tag:blogger.com,1999:blog-49872332591503131442024-03-13T15:58:26.753-07:00The School Base-OnlineEducational UpdatesNophskyhttp://www.blogger.com/profile/16156804047324502999noreply@blogger.comBlogger55125tag:blogger.com,1999:blog-4987233259150313144.post-75468503790530081582020-05-09T07:41:00.000-07:002020-05-09T07:41:31.741-07:00 FORM 1, FORM 2, FORM 3, FORM 4, FORM 5 & FORM 6<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: x-large;"><b>O-Level </b></span>is the abbreviation of <b>Ordinary Level</b>. It is one of the two-part CSE (Certificate For Secondary Education). The other part of CSE is <span style="font-size: large;"><b>Advanced Level (A-Level)</b></span>, which students enter after completing O-Level.<span style="font-size: large;"><i><b><span style="color: #cc0000;"> </span></b></i></span><br>
<a href="https://schoolbaseonline.blogspot.com/2020/05/form-1-form-2-form-3-form-4-form-5-form.html#more"></a>e-SBOhttp://www.blogger.com/profile/17746952211167080958noreply@blogger.comtag:blogger.com,1999:blog-4987233259150313144.post-33533186308697915712020-01-25T02:16:00.001-08:002020-01-25T02:16:12.746-08:00UDSM Scholarships Opportunities 2020 | Full Funded by Danish International Development Agency (DANIDA)<div style="text-align: left;">
<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhazJpsLl-wBwKY9Ur4k7MOpQFpdabD9CHMvqKFiK1H8RF6lln7T4YERRpS6zX_n_Dsi8AbLLLU9tOd0lcBSCkU-L5G6ZmUAP5pt_90HAcLCXbdZHywNr2sKnwY5QKoRmOL80NIryR4cN4/s1600/University+of+Dar+es+salaam-UDSM.jpg"><b> </b></div>
<div style="text-align: left;">
<b>Overview:</b></div>
<div style="text-align: left;">
The University of Dar es Salaam is the oldest and biggest public
university in Tanzania. It is situated on the western side of the city
of Dar es Salaam, occupying 1,625 acres on the observation hill, 13
kilometers from the city centre. It was established on 1st July 1970,
through parliament act no. 12 of 1970 and all the enabling legal
instruments of the constituent colleges.<br>
</div><a href="https://schoolbaseonline.blogspot.com/2020/01/udsm-scholarships-opportunities-2020.html#more"></a>Nophskyhttp://www.blogger.com/profile/16156804047324502999noreply@blogger.comtag:blogger.com,1999:blog-4987233259150313144.post-72344960385621426252020-01-19T01:26:00.002-08:002020-01-19T01:55:59.824-08:00Download reference books for free online from the best websites | Pakua Vitabu bure online kutoka mitandao mbalimbali<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXtLdJ_lDHTNxlbL7acRBI7A_f58CAHgP6DiEtz0cDF6C6Oi6lykDJCvhWAXXmck_pofHJ_oq_QjpGTQdWYsT7mo6B3ovxC_oBMBvyYuy0Gr3oafHT1FLrl4WPEPtVQRTS3fZo93PdjUo/s1600/ebooks.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="179" data-original-width="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXtLdJ_lDHTNxlbL7acRBI7A_f58CAHgP6DiEtz0cDF6C6Oi6lykDJCvhWAXXmck_pofHJ_oq_QjpGTQdWYsT7mo6B3ovxC_oBMBvyYuy0Gr3oafHT1FLrl4WPEPtVQRTS3fZo93PdjUo/s1600/ebooks.jpg"></a></div>
Reading is beneficial, because we can get a lot of information from the
reading materials. Technology has developed, and reading books can be
more convenient and easier. We can read books on our mobile, tablets and
Kindle, etc. Hence, there are many books coming into PDF format. Below
are some websites for downloading free PDF books where you can acquire
as much knowledge as you want<br>
<a href="https://schoolbaseonline.blogspot.com/2020/01/download-reference-books-for-free.html#more"></a>Nophskyhttp://www.blogger.com/profile/16156804047324502999noreply@blogger.comtag:blogger.com,1999:blog-4987233259150313144.post-39659974462345611942020-01-07T03:22:00.002-08:002020-01-07T03:22:39.675-08:00NECTA:New System to request National Examinations results for different levels <div style="text-align: left;">
