Vol 5, Issue 6

The Role of School Managers and University Supervisors toward Pre- Service Teacher Training in Uganda

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Authors: Annet Musiimenta (Uganda Christian University), Wilson Eduan, PhD (Uganda Christian University) and Mary Kagoire, PhD (Uganda Christian University) Abstract: This paper presents the findings of a study that explored the collaborative roles of school managers and university supervisors in supporting student teachers during school practice. Using a single case study design and qualitative method, […]

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Primary School Teachers’ Implementation of the Authentic Assessment and Application of Results within the Standards-Based Science Curriculum in Effutu Municipality, Ghana

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Authors: Emmanuel Dwamena (University of Connecticut), Sakina Acquah (University of Education, Winneba), Mavis Adwoa Donkor (Presbyterian College of Education, Ghana) and Enock Yeng (Liberty University) Abstract: This study explored the implementation of authentic assessment by primary science teachers within the Standards-Based Curriculum in the Effutu Municipality, using a descriptive survey design with a sample of

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Faculty Level of Readiness to Use e-Learning in Instruction and Supervision among Universities in Kenya

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Authors: Mmbaka Bonface Shisakha (Kenyatta University), Felicita Njuguna, PhD (Kenyatta University) and Norbert Ogeta, PhD (Kenyatta University) Abstract: E-Learning has not gained widespread popularity as an instructional method in universities, primarily due to faculty members’ readiness and awareness limited levels. This study examined faculty preparedness and use of e-Learning. The sample consisted of 6 Directors,

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Adherence to Testing Principles: Exploring the Congruence between what Teachers Preach and Practice

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Authors: Aliu Nandzo (Tumu College of Education, Ghana), Eric Anane, PhD (University of Cape Coast, Ghana), Andrews Cobbinah, PhD (University of Cape Coast, Ghana), Ruth Keziah Annan-Brew, PhD (University of Cape Coast, Ghana) Abstract: This study explored the congruence between teachers’ self-reported classroom assessment practices and their actual practice in the Sissala East Municipality, Ghana,

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