1,720,956 research outputs found
The Free Basic Education Provision in Tanzanian Public Schools and the Existence of Street Children
Get PDFThe paper examines the influence of the free basic education provision on the street children existence using a concurrent triangulation research design. A purposive sampling and a convenience sampling techniques were employed to select a total of 200 respondents in Mwanza city. Data were collected through a likert-type questionnaire, interview and focus group discussions. Quantitative data from questionnaires were analyzed using descriptive statistics while the qualitative data from interviews and FGDs were organized through thematic analysis. Findings indicated that, to a great extent the street children are ready to learn in schools. However, some indirect costs of schooling are still challenging. Based on this ground, findings reveal that to a very high extent the number of street children found to remain fairly constant despite of inception of the free basic education provision. Furthermore, the study found that the most appropriate possible remedy for the problem of street children is the establishment of well equipped boarding inclusive schools achieved by enforcing by-laws governing the enrollment of school age children. However, the findings reveal that there should be full government sponsorship covering direct and indirect costs for street children to afford schooling. The study has important implications for researchers, policy makers and, the Ministry of Education, Science and Technology. The paper recommends that there should be a prompt revisit of the Education and Training Policy of 2014 to involve street children in the provision of the free basic education. Key words: Free basic education, Street children, Street children existence, Tanzania DOI: 10.7176/RHSS/15-3-01 Publication date: April 28th 202
An Inquiry into the Perception and Use of Services Provided by Teachers’ Resource Centres by Secondary School Teachers in Biharamulo District, Tanzania
Get PDFThis study intended to examine the perception and use of services provided by teachers’ resource centres (TRCs) by secondary school teachers in Biharamulo District. Specifically, the study aimed to assess secondary school teachers’ perceptions of TRCs in Biharamulo District; establish the role of secondary school heads in promoting access and use of TRCs in Biharamulo District by teachers under their supervision; and identify factors that hinder the attendance of secondary school teachers at the TRCs in Biharamulo District. The study involved 76 participants, being 10 heads of schools, 3 TRCs coordinators and 63 teachers. The study collected quantitative data by questionnaire and qualitative data by focus group discussion and interview. The study found that teachers perceive that TRCs improve their teaching effectiveness despite being intended for primary school teachers. On the other hand, secondary school heads seldom remind teachers to attend TRCs. Secondary school teachers’ absence from TRCs is attributed to the lack of fund, the lack of modern resources at the centres, the long distance between the working stations and TRCs, and the lack of individual teacher’s commitments. The study has significant implications for school heads, teachers, and the Ministry of Education, Science and Technology in reviving the regular use of TRCs for professional development. The study concluded that heads of schools did not insist teachers’ attendance at TRCs because they do not recognize their role to inspire teachers to attend TRCs regularly. The study recommends seasonal training to heads of secondary schools regarding promoting teachers’ attendance at TRCs under their supervision. Keywords:Teachers’ resource centres (TRCs), Heads of schools, TRCs accessibility and Secondary school teachers DOI: 10.7176/JEP/12-19-02 Publication date:July 31st 202
Perceptions and Practices of Heads of Schools’ Instructional Leadership in Public Secondary Schools in Biharamulo District, Tanzania
Get PDFThe study aimed at examining the perceptions and practices of heads of schools’ instructional leadership in public secondary schools in Biharamulo district, Tanzania. A concurrent triangulation design using a sample of 75 was used. Data were collected using questionnaires for teachers, Focus Group Discussions (FGDs) for heads of schools and interviews for district secondary education officers. The quantitative data from questionnaires was analyzed using descriptive statistics while the qualitative data from interviews and FGDs were analyzed through thematic techniques. The study found that heads of schools perceived instructional leadership in terms of showing right direction about the teaching and learning process, ensuring the presence of teaching and learning resources and enhancing teachers’ teaching capacity. The study also found that heads of schools practiced instructional leadership in terms of supervising preparation of schemes of work and lesson plans, providing teaching and learning resources, promoting programme development, and in some occasions visiting teachers in classrooms. Furthermore, the study revealed that heads of schools’ instructional leadership is affected by lack of financial support, lack of training, teachers’ negligence, and heavy workload. Finally, the study recommends regular in-service trainings to be organized for heads of schools and more research to be carried out to examine the extent to which heads of schools employ instructional leadership practices
Perceptions and Practices of Heads of Schools’ Instructional Leadership in Public Secondary Schools in Biharamulo District, Tanzania
Get PDFThe study aimed at examining the perceptions and practices of heads of schools’ instructional leadership in public secondary schools in Biharamulo district, Tanzania. A concurrent triangulation design using a sample of 75 was used. Data were collected using questionnaires for teachers, Focus Group Discussions (FGDs) for heads of schools and interviews for district secondary education officers. The quantitative data from questionnaires was analyzed using descriptive statistics while the qualitative data from interviews and FGDs were analyzed through thematic techniques. The study found that heads of schools perceived instructional leadership in terms of showing right direction about the teaching and learning process, ensuring the presence of teaching and learning resources and enhancing teachers’ teaching capacity. The study also found that heads of schools practiced instructional leadership in terms of supervising preparation of schemes of work and lesson plans, providing teaching and learning resources, promoting programme development, and in some occasions visiting teachers in classrooms. Furthermore, the study revealed that heads of schools’ instructional leadership is affected by lack of financial support, lack of training, teachers’ negligence, and heavy workload. Finally, the study recommends regular in-service trainings to be organized for heads of schools and more research to be carried out to examine the extent to which heads of schools employ instructional leadership practices
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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