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<b>National Examinations
Council of Tanzania (NECTA</b> in swahili know as "Baraza la Mitihani la
Tanzania" is an agency of the Tanzanian government, headquartered in Dar
Es Salaam at Mwengwe area, that proctors tests given nationally<a href="https://expresstz.com/">.</a> It manages Education Examination in Tanzania<br>
<br>
The National Examinations Council of Tanzania (NECTA) is Government
Institution which was established by the Parliamentary Act No. 21 of
1973. NECTA is responsible for the administration of all National
Examinations in Tanzania.<br>
</div><a href="https://schoolbaseonline.blogspot.com/2020/01/nectanew-system-to-request-national.html#more"></a>Nophskyhttp://www.blogger.com/profile/16156804047324502999noreply@blogger.comtag:blogger.com,1999:blog-4987233259150313144.post-79366417971548735002020-01-06T03:31:00.000-08:002020-01-06T03:31:35.639-08:00MOE:SCHOLARSHIPS Opportunities at United Kingdom 2020/21 | Queen Elizabeth Commonwealth Scholarships (QECS) <div class="itemTitle" style="text-align: center;">
<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCknS_f9qBtBtCvWRoIDhVpS1YLRPOMcGrio6gmgp1DKgdiaSj0LP6mw2h05L9eFKCSRjpAMpBKH05gZX1OCXvZN6rLkmlNXxGy1j1gwsVwyhH4Mcj9Prv_pm_atXDPdP3xt91ZSnzG4N6/s1600/NEMBO-.jpg"><b> </b></div>
<div class="itemTitle" style="text-align: center;">
<b>QUEEN ELIZABETH COMMONWEALTH SCHOLASHIPS (QECS) TENABLE IN THE HOSTING UNIVERSITIES FOR QECS 2020</b></div>
<a href="https://www.blogger.com/null" name="more"></a>
<b>1.0 Call for Application </b><br>
The General public is hereby
informed that, the Government of the United Kingdom has opened the new
Queen Elizabeth Commonwealth Scholarships (QECS) to eligible Tanzanians
to pursue Masters Studies in the hosting Universities for QECS in the
academic year 2020-2021. Interested candidates are highly encouraged to
apply under the Association of Commonwealth Universities <br>
<a href="https://schoolbaseonline.blogspot.com/2020/01/moescholarships-opportunities-at-united.html#more"></a>Nophskyhttp://www.blogger.com/profile/16156804047324502999noreply@blogger.comtag:blogger.com,1999:blog-4987233259150313144.post-10933977938333831652019-03-02T06:12:00.000-08:002019-03-03T22:20:07.957-08:00THE HISTORICAL PERSPECTIVES ON THE ROLE OF TEACHER EDUCATION<img alt="Image result for TEACHER EDUCATION" class="irc_mi" src="http://edulaws.com/wp-content/uploads/2016/07/te-1.png" height="273" style="margin-top: 0px;" width="320"><br>
Teachers are the mothers of all professions. Professional teachers
are important in the development of education and development of
society. Because of this teachers who are effective and educated are
needed to be produced. Teachers need to be updated. Good teachers‘
education is needed to teachers to enable them to be effective in
psychomotor, affective and cognitive areas of professions.<br>
<a href="https://schoolbaseonline.blogspot.com/2019/02/the-historical-perspectives-on-role-of.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-25339359470887736462019-03-02T05:59:00.000-08:002019-03-03T08:31:15.149-08:00PROFESSIONAL DEVELOPMENT WITHIN TEACHER EDUCATION<span class="ILfuVd"><b><img alt="Related image" class="irc_mi" height="240" src="https://previews.123rf.com/images/dizanna/dizanna1510/dizanna151001156/47196208-professional-development-mind-map-business-concept.jpg" style="margin-top: 0px;" width="320" /> </b></span><br />
<span class="ILfuVd"><b>Professional development</b> is learning to earn or maintain <b>professional</b>
credentials such as academic degrees to formal coursework, attending
conferences, and informal learning opportunities situated in practice.
