Government Primary Schools Research Articles

The ‘why’ and ‘how’ of flexible learning spaces: A complex adaptive systems analysis

This article presents the perceptions and experiences of 12 school principals, 35 teachers and 85 students on the influences and processes used by eight Australian government primary and secondary schools to transform traditionally arranged classrooms into flexible learning spaces. Characterised by a variety of furniture and layout options, these spaces are designed to enable a range of learning styles and activities and facilitate student-centred pedagogy. These changes to school learning environments are discussed in light of some central constructs of complexity theory, including inertial momentum, emergence, agent interaction, information flow, feedback loops and lock-in. The findings highlight the role of consultation, participation and ownership as central elements of sustainable change processes. Further effective design and transformation of learning environments requires a reflexive school community, pedagogical shift, professional development, and ongoing support to teachers and students. The discussion emphasizes the sociomaterial interplay between the pedagogical and physical classroom environment.

Examining Factors That Obstruct the Practice of Learner-Centered Approach in Teaching Speaking Skill in English Language Classroom: The Case of Five Government Primary Schools in Wolaita Sodo City

This study was to examine factors that obstruct the practice of learner-centered approach in teaching speaking skill in English Language classroom in grade seven and eight of Wolaita Sodo City. It also aimed to explore the restraints that inhibit the practice of this approach. The study was conducted in five government primary schools. Seven English language teachers who are currently teaching at grade seven and eight level participated in the study. The instruments used were interview, written reflection and classroom observation. The qualitative data generated through these instruments were analyzed and categorized thematically and presented in a narrative form. The results of the study indicated that teachers were not practicing learner-centered approach to the level that the policy advocates because there were various factors that encumbered the practice of learner-centered approach in teaching speaking skill in English Language classroom. The first factor was students’ background such as mother tongue interference, lack of vocabulary, lack of self-confidence, and low level of motivation. The other factors include time constraints, large class size, seating arrangement and lack of adequate teaching materials. The findings also suggest that the teachers in the study lack sufficient trainings on how to apply the learner-centered approach. Therefore, it was recommended that teachers should be provided with communicative activities on how to apply the learner-centered approach. Keywords: Communicative Language Teaching, obstruct, Learner-Centered Approach, Speaking skill DOI : 10.7176/JLLL/62-01 Publication date: November 30 th 2019

A qualitative exploration of the sexual and reproductive health knowledge of adolescent mothers from indigenous populations in Ratanak Kiri Province, Cambodia.

Adolescents from indigenous populations in Ratanak Kiri Province in Cambodia experience worse sexual and reproductive health (SRH) outcomes when compared to their urban counterparts. However, few qualitative studies have been conducted to identify factors that may explain the poor SRH outcomes experienced by this population group. The socioecological model was used as the analytical lens to explore the SRH knowledge and sources of SRH information of adolescent mothers (aged 15-19 years) from indigenous populations in north-eastern Cambodia. Adolescent mothers from the Tompoun and Jarai indigenous population groups (n=22) were purposively recruited from seven villages in two districts of Ratanak Kiri Province. All adolescent mothers engaged in a combined body mapping exercise and semi-structured interview; this approach was considered the most appropriate qualitative data collection method to use in this context as it reduced language, cultural and social barriers that have previously restricted qualitative exploration of sensitive issues among this population group. The body maps and semi-structured interview transcripts were analysed using thematic analysis. Adolescent mothers demonstrated limited SRH knowledge including that pertaining to the anatomy of the female reproductive body, the physiology of human reproduction, fertility and pregnancy. Adolescents' primary source of SRH information was interaction with female family members and friends within their community. Adolescents' limited SRH knowledge was influenced by factors on individual (eg educational attainment, child marriage), relationship (eg social interaction with female family members and friends), community (eg access to educational and healthcare services) and societal (eg barriers to accessing national SRH programs and initiatives) levels. The%u202Ffindings support the need for SRH education in the primary and secondary school curriculum. In 2018 the Cambodia Ministry of Education, Youth and Sports introduced a Comprehensive Sexuality Education (CSE) program into the government primary and secondary school curriculum. The CSE, which is delivered in the Khmer language, provides Cambodian youth with an avenue to access accurate SRH information that will aid their SRH decision-making. However, indigenous girls face numerous social, cultural, economic and language barriers that restrict or prevent their access to formal education. Therefore, additional SRH materials and resources that are culturally and linguistically appropriate need to be developed for indigenous students attending primary and secondary schools in Ratanak Kiri Province and for young people who have ceased formal education. Educating village chiefs to deliver non-formal, community-based education programs is proposed as a means of increasing SRH knowledge and reducing health inequalities faced by this population group while ensuring that accurate information is delivered in a culturally appropriate manner.

