Early Childhood Care and Education (ECCE) in Ethiopia: Developments, Research, and Implications

Tefera, Belay

doi:10.1353/eas.2018.0005

Cited by 9 publications

(9 citation statements)

References 4 publications

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“…But the mean score of the conceptual understanding test related to Newton's laws of motion was 14.3, the maximum score was 23, and the minimum score was 6. The mean of conceptual understanding was below the standards of the minister of education of Ethiopia (National Educational Assessment and Examinations Agency, 2017;Tefera, 2018), Table 3 showed the factual knowledge of the physics pre-service teachers in four colleges of teacher education about Newton's laws of motion. The data revealed that most of the questions regarding the factual knowledge of the pre-service teachers of Newton's laws of motion scored more than 55%.This supported by the research done by Bøe et 3 showed the results of preservice physics teacher factual knowledge test.…”

Section: First Section: the Results Of Factual Knowledge Diagnostic Testmentioning

confidence: 95%

“…It is used as a prerequisite for other topics in physics such as work, kinetic and potential energy, linear and angular momentum, gravitation, electrostatics, electromagnetism, rotation, and oscillation (Awrejcewicz, 2012a;Mahajan, 2020) . Through the understanding of Newton's laws of motion, college students can gain a full understanding of college mechanics, which is governed by Newton's laws of motion (Saglam-Arslan & Devecioglu, 2010) To ensure compliance with the new curriculum content and materials, the Ministry of Education (Tefera, 2018) is assessing all national examinations in collaboration with the National Educational Assessment and Examinations Agency (Yibrah, 2017) reported that the percent of students who scored below 50% in physics for both grade 12 and 10 was 92.6 percent for grade 12 and 95.4 percent for grade 10. According to the report, students' achievement in physics were very low, and the national learning assessment result of the certificate of competence exam in physics was below the standard of Ministry of Education's Ethiopian (Woldetsadik, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Assessing students' factual, conceptual, and procedural knowledge of Newton's Laws of motion

Cashata

Seyoum

Alemu

2022

Momentum: Physics Education Journal

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The study aims to assess the difficulties in factual knowledge, conceptual understanding, and procedural knowledge of physics pre-service teachers on Newtonâ€™s laws of motion. The study was conducted in four colleges of teacher education located in the southern regions of Ethiopia .This study employed descriptive survey methods. For data collection, 14- Factual-Knowledge Test, 19- Conceptual understanding test and 3-open ended questionariesâ€™ were used. Descriptive statics such as means, standard deviations, percentages, frequencies, and Minnesota Assessment of problem solving Rubric are used for written solution, where 136 students were involved in the quantitative part. They were consulted in the qualitative part of this study. The findings reveal a lack of conceptual understanding (61 percent) and procedural knowledge among pre-service physics teachers. This is evident in their low performance in the category or indicator dimensions of using, determining, and understanding problems (56 percent), in writing laws and principles (61%), and in determining the correct answer to problems (59 percent). A reasonable recommendation is given to solve the problem so that the pre-service physics teacher has adequate conceptual and procedural knowledge.

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Section: First Section: the Results Of Factual Knowledge Diagnostic Testmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Assessing students' factual, conceptual, and procedural knowledge of Newton's Laws of motion

Cashata

Seyoum

Alemu

2022

Momentum: Physics Education Journal

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“…While some disadvantaged parents use constrained faith-based organizations, wealthier parents typically bring their kids to private preschools. Only a small number of non-governmental groups offer preschool services in remote areas (Tefera, 2018).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Understanding Teachers’, School Principals, and Early Childhood Education Experts’ Perception of O-Class Program for Children’s School Readiness: A Qualitative Study

Zekarias¹,

Zhao²

2023

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Only one in five children in the low-income country have access to pre-primary schooling. The greatest benefits would come from early childhood education programs for those who are least likely to participate in them (UNICEF, 2018). This study aimed to explore teachers', school principals, and early childhood education experts' perceptions of O-class programs for children's school readiness. A phenomenological research design under a qualitative approach was used. Participants included 16 O-class principals (6 male and 10), 10 teachers (2 male and 8 female), and 5 ECE experts (all male). The researchers measured teachers' perceptions towards culturally responsive and locally available resources in the O-class through interviews and school principals and ECE experts perceived the success and challenges of the O-class program for children's school readiness through focus group discussions. From the analysis, eight themes emerged. Our data demonstrate that the O-class program increases parental and child attendance, benefiting children's school readiness. This implies that children from disadvantaged backgrounds, who are still less likely to have taken part in the O-class program, do not have the same opportunity to advance in the first few years of elementary school. Overall, children's school readiness is impacted by resource limitations, background differences, and learning difficulties. Finally, based on the main findings, conclusion, areas for additional study, and implications for policy and practice were suggested.

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“…Many studies in Ethiopia mainly focus on quality and access to early childhood education (e.g. Diale and Sewagegn, 2021; Rossiter, 2016 ; Tefera, 2018). Despite the attention given to coverage and expansion of early childhood education has exponentially risen in recent years, the focus on preschool teachers remains low (MoE, 2016).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP)

Mengstie

2022

Journal of Early Childhood Research

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The purpose of this qualitative study was to explore preschool teachers’ beliefs and practices on developmentally appropriate practices. The study sites are a mix of public and private preschools that are located in Gondar City, Ethiopia. From these study sites, six participants were purposively selected. Date data were collected through in-depth interviews. Audio-recorded in-depth interviews were transcribed verbatim. Then the Amharic transcript was then translated into the English language and made ready for further thematic analysis. The results indicated a discrepancy between preschool teachers’ beliefs and their actual classroom practices of DAP. The participants reported strong beliefs about the importance of DAP for children’s development and learning. However, they did not follow the DAP guides when teaching children. The preschool teachers attributed this discrepancy to external factors such as shortage of inputs, large class size, lack of parental support and administrative problems. Therefore, the Ministry of Education, policy makers, teacher training colleges and school administrators should design strategies that enable preschool teachers to practice their strong beliefs in implementing DAP in the classroom.

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Early Childhood Care and Education (ECCE) in Ethiopia: Developments, Research, and Implications

Cited by 9 publications

References 4 publications

Assessing students' factual, conceptual, and procedural knowledge of Newton's Laws of motion

Assessing students' factual, conceptual, and procedural knowledge of Newton's Laws of motion

Understanding Teachers’, School Principals, and Early Childhood Education Experts’ Perception of O-Class Program for Children’s School Readiness: A Qualitative Study

Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP)

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