It has been described as intensive and collaborative, ideally
incorporating an evaluative stage.</span><br />
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<b>1.<br />
</b><b>Conceptualizing the meaning of professional<br />
development</b></div>
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Professional development of teacher is defined as<br />
activities that develop an individual’s skills, knowledge, expertise and other<br />
characteristics as a teacher.</div>
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The<br />
definition recognizes that development can be provided in many ways, ranging<br />
from the formal to the informal. It can be made available through external<br />
expertise in the form of courses, coaching, mentoring, professional meetings,<br />
workshops or formal qualification programmes, through collaboration between<br />
schools or teachers across schools (<i>e.g. </i>observational visits to other<br />
schools or teacher networks) or within the schools in which teachers work. In<br />
this last case, development can be provided through coaching/mentoring,<br />
collaborative planning and teaching, and the sharing of good practices. It also<br />
includes informal experiences such as reading professional publications,<br />
watching television documentaries related to an academic discipline, etc.</div>
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Therefore,<br />
any ongoing learning opportunities that are available to teachers through their<br />
education system or school can be termed as professional development.</div>
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Note:</div>
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Not<br />
all professional development programs can be effective. Effective professional<br />
development is defined as professional development that produces changes in<br />
teachers’ instruction practice which can be linked to improvements in student<br />
achievement (Blazer, 2005)</div>
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The primary<br />
purpose of professional development is to prepare and support teachers by<br />
giving them knowledge and skills they need to help all students achieve high<br />
standards of learning and development (U.S department of education, 1996). The<br />
conception of professional development is therefore broader than career<br />
development which is defined as the growth that occurs as the teacher moves<br />
through the professional career cycle. It is also broader than staff development<br />
which is the provision of organized in-service programs designed to foster the<br />
growth of teachers. When looking at professional development, one must examine<br />
the content of experiences, the process by which the professional development<br />
will occur and the contexts in which it will take place. This perspective is in<br />
a way new to teaching</div>
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In the past,<br />
professional development available to teachers was staff development or in<br />
service training usually consisting of workshops of short term courses that would<br />
offer teachers new information on a particular aspect of their work or on the<br />
latest instructional practices.</div>
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Participants<br />
listed passively to outside experts and were then encouraged to apply<br />
strategies in their own classrooms (Blazer, 2005). Teachers were proved with<br />
few, if any opportunities for following-up activities and rarely applied their<br />
new knowledge or skills when they returned to their classrooms (Joyce and<br />
showers, 2002)</div>
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</div>
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Today,<br />
challenging student performance standards paired with rigorous sustainability<br />
policies call for significant changes in professional development practices.<br />
These changes cannot be accomplished by sending teachers to the short term<br />
professional development efforts of the past. Professional development must be<br />
more than training in new knowledge or instructional procedures. It must enable<br />
teachers to move to the next level of expense and enhance their ability to make<br />
changes that will result in increased student performance (French, 1997). This<br />
professional growth will only occur if teachers are provided with expanded<br />
learning opportunities, ample peer support, and extended time to practice,<br />
reflect, critique, and the practice again (Cohen and Hill, 1998)</div>
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Therefore, in<br />
recent years, the professional development of teachers has been considered as a<br />
long-term process that includes regular opportunities and experiences planned<br />
systematically to promote growth and development in the profession. This shift<br />
has been so dramatic that many have referred to it as new image of teacher<br />
learning, a new mode of teacher education, a revolution in education and even a<br />
new paradigm of professional development</div>
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</div>
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<b>Activity: </b></div>
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1) <br />
Give a brief<br />
account on the following terms, professional development, career development,<br />
teacher development, staff development, in service training (INSET)</div>
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2) <br />
Reflect on the<br />
current educational program in Tanzania, who is responsible for designing and<br />
conducting professional programs, is there any policy that guides its<br />
implementation? What does this policy say?</div>
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3) <br />
Analyze the<br />
professional development programs designed by the government and non government<br />
organizations in Tanzania. What is the stance f these programs in the light of<br />
the new paradigm of teacher learning</div>
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<b>2.<br />
</b><b>Rationale for professional development</b></div>
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Aside from the individual<br />
satisfaction of financial gain that teachers may obtain as a result of<br />
participating in professional development opportunities, the process of<br />
professional development opportunities, the process of professional development<br />
has a significant positive impact on teachers’ beliefs and practices, students’<br />
learning and on the implementation of the educational reforms</div>
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</div>
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</div>
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<b>2.1 Implementation of educational reforms</b></div>
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The current<br />
emphasis on the professional development comes not from knowledge of<br />
deficiencies but instead from growing recognition of education as a dynamic<br />
