All papers – Page 32 – EAJESS

Bidding Farewell to a Lover: A Transitivity Analysis of a Tribute by Nana Konadu Agyeman Rawlings

Leave a Comment / Vol 2, Issue 3 / eajess

Authors: Daniel Afrifa-Yamoah (Akenten Appiah-Menka University of Skill Training and Development, Ghana), Charles Djorbua (Presbyterian College of Education, Akropong Akuapem, Ghana) and 3Isaac Danquah Darko (Ghana Communication Technology University, Ghana) Abstract: This paper is a transitivity analysis of the tribute to the Late Former President of Ghana, Flt. Lt. Jerry John Rawlings by his widow, […]

Bidding Farewell to a Lover: A Transitivity Analysis of a Tribute by Nana Konadu Agyeman Rawlings Read More »

Discipleship and Stewardship as Vital Aspects for Church Mission: A Case of Kwamrombo SDA Church in Arusha, Tanzania

Leave a Comment / Vol 2, Issue 3 / eajess

Authors: Jeremiah Theophilo Izungo (Adventist University of Africa) and Mussa S. Muneja, ThD (University of Arusha, Tanzania) Abstract: This study sought to establish the linkage between stewardship and discipleship in the context of Kwamrombo SDA Church in Arusha City, using 20 church members as participants. Data was collected through face-to-face interviews and the thematic approach

Discipleship and Stewardship as Vital Aspects for Church Mission: A Case of Kwamrombo SDA Church in Arusha, Tanzania Read More »

Mainstreaming African Indigenous Epistemologies into Student Development in Higher Education: A Case of Zimbabwe

Leave a Comment / Vol 2, Issue 3 / eajess

Authors: Crispen Mazodze (Bindura University of Science of Science Education), Jacob Mapara, PhD (Chinhoyi University of Technology) and Prof. Maria Tsvere, PhD (Chinhoyi University of Technology) Abstract: Framed in the context of decoloniality, this study advocates for the embedding of African indigenous epistemologies into student development in university education in order to emancipate it from

Mainstreaming African Indigenous Epistemologies into Student Development in Higher Education: A Case of Zimbabwe Read More »

Development and Assessment of Reflective Skills among Teacher Trainees in Tanzania

Leave a Comment / Vol 2, Issue 3 / eajess

Author: Raymond Martin Ndomba (Beijing Normal University, China) Abstract: Reflective skills are a required ability that needs to be developed and assessed in any teacher training institution for quality practice and overall professional effectiveness. This study employed a case study design in exploring how teacher educators viewed the development and assessment of the reflective skills

Development and Assessment of Reflective Skills among Teacher Trainees in Tanzania Read More »

Evaluation of the National School Lunch Program at a Public Charter School in Duval County, Jacksonville, Florida, USA

3 Comments / Vol 2, Issue 3 / eajess

Author: Emerson Reid and Prof. Vencie B. Allida, PhD (Northern Caribbean University, Jamaica) Abstract: The National School Lunch Program (NSLP) is the second largest meal program in the United States, operating in Elementary, Secondary and not for profit private schools. The goals and objectives of the NSLP is to provide free, healthy, nutritious and balanced

Evaluation of the National School Lunch Program at a Public Charter School in Duval County, Jacksonville, Florida, USA Read More »

Determinants of Teachers’ Motivation to join the Teaching Profession: A Case of Two teachers Colleges in Zambia

1 Comment / Vol 2, Issue 3 / eajess

Authors: Aubrey Hibajene Mweemba (Rusangu University, Monze, Zambia) and Prof. Daniel Allida, Ph.D (Northern Caribbean University, Mandeville, Jamaica) Abstract: The purpose of this study was to examine the differences in views between preservice teachers and inservice teachers on their motivation to join the teaching profession. The study used descriptive quantitative approach through the independent sample

Determinants of Teachers’ Motivation to join the Teaching Profession: A Case of Two teachers Colleges in Zambia Read More »

Implementation of the Differentiated Instructional Approach among Public Secondary Schools in Mwanga District, Tanzania

Leave a Comment / Vol 2, Issue 3 / eajess

Authors: Mercy Joseph Nguvava and Jackson Meremo, PhD (St. Augustine University of Tanzania) Abstract: The Differentiated Instructional approach (DI) is a very important strategy to meet the diverse needs of the learner in improving the teaching and learning process. This study aimed at investigating the implementation of the Differentiated Instructional approach among the public secondary

Implementation of the Differentiated Instructional Approach among Public Secondary Schools in Mwanga District, Tanzania Read More »

Challenges of Integrating Information and Communication Technology in Teaching among National Teachers’ Colleges in Uganda

Leave a Comment / Vol 2, Issue 3 / eajess

Authors: Charles Nyakito (University of Eastern Africa, Baraton, Kenya), Catherine Amimo, PhD (University of Eastern Africa, Baraton, Kenya) and Prof. Vencie B. Allida, PhD (Northern Caribbean University, Jamaica) Abstract: In this 21st century, educational institutions the world over are faced with increasing demand from society to transform from analogue practices to digital systems using technology.

Challenges of Integrating Information and Communication Technology in Teaching among National Teachers’ Colleges in Uganda Read More »

Discipleship and Stewardship: The Essential Combination that Can Enhance Financial Stability of the Church in Africa

Leave a Comment / Vol 2, Issue 3 / eajess

Authors: Jeremiah Theophilo Izungo (Adventist University of Africa, Kenya) and Mussa Simon Muneja, PhD (University of Arusha, Tanzania) Abstract: While discipleship and stewardship are essential aspects in Christian life, combination of the two terms can provide financial stability and spiritual growth in the church. This study employed the literary method through the collection of journal

Discipleship and Stewardship: The Essential Combination that Can Enhance Financial Stability of the Church in Africa Read More »