The purpose of the current study was to examine the general secondary school (GSS) science teachers’ gender responsive pedagogy (GRP) implementation status. To do so, descriptive survey research design was employed. Teachers, department heads and school principals were taken as respondents of the study comprehensively. And students were also participants of the study conveniently. Questionnaire, interview, and focus group discussion (FGD) were considered as the principal data collection tools. The collected data was analyzed both qualitatively and quantitatively: the data collected through questionnaire was analyzed via mean, std., one sample t-test. And the data gathered by open ended items, interview, and FGD as well was analyzed via words, phrases, statements and narration. The analyzed data noted that GSS science teachers of the North Wollo Zone had facilitated GRP fairly. Thus, they found as effective in relation to language usage, classroom setups, classroom interaction, and addressing sexual harassment. To do so, availability of qualified school supervisors and principals, and realization of new education training policy (NETP) were considered as possible opportunities. However, teachers as well ineffective to prepare gender responsive (GR) lesson plan, to prepare and use GR instructional materials and to have GR management of sexual maturation. This vanity of teachers was sourced from ranges of challenges: economic, culture, school and teacher related. Therefore, extra support in natural sciences should be given for girls beginning from lower primary education; Confidence building dialogues through involvement of female role model need to be initiated in schools; Gender based counseling, information and remedial learning programs like tutorial classes should be strengthened in schools; Since they used as experience sharing center, gender-sensitive expansion of ICT facilities, including computer labs and internet delivery infrastructure should be expanded in schools.
The study assessed the influences of science teachers’ sex and teaching experiences on their gender-responsive pedagogy (GRP) practices of general secondary schools of North Wollo Zone, Ethiopia. It used a case study design and considered science department heads and school principals, and students as data sources comprehensively and purposively, respectively. The researchers collected data via interview and focus group discussion (FGD) and analyzed them thematically. According to the findings, teachers’ sex and teaching experiences did not affect their GRP practicing status. So, it is vital to engage teachers in gender-sensitive teaching that both address students’ different learning styles and preferences.
Although educational objectives have played critical roles in facilitating instructional activities easily, Elliot W. Eisner argued against this by saying that the pre-intended objectives have hindered the practitioners' instructional initiatives. Not only Eisner but also other re-conceptualists and conceptual empiricists viewed the objectives negatively. In one way, they may be right in which the procedural approach may not seem to allow curriculum makers to exercise curricular issues holistically. On the other way, it is difficult to manage the broad curricular issues in a real environment since running the teaching-learning activities is problematic if the instruction is boundless. Though both the conceptual empiricists and re-conceptualists have criticized the traditional approaches of curriculum, they couldn't show their ways of exercising curriculum practically in the real world, i.e., their ideas simply remain on the paper. Still now, conceptions of the traditionalists are influential around the world early from kindergarten up to the higher education level than the opponents' impractical propaganda. Therefore, educational objectives remain helpful rather than impediment not only for this century but also for the coming centuries.
The study aimed to examine to what extent parents participated in their children’s learning. It focused on how the Selam elementary school inspired to involve families in the children’s schooling. To realize this, the researcher used grounded theory as the design of the study. Parents and teachers were involved in the study purposively, and school principals participated in the study comprehensively. The study used an interview and focus group discussion as data gathering tools. The gathered data were analyzed by using open, axial, and selective coding approaches. And the findings indicated how most parents went to school only when their children scored low academically and misbehaved; teachers had discussions with parents of misbehaved and academically weak learners. The outputs also showed that the school was ineffective in mobilizing parents in the school and learners’ learning initiatives. So, parents have to prioritize their children’s instructional process; teachers need to involve caregivers in the instructional process regularly by designing a communication plan with appropriate means of interaction. The school also has to work on how teachers and parents tackle students’ instructional problems by working together regularly.
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