ADHD and emotional engagement with school in the primary years: Investigating the role of student–teacher relationships

Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school engagement in children with ADHD. To explore a model of the relationships between ADHD symptoms at age7, student-teacher closeness and conflict at age 10, and emotional engagement with school at age10 and 12. Participants were 498 grade one children (mean age =7.3), recruited from 43 socio-economically diverse government primary schools in Melbourne. Follow-up occurred at 36months (mean age= 10.5) and 54months (mean age =12.0). Data were drawn from a controlled community-based longitudinal study examining the long-term effects of ADHD on children's behaviour, learning, and day-to-day living. Data were collected via direct assessment and child, parent, and teacher surveys. Path analysis revealed a significant, negative relationship between ADHD symptoms and emotional engagement with school, which was partially mediated by student-teacher conflict. This remained significant after controlling for differences in ADHD status (ADHD, high-risk, or control group), ADHD medication use, and socio-economic status. These findings highlight the negative impact of ADHD symptoms on children's emotional engagement with school. Given the role of student-teacher conflict in mediating this relationship, interventions aiming to reduce conflict in the student-teacher relationship may promote school engagement for students with ADHD, with potential to improve longer-term outcomes.

Millennium Development Goals to Sustainable Development Goals: Poverty Reduction and Primary Education in Sindh Province of Pakistan

Background: This study intends to discuss the status of Millennium Development Goals and analyze the role of microfinance in the improvement of the first two important goals of poverty reduction and achieving universal primary education in the Sindh province of Pakistan. Methods: The data were collected at the end of the year 2015 when the deadline of previous millennium development goals (MDGs) was coming to an end. This study was conducted in the population of Mirpurkhas district of Sindh province and randomly selected 350 households from different villages. Results: The results show the low socioeconomic status of people living in rural areas of the Sindh province of Pakistan. Household poverty was 30% in the study area and people were living in a poor rural infrastructure environment. The study has found low literacy rates with 53% male and 17% female literacy. The majority (97%) of households had access to government primary schools in the area but more than half (51%) of children of school-going age were not enrolled. In logistic regression analysis, a significant association of poverty was noted with the education of household head, land ownership and microcredit loans. Conclusion: The results of the study show that there was a significant role of microfinance in achieving poverty reduction, but overall indicators of poverty and education remained unachieved due to inconsistent policies and weak institutional structure in the study population.Keywords: Microfinance, Poverty, Rural, Agriculture Credit, Sindh, Pakistan.

Government Primary School Services In Indonesia-Malaysia’s Border Area of Entikong

Primary School is part of the 9-year compulsory education policy for children aged 6-7 years, during their 6 years of learning. The longest study time between the levels of education in Indonesia. The earlier statement means that Primary School Education is very important for the basic’s children development in Emotional Quation , Intelligence Quation, Adversity Quation, Spiritual Quation and Creativity Quation consecutively . Moreover, Entikong District - Sanggau Regency, West Kalimantan Province is one of the Priority Locations in the border region. The said service to public elementary school children must be in a good quality. Meanwhile the Services in SD Negeri 05 Suruh Tembawang Entikong are still far from expectations. This study aims to analyze the services to Suruh Tembawang Public Elementary School 05 Entikong District by the Sanggau Regional Government. The analysis used taken from Parasuraman opinions with the following indicators: Tangibles, Reliability, Responsiveness, Assurance and Emphaty. The Research Approach uses a Qualitative Approach and the Research Method is Descriptive. Data Collection Techniques: Interviews, Focus Group Discussion and Documentation. Informant Selection Techniques: Purposive. Data Analysis with Miles and Huberman. Data Validity Test with Triangulation. Discussion: Primary Schools in Priority Locations do not receive much attention, are very detrimental to society. In fact, they can reach other countries quickly as seen from their eyes. In terms of Indonesia's sense of nationality, it is quite vulnerable, while in education context, will get worse, if the conditions are not promptly corrected. Research results: Tangibles: It is difficult to access connecting bridge facilities with sub-districts, classrooms are damaged, there is no official residence, lack of teaching aids, computers are not available; Reliability: teaching is less reliable for teacher, responsiveness: unresponsive, Assurance: remains trusted by the community; Emphaty: teachers in high students as well as people empathize with teachers. Conclusion: There are lack of quality services for facilities and infrastructure in SD Negeri 05 Suruh Tembawang and not in accordance with what are needed. Recommendation: Local government should increase cooperation between SKPD (Dinas PU and Dinas Pendidikan Kebudayaan); Exploring the company's CSR; Inviting Universities for Community Service Program Internships.

Tendency of ICT Usage among Adolescent in Oredo Local Govenrment Primary Schools, Benin City, Edo State-Nigeria

The viability of a society depends largely on the learning outcome of its teenagers. Raising them can be challenging because modern society is embolden with information communication technology (ICT) that do not only isolate them from peers but create mental disorder in them. ICT is not an isolated entity rather an embodiment of deferent technologies that act as an entity to delivering and channeling information. To ascertain it tendency in primary school and its impact on adolescent, this paper reviewed the concept of ICT and carried out a survey on its usage among adolescent. The survey questionnaire was structured on five points scale and the feedbacks from hundred respondents were analyzed with Statistical package for social sciences (SPSS). From the findings, it was showed that the tendency of ICT by both private and government primary school is indeed poor and its impact on adolescent is on the downward trend. The study offered some recommendations including the need for government to carry out a holistic review of the primary schools curriculum so as to accommodate ICT usage.

BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY.

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli & Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli & Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

Effectiveness of School-Based Smoking Prevention Education Program (SPEP) Among Nonsmoking Adolescents: A Quasi-Experimental Study.

Preventing smoking among adolescents is critical. This study evaluated the effectiveness of the Smoking Prevention Education Program among nonsmoking adolescents. A quasi-experimental study design was used. Data were collected from Year 5 students (n = 140) from four government primary schools in the Kuantan and Pahang districts of Malaysia. The participating schools were randomly assigned into the intervention and control groups. Questionnaires and exhaled carbon monoxide (CO) levels were used to collect data at the baseline and at 3 months postintervention. At 3 months postintervention, the percentage of nonsmokers remained 100% in the intervention group, while 2.9% of the participants in the control group reported to have smoked in past 7 days. Comparatively, the mean scores of attitudes, subjective norms, and nonsmoking intentions of the intervention group improved significantly. The intervention was effective in preventing smoking initiations among Malaysian adolescents; however, further evaluation of this intervention is needed among varied populations.

ENSURING QUALITY EDUCATION FOR CHILDREN IN RURAL BANGLADESH: COMPARATIVE STUDY ON FORMAL AND NON-FORMAL PRIMARY EDUCATION

Bangladesh is committed to ensuring quality education for all. In this purpose, there is categories study/education system at the primary level of education. One is formal primary education school run by the Bangladesh government and another is non-formal primary education school run by NGOs. Both types of primary education’s main objective are ensuring quality education at primary level. But there are many problems in these two categories of an education program. But quality education’s main characteristics enable all learners to develop the capabilities they require to become economically productive, develop sustainable livelihood, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary at the end of the basic educations cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In this circumstance, the learning method will be flexible and the environment of the school will attractive for children. But the environment and learning method mean model of quality education is an absence in formal government primary school, although non-formal based NGOs school have practised low this model. In this perspective, the main focus of this present article is to comparative analysis between formal based government primary education and non-formal based NGOs primary education. To examine which is a better system for ensuring quality education at the primary level and an attempt is also made to suggest some alternative propose/proposal for ensuring quality education at the primary level of education. In the analysis of the results given in the study, it is seen that the non-formal education is more effective than formal education in primary education level to ensure the quality education of children in the rural communities of Bangladesh. Therefore, the results of this research will play an important role in improving the quality of non-formal and formal primary education.

A Bayesian spatiotemporal model of panel design data: Airborne particle number concentration in Brisbane, Australia

AbstractIn environmental monitoring, the ability to obtain high‐quality data across space and time is often limited by the cost of purchasing, deploying and maintaining a large collection of equipment, and the employment of personnel to perform these tasks. An ideal design for a monitoring campaign would be dense enough in time to capture short‐range variation at each site, long enough in time to examine trends at each site and across all sites, and dense enough in space to allow modelling of the relationship between the means at each of the sites. This paper outlines a methodology for semiparametric spatiotemporal modelling of data that is dense in time but sparse in space, obtained from a split panel design, the most feasible approach to covering space and time with limited equipment. The data are hourly averaged particle number concentration (PNC) and were collected as part of the International Laboratory for Air Quality and Health's Ultrafine Particles from Traffic Emissions and Children's Health (UPTECH) project. The panel design comprises two weeks of continuous measurements taken at each of a number of government primary schools in the Brisbane Metropolitan Area, with each school visited sequentially. The school data are augmented by data from long‐term monitoring stations at three locations in Brisbane, Australia. The temporal part of the model explains daily and weekly cycles in PNC at the schools. The temporal variation is modelled hierarchically with a penalised random walk term common to all sites and a similar term accounting for the remaining temporal trend at each site. The modelling of temporal trends requires an acknowledgement that the observations are correlated rather than independent. At each school and long‐term monitoring site, peaks in PNC can be attributed to the morning and afternoon rush hour traffic and new particle formation events. The spatial component of the model describes the school‐to‐school variation in mean PNC at each school and within each school ground. The spatial term in the model is derived from a stochastic partial differential equation and approximates a Gaussian process with a Gaussian Markov Random field. Fitting the model helps describe spatial and temporal variability at a subset of the UPTECH schools and the long‐term monitoring sites, which can be used to estimate the exposure of school children to ultrafine particles. Parameter estimates and their uncertainty are computed in a computationally efficient approximate Bayesian inference environment, R‐INLA.

A cross-sectional study of the nutritional quality of student canteen purchases from New South Wales primary-school canteens.

To assess the nutritional quality of student canteen purchases at recess and lunch, including: (i) the mean energy (kilojoules), saturated fat (grams), total sugar (grams) and Na (milligrams) and percentage of energy from saturated fat and total sugar; and (ii) the proportion and types of foods purchased that are healthier (green) and less healthy (amber/red) according to a state school canteen policy. A cross-sectional study of student canteen food and beverage recess and lunch purchases. Twenty-six randomly selected government primary schools that were non-compliant with a state school canteen policy from a region of New South Wales, Australia, were approached to participate. Students (aged 5-12years) of participating schools. Eighteen schools (69 %) consented to participate. On average students' recess purchases contained 571·2 kJ energy, 1·6 g saturated fat, 11·6 g total sugar and 132·4 mg Na with 10·0 % of energy from saturated fat and 37·8 % of energy from total sugar. Students' lunch purchases contained 685·4 kJ energy, 1·8 g saturated fat, 12·7 g total sugar and 151·4 mg Na with 9·5 % of energy from saturated fat and 31·8 % of energy from total sugar. Less healthy items represented 72 and 76 % of all items purchased at recess and lunch, respectively, with 'savoury snacks' and 'sugar-sweetened ice blocks and slushies' being the most common recess and lunch purchases, respectively. There is considerable scope to improve the nutritional quality of student purchases from primary-school canteens, with a high percentage of energy from total sugar. Future research is required to identify effective strategies to enhance compliance with canteen policies and support the purchase of healthier foods from school canteens.

Implications for the child friendly schools policy within Cambodia’s cultural and primary school context

ABSTRACT This paper examines how culture impacts upon pedagogic practice in Cambodian primary schools. Acknowledging that there is an increasing homogeneity of ideas focusing on constructivist pedagogical approaches as the most effective means of achieving improvements in education quality globally, this study investigates the extent to which the Cambodian Ministry of Education’s constructivist pedagogy embedded in its Child Friendly Schools policy was adopted in the schools in this study. Using a case study methodology data were collected, primarily, through student focus groups and interviews with educators in three government primary schools located in different geographical areas. Findings identified that CFS policy not only fails to take into account the local cultural situation but appears to side-line the significance of local forms of pedagogy. To develop teaching and learning in the schools in this study, the findings point to a more nuanced approach that acknowledges and accommodates varied forms of pedagogic practice.

EYFS training: part 7 – communication and language: Keep talking

How might the Government's primary school pledge and new ELGs affect C&L training? By Charlotte Goddard

DESIGNING A PROTOCOL FOR MANAGING OF PUPILS WITH EPILEPSY AT THE PRIMARY SCHOOLS

Background: Epilepsy or seizure disorder is a brain disorder that diagnosed after occurrence of two or more epileptic seizures. Children are the fastest growing populations affected by epilepsy. The prevalence of idiopathic epilepsy in a current Egyptian study conducted at Ghabria governorate was 7.2/1000 among school age children. Epilepsy can affect the pupil’s academic achievements and learning. Schools have to implement a protocol to assist pupils with epilepsy according to their specific needs. Study aimed to design a protocol for managing of epilepsy at the governmental primary schools. A descriptive cross sectional design was utilized in this study. The study was carried out at ten governmental primary schools affiliated to Directorate of Education in Mansoura city which had pupils with epilepsy. A convenient sample of 350 of school personnel and 72 guardians of the pupils with epilepsy. Also, a purposive sample of ten professional academic experts and 30 school personnel to provide their feedback regarding the designed protocol. Seven tools were developed by the researcher for collecting of data and designing of the protocol to assess; socio-demographic and economic characteristics of the school personnel, knowledge, previous subjective experiences and attitude of them regarding epilepsy, expectations of guardians of the pupils with epilepsy regarding school health services, experts' and school personnel's evaluation of the designed protocol. Results: all the school personnel had poor level of knowledge regarding epilepsy. The most frequent previous subjective proper management of the school personnel was cushioning the head of the pupil during the epileptic fits which represented 31.0% of them. Most of them had positive attitude toward necessity of having a school health team trained in first aid to manage epileptic fit. Regarding negative attitude, 67.1% of them suggested that only the administrative professions are suitable for the controlled pupil with epilepsy. For guardians’ expectations toward school health services to their offspring with epilepsy, majority of them expected dissatisfaction with the school health services. Concerning experts’ evaluation of the designed protocol, all the experts agreed the importance of the topic and the novelty of its information. For the school personnel’s evaluation of the designed protocol, all the school personnel agreed coordination and clarity of the objectives. Conclusion: Designing a protocol for epilepsy within the primary schools will prepare the school personnel to manage epilepsy.

DESIGNING A PROTOCOL FOR MANAGING OF PUPILS WITH EPILEPSY AT THE PRIMARY SCHOOLS

Background: Epilepsy or seizure disorder is a brain disorder that diagnosed after occurrence of two or more epileptic seizures. Children are the fastest growing populations affected by epilepsy. The prevalence of idiopathic epilepsy in a current Egyptian study conducted at Ghabria governorate was 7.2/1000 among school age children. Epilepsy can affect the pupil’s academic achievements and learning. Schools have to implement a protocol to assist pupils with epilepsy according to their specific needs. Study aimed to design a protocol for managing of epilepsy at the governmental primary schools. A descriptive cross sectional design was utilized in this study. The study was carried out at ten governmental primary schools affiliated to Directorate of Education in Mansoura city which had pupils with epilepsy. A convenient sample of 350 of school personnel and 72 guardians of the pupils with epilepsy. Also, a purposive sample of ten professional academic experts and 30 school personnel to provide their feedback regarding the designed protocol. Seven tools were developed by the researcher for collecting of data and designing of the protocol to assess; socio-demographic and economic characteristics of the school personnel, knowledge, previous subjective experiences and attitude of them regarding epilepsy, expectations of guardians of the pupils with epilepsy regarding school health services, experts' and school personnel's evaluation of the designed protocol. Results: all the school personnel had poor level of knowledge regarding epilepsy. The most frequent previous subjective proper management of the school personnel was cushioning the head of the pupil during the epileptic fits which represented 31.0% of them. Most of them had positive attitude toward necessity of having a school health team trained in first aid to manage epileptic fit. Regarding negative attitude, 67.1% of them suggested that only the administrative professions are suitable for the controlled pupil with epilepsy. For guardians’ expectations toward school health services to their offspring with epilepsy, majority of them expected dissatisfaction with the school health services. Concerning experts’ evaluation of the designed protocol, all the experts agreed the importance of the topic and the novelty of its information. For the school personnel’s evaluation of the designed protocol, all the school personnel agreed coordination and clarity of the objectives. Conclusion: Designing a protocol for epilepsy within the primary schools will prepare the school personnel to manage epilepsy.

Effect of an intervention program on improving the knowledge and self-care practices for diabetic School-age children

Background: Diabetes mellitus (DM) is one of the most common endocrine and metabolic conditions in childhood. The Aim of the Study: to testing the effect of an intervention program on improving the knowledge and self-care practices for diabetic school-age children. Design: The study was conducted using pre/post research design. Setting: study was conducted in six governmental primary and preparatory schools in Mansoura city, Dakahlia Governorate. Sample: A purposive sample of 120 diabetic children and diagnosed as having type I diabetes mellitus (DM) for at least 6 months. Tools: Four tools were used to collect the data for this study, namely a structured interview questionnaire, knowledge assessment and reported self-care practices, an observation checklist, and intervention program. Results: there are clear deficiencies in diabetic schoolchildren’s of their knowledge and the related self-care. Conclusion: after the implementation of a training program there was remarkable improving in their knowledge and practices.Recommendations: The training program should be implemented in settings providing care for diabetic children, with longer follow-up in order to assess its long-term effects.

Teaching through textbooks: Teachers as practitioners of a discipline?

What is the role of textbooks in promoting teaching, and how does this role relate to teachers’ subject knowledge, qualifications and autonomy? In this article, we study one aspect of the relationship between the use of textbooks and good teaching by examining how teachers’ subject knowledge in the subject they are expected to teach relates to how they use and rely on textbooks. To do so, we draw on ethnographic data including classroom observation of geography lessons and teacher interviews in upper primary government school classrooms in Bihar, India. We analysed teaching episodes in terms of distinct pedagogical strategies, namely, ostensive teaching, acquaintance knowledge and memory. These categories were identified through normative content analysis which recognises the distinct forms of knowledge, and specifically, different types of inferential relationships. This categorisation enables us to distinguish between teachers with and without a postgraduate or undergraduate qualification in geography in their use of the textbook and pedagogical strategies. Our findings support the claims of those who maintain that textbooks can be a powerful pedagogical tool, and not simply a teaching script in the hands of poorly qualified teachers.

School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia

School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia