.ques in teaclliDC 04 .. sigDificaat eifference was o.servei aetwee. all teacaers iA t1l.is regari, (1 v) Iew teacaers used tlle coaamd t.r tor IlUca t taeir teac1liac, aai (v) Teac1I.ers assistea tae lear,aers o~ tllrouga 1nforll8J. uvic~ and ellcourageaeats. 0. tae .asis of the firuJi DeS it was reco_eDd_ to (i) Orgaaize workskops ani semi.ara ter teacaers to 1I.elp taea aaster tae metko4s and teca.iques ot teaclli~, (ii) Aavise teacaers to prociuce their own teac1li~ aiels, (iii) Encourage teacllers to llSe collJlUlli ty resoruces, ~i v) Moaili ze tAe scaool aa t1l.e surrounding coaaunity ter tAe upkeepi., uj, .ailltenaace ot tlle se.ool, and (v) Make eo.tinous follow ups .r teacll.ersItem An Assessment of Teachers' Performances in Curriculum Implementation Illubabor Senior Secondary Schools in Focus(Addis Ababa University, 1991-06) Dinka, Hailu; Desta, Azeb(PhD)h MaNA/June 1990, a stu4 was carrie. out U I1ltl~a~.r Seaior Sece •• ~ Scaools to assess tae perror~saees .r teacaers .r tae acadeJlic subjects u curricula illple.e.tati •• ;· Tae ~asie questions whica tae s~ atteaptea to 8llSWer were: _ (i) Do teacaers select, structure, a. reorc8Jlis. tao c.o.teats .r tae suijects tae7 teaca t. rac1litate tae pla.p1. c aat enclisio •• r illstructio.? (ll) Do all teacaers ' eQl~ &Jpropriate aetao.s, teckaiques, an. proeeures i. teacAUc? (iii) Do teacaers saow sa atte~t to overcometae saortace or teac~.le8rPiac .aterials? (iv) Do teacaers use coa.uait,y res. uri es t. 'ta. aaveatace .or iastructio.? aU. (v) D. teacaers prenb rer I coaeeras .r tae learRers~ ORe auaare. thri~ tour teacaers rro. a saaple or tAree scaools participatea 1a tae study. Tllrougll tao use .r questioaaire, oiservations, ana l.terviews, .ata were collect .. rroa teacaers. Directors · and stu.eats were also i.temew .... Tae .ata collecte4 were anal7zea usiae peree.taces, avera&es, Clrl-S~uare Ustribution, and iDterpretatiollS ia relatio. t. li terature in the field of curriculua and. instrueti... h particular, II J oAnson 's model or eurriculua taeeq· was takea as a treae or reference. . . . - Major findings of the stuq were (i) Teacaers elllla~e. (selecte., structured, and reorc8Jlize.) tae co.te.ts .r tae SUBjects tae7 teach to facilitate tae planai~ an. execusion of instructio., (ii) Too many teacaers were unconceraea aiout tae sllortSf)e of illstructional lIIaterials i. the suijects tae7 teaca, (iii) Teacaers tended to demonstrate a less frequent use of appropriate procedures ani teclmiques in teacllinc sat .0 significaat Ufference was observe .. letween all teacaers ia tns regart, (iv) ~ew teachers used tae coaauni~ tor auea ot tileir teacnllg, ant (v) Teachers assiste" tae learaers oaly tllrougll inforaal uvice and encourageaents. On tae lasis of the findin,s it was reco_eDdea to (i) Orgaaize workshops and seminars for teacaers to aelr the •• aster the methods and tecAniques of teaclliwc, (ii) Atnse teacaers to produce their own teachin~ aids, (iii) Encourage teachers to use community resoruces, ,iv) Moiilize tae scaool aad tae surrounding cOlllllunity tor tae upkeepiac ut aaintenaace of tae scaool, and (v) Make coatiaious tollow ups ot teacaers