Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and
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and Curriculum Planning Sierra Holmes ECE 312 Administration of Early Childhood Ed. Programs Prof. Nichole Rich February 22, 2016 Teachers and Administrators roles An administrator and a teacher both have important roles in making sure the schools program is reflected daily in the classroom. An administrator determines what the school programs offers children and their families. Some school programs may offer a theme based curricula that relies on the administrator to assist teachers with
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and forming an environment in which other staff members feel actively involved in the process. Systematic change is dependent on quality leadership. Leading change is the hardest expertise to achieve. Without quality management, systematic change will flop and the school will feel unmanageable without guidance. It is vital leaders wishing to implement systematic change have a clear vision, direction and a process for this change to take place. Without having a vision, change is likely not going to
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This paper examines the basis of the need for alternative schooling, outlines the development and evolution of the Montessori method and philosophy, and validates the methodology in research, providing a side-by-side comparison for examination of relative strengths and weaknesses of the program. For 21st century school reformists seeking alternative methods of education or an individualized, child-centered curriculum, Montessori presents itself as an adaptive, hands-on, future-friendly option for
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Linguistic Diversity: The Role of English on Education in Ethiopia 1. Introduction Ethiopia is one of the diversified countries in Africa more than 80 languages are spoken and a diversified culture is experienced. The existing multiethnic and multilingual situation is a challenge to the education system of Ethiopia. Each region, state, city, district, school, and classroom faces a unique demographic situation. So educators locally are facing a different environment of diversity than portrayed
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setting where teachers continuously change and organize curriculum and instruction to meet the needs of their children (Poon, Tan & Tan, 2009). The best environment that fosters and develops structured scientific analytical thinking is the school, where the child spends the major section of his/her day when he/she is away from home. It is within the school environment that formal learning takes place. Acceptable attitudes and values which the child inculcates are transmitted by the teacher who is specifically
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CHAPTER 1 The Problem and its Background Introduction The term curriculum refers to the programme of study in various academic subjects followed by students at various levels of education. The school or college’s teaching staff are employed to teach this curriculum, and students are periodically assessed in their progress in each curriculum subject. As they grow older, students’ achievements in their curriculum subjects are seen as important in helping them get into a good university or college
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TITLE PAGE THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING AND LEARNING OF MATHEMATICS IN FEDERAL COLLEGE OF EDUCATION (FCE), ZARIA KADUNA STATE, NIGERIA BY NAME | REG NUMBER | USMAN HAUWA | EZ/11/MACO/008 | MICHAEL GOTOM HELEN | EZ/11/MACO/036 | AKUBO OMERA ISAIAH | EZ/11/MACO/043 | SARKI DORATHY BELLO | EZ/11/MACO/089 | IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION (NCE), DEPARTMENT OF MATHEMATICS, SCHOOL OF
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------------------------------------------------- The role of technology in delivering the curriculum — Presentation Transcript * 1. The Role of Technology in Delivering the Curriculum * 2. Types of instructional media/technology Non-projected Media Projected MediaReal objects Overhead transparenciesModels Opaque projectionField trips SlidesKits FilmstripsPrinted materials (books, Films worksheets) Video, VCD, DVDVisuals (drawings, Computer/multimedia photographs, graphs, presentations charts
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regular communication with teachers and efforts by the early childhood education programs to discussion groups. Responsibility for Learning Outcomes speaks to how parents can support the language and literacy development of their children through direct parent-teaching activities such as reading aloud and engaging in linguistically rich conversations with their children. Teacher’s I nvolvement in the Academic of the Learner Mary Chamberlain (2002) said that that great teacher make a difference. They
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