professional field (Guskey, 2000).<br />
Educational researches are constantly discovering new knowledge about the<br />
teaching and learning process. As the professional knowledge base expands, new<br />
types of expertise are required of educators at all levels. And like<br />
professionals in other fields, educators must keep abreast of this emerging<br />
knowledge base and prepared to use it constantly refine their conceptual and<br />
craft skills</div>
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</div>
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Education being<br />
a dynamic endeavor, change is inevitable. Teachers are constantly learning,<br />
growing and adapting to new techniques, new content standards and new<br />
curriculums. Teachers’ professional development is an essential component of<br />
comprehensive school change/reform.</div>
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Teachers are the<br />
center of educational reform because they must make every effort to ensure that<br />
their students meet the high standards that districts and states have adopted<br />
(Garetet l, 2001). They have most direct contact with students and considerable<br />
control over what is taught and learning climate. (King and Newnann, 2000)</div>
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<b>2.2</b><b>Students’<br />
learning</b></div>
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The American federation<br />
of teachers has stated that, the nation cannot adopt rigorous stands, set forth<br />
a visionary scenario, compile the best research about how students learn,<br />
change text books and assessment, promote teaching strategies that have been<br />
successful with wide range of students and change all the other elements<br />
involved in systematic reform but without professional development, school<br />
reform and improved achievement for all students will not happen.</div>
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Evidence<br />
continue to accumulate showing that student performance ins influenced by<br />
teachers’ high quality professional development and that the effects of<br />
increased teacher knowledge are observed across subject matter fields (Guskey,<br />
2000 and showers, 2002). The American federation of teachers (2002) has<br />
concluded that high quality professional development is essential to the<br />
nation’s goal of high standards of learning for every child and that the most<br />
important investment school districts can make<br />
is to ensure the teachers continue to learn. The national commission on<br />
teaching and America’s future (1996)<br />
reported that, investments in teachers knowledge and skills result in greater<br />
increase in student achievements than other uses of the education dollar. The<br />
time teachers spend with other knowledgeable educators engaging in teaching and<br />
learning is just as important to students’ learning as the time teachers<br />
spend teaching students</div>
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<b>3.3 Teachers’ beliefs and practices</b></div>
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Successful<br />
professional development experiences have a noticeable impact on teacher’s work<br />
both in and out of the classroom especially considering that a significant<br />
number of teachers throughout the world are under prepared for their professional<br />
(Raimer 2002). Evidence how that, professional development has an impact on<br />
teachers’ beliefs and behavior. Evidence also indicate that, the relationship<br />
between teachers’ beliefs and their practice is not straight forward or simple<br />
(Reimer’s 2003). On contrary, it is dialectic, moving back and forth between<br />
change in beliefs and change in classroom practice (ibid)</div>
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<b>3.<br />
</b><b>Forms/models off professional development</b></div>
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<b>1.0 meaning of professional development model</b></div>
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Professional<br />
development models may be defined as a plan that guides the process of<br />
designing professional development for teachers (Joyce and Weil, 1972). The<br />
models can be seen as a design for learning which embodies a set of assumptions<br />
about where knowledge about teaching practice comes from and how teachers’<br />
acquire or extend their knowledge (Ingvarson, 1987)</div>
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Major models<br />
include: individually guided staff<br />
development, observation/assessment, involvement in a development/improvement<br />
process, training and inquiry model (sparks and Horsley, 1989). These models<br />
present teachers with a wide variety of options and opportunities to enhance<br />
their professional skills and knowledge (Guskey, 2000)</div>
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<b><i>Supplement: </i></b></div>
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Sparks and<br />
Loucks-Horsley (1990), in their extensive review of the research, suggest that<br />
five types of staff development models are used for teachers:</div>
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· <br />
INDIVIDUALLY<br />
GUIDED STAFF DEVELOPMENT. Individuals identify, plan and pursue activities they<br />
believe will support their own learning.</div>
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· <br />
OBSERVATION/ASSESSMENT.<br />
Teachers are observed directly and given objective dataand feedback about their<br />
classroom performance.</div>
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· <br />
INVOLVEMENT<br />
IN A DEVELOPMENT/IMPROVEMENT PROCESS. Teachers developcurriculum, design<br />
programs, or become involved in school improvement processes to solvegeneral or<br />
specific problems.</div>
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· <br />
TRAINING.<br />
Teachers engage in individual or group instruction in which they<br />
acquireknowledge or skills.</div>
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· <br />
INQUIRY.<br />
Teachers identify and collect data in an area of interest, analyze and<br />
interpret thedata, and apply their findings to their own practice.</div>
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<b>Of<br />
these five models, the most widely used and researched is TRAINING.</b></div>
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<b>1.1</b><b>Individually<br />
guided-staff development model</b><i>(“I have<br />
come to feel that the only learning which significantly influences behavior is<br />
self-discovered, self-appropriated learning by Rodgers</i><b><i>)</i></b></div>
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<b>Individually-guided<br />
definition</b></div>
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· <br />
A process through which teachers plan<br />
for and pursue activities they believe will promote their own learning.</div>
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· <br />
Designed by the teacher.</div>
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· <br />
Teacher defined goals and activities</div>
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The key<br />
characteristic of this model is that, learning is designed by teachers. The<br />
teacher determines his/her own goals and select activities that will result in<br />
the achievement of those goals. Teachers read professional publications, have<br />
discussion with colleagues and experiment with new instructional strategies on<br />
their own. This may occur, with or without the existence of formal professional<br />
development</div>
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<b>Individually-guided – Underlying Assumptions</b></div>
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o Individuals can judge their own needs and that they<br />
are capable of self direction and self-initiated learning.</div>
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o Adults learn most efficiently when they initiate and<br />
plan their learning rather than spend their time in irrelevant activities of<br />
little interest.</div>
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o Individuals will be motivated when they select their<br />
own leaning goals based on their personal of their needs.</div>
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<b>1.2 Observation/assessment<br />
model </b>(<i>“Feedback<br />
is the breakfast of champions” by </i>Blanchard<br />
& Johnson- <i>The One Minute<br />
Manager)</i></div>
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The model<br />
proposed that, one of the best way to learn is by observing others or by being<br />
by being observed and receiving specific feedback from the observation (Guskey,<br />
2000). Analysing and reflecting on the information from observation assessment<br />
can be a valuable means of professional development. Coaching, mentoring and<br />
clinical supervision can be good examples of this model.</div>
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<b>Observation/Assessment – Underlying Assumptions</b></div>
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o Observation<br />
and assessment of classroom teachers can benefit both parties – the observer<br />
and the observed</div>
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o When<br />
teachers see positive results from their efforts to change they are more apt to<br />
engage in improvement</div>
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o Reflection<br />
and analysis are central means of professional growth”. Loucks-Horsley (1987, p. 61)</div>
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o Reflection<br />
by an individual on his or her own practice can be enhanced by another’s<br />
observation.</div>
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Because this model may involve<br />
multiple observations and conferences spread over time, it can help teachers to<br />
ee that change is possible. As teachers apply new strategies, they can see<br />
changes both in their own and their students’ behaviour. In some instances, measurable improvements in<br />
students’ learning will also be observed. </div>
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Coaching is one of the examples<br />
where teachers visit one another’s classroom, gather objective data about<br />
student performance or teacher behaviour and give feedback (Joyce and Showers,<br />
2002)</div>
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<b>1.3 Involvement in a development/improvement process<br />
model</b></div>
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o Sometimes teachers are asked to:</div>
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n Develop or adapt curriculum</div>
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n Design programs</div>
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n Engage in a systematic school improvement processes </div>
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o Any or all of these with the focus of improving<br />
classroom instruction and/or curriculum.</div>
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o Successful completion requires the teacher to gain<br />
additional knowledge to complete the task.</div>
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o This model focuses on the combination of learnings<br />
that result from the involvement of teacher in the process.</div>
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<b>Involvement<br />
in a Development/ Improvement Process – Underlying Assumptions</b></div>
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o People working closest to the job best understand<br />
what is required to improve their performance.Given opportunities, teachers can<br />
effectively bring their unique perspectives to the tasks of improving teaching<br />
in their schools. </div>
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o Adults learn more easily when they have a need to<br />
know or a problem to solve (Knowles, 1980).</div>
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o Teachers acquire important knowledge or skills<br />
through their involvement in school improvement or curriculum development<br />
processes.</div>
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<b>1.4 Training model </b><b>(<br />
</b>…<i><br />
the purpose of providing training in any practice is not simply to generate the<br />
external visible teaching “moves” that bring that practice to bear in the<br />
instructional setting but to generate the conditions that enable the practice<br />
to be selected and used appropriately and integratively …a major, perhaps the<br />
major, dimension of teaching skill is cognitive in nature</i><b>. </b>Showers, Joyce, and Bennett (1987, p.<br />
85-86)<i> )</i></div>
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The training<br />
model involves presenter or team of presenters that shares its ideas and<br />
expertise through a variety of group-based activities. The model formats<br />
include large group presentations and discussions, workshops, seminars,<br />
demonstrations, role playing and microteaching.</div>
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Training session<br />
is conducted with a clear set of objectives or learner outcomes that may<br />
include</div>
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n Awareness or knowledge</div>
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n Skill development</div>
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</div>
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<b>Training – Underlying Assumptions</b></div>
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o The model assumes that teachers can change their<br />
behaviors and learn to replicate behaviors in the classroom that were not<br />
previously in their repertoire. Teachers are wonderful learners who can master<br />
about any kind of teaching strategy or implement almost any technique as long<br />
as adequate training is provided.</div>
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o There are behaviors and techniques that are worthy<br />
of replication by teachers in the classