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School leadership is fundamental to the educational functioning of schools and their improvements of results. The study employed a qualitative approach to explore school principals’ leadership styles and the educational performance of learners in high- and low-performing schools in Vhembe District, Limpopo, South Africa. The participants were purposefully selected from 10 secondary schools in terms of their performance. Focus group interviews were conducted with five teachers from each school. The interview data was transcribed and analysed, and identical patterns of coded data were grouped together under emerging themes. The overall results of the study indicated that the democratic leadership style together with the transformational leadership style contribute to high educational performance of learners. School principals from high- and low-performing schools employ a democratic leadership style and differ only in the sense that the latter are permissive or lenient towards learners’ behaviours or conduct. The study recommends that school principals engage teachers as members of a disciplinary committee in order to deal with those learners whose conduct is not conducive to successful teaching and learning. It is recommended that school principals from low-performing schools strengthen their democratic leadership by not being lenient to learners’ behaviour which is not conducive to successful teaching and learning. 相似文献
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Moses Oketch Moses Ngware Maurice Mutisya Admassu Kassahun Benta Abuya Peter Musyoka 《Peabody Journal of Education》2014,89(1):17-42
In East Africa, there is great effort directed toward ensuring that there is learning and value for money invested in universal education policies initiated over the past decade. Kenya and Uganda are two countries that typify this effort. The effort includes the work of research organisations such as Uwezo, which assess learning levels; RTI, which assesses language and early grade reading; and the work of African Population and Health Research Center (APHRC), which looks at schooling patterns of different households. All these studies paint a disappointing picture both for the universal access Education for All policy and the large sums of money that have been devoted to achieve it. The verdict is that too many pupils in schools are not learning and too many poor ones are excluded from universal public access. Uwezo reports that 70% of pupils in Grade 3 cannot do Grade 2 work, and 9% of those completing Primary 8 in Kenya cannot do Grade 2 work. Answers are not easy to find, so borrowing what has worked elsewhere has been attempted. This article presents one effort toward finding what can work to improve learning for pupils in early grades. It is based on the idea of “Reading to Learn” implemented elsewhere and attempted in East Africa by Aga Khan Foundation and independently evaluated by APHRC using randomization methods. Lessons presented highlight the role and complexities of randomization in addressing the educational challenges in East Africa. 相似文献
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Moses Stambler 《College Teaching》2013,61(2):125-126
The Space Age demands a new approach in the teaching of history according to a history professor (B.A., New School for Social Research; M.A., Columbia; Ph.D., New York University of Bronx Community College. 相似文献
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Michele S. Moses 《Peabody Journal of Education》2013,88(1):150-165
This article explores the connections between the media's responsibility to educate the public, politically and morally contested education policy debates, and public information and deliberation. The author argues that it is crucial for education policy researchers to clarify the competing perspectives on policy disputes by providing theory and research-based information to the public. This requires researchers to understand not only the nuances of the policy issue but also how the media serve as educators and how to find ways of disseminating research to journalists and members of the public. 相似文献
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Moses Shumow 《Journalism Practice》2016,10(1):52-70
The rapid growth of Hispanics in the United States, the parallel growth of Spanish-language media, and the difficulties that this population continues to experience in terms of important socio-demographic indicators such as education, immigration, healthcare, and criminal justice, requires research that investigates the ways in which Spanish-language news outlets are delivering the information needed by this group in terms of providing a public service and contributing to democratic notions of the press. Democratic theories of the press posit that in order for a democracy to function properly, all groups should be provided with news coverage that reflects the voices, concerns, and interests of their communities. However, it has often proved difficult for news industries undergoing rapid growth and increasing corporate concentration to serve audiences with diverse news and information needs. In order to examine the extent to which Spanish-language news outlets are providing a diverse range of news and topics relevant to their audiences, researchers used software that gathers Real Simple Syndication (RSS) feeds to archive, organize, and analyze over 10,000 news stories posted to 28 Spanish-language news websites during October 2012. The results show some diversity in the range of topics covered, but the widespread duplication of content across platforms owned by a small handful of media conglomerates found in the results raises important questions about the impact of increasing news homogenization in the digital age and the potential implications for minority audiences. 相似文献
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In this study, eight statistical strategies were evaluated for selecting the parameterizations of loglinear models for smoothing the bivariate test score distributions used in nonequivalent groups with anchor test (NEAT) equating. Four of the strategies were based on significance tests of chi-square statistics (Likelihood Ratio, Pearson, Freeman-Tukey, and Cressie-Read) and four additional strategies were based on different evaluations of the Likelihood Ratio Chi-Square statistic (Akaike Information Criterion, Bayesian Information Criterion, Consistent Akaike Information Criterion, and an index traced to Goodman). The focus was the implications of the selection strategies' selection tendencies for the accuracy of chained and poststratification equating functions. The results differentiated the strategies in terms of their tendencies to select models with particular bivariate parameterizations and the implications of these tendencies for equating bias and variability . 相似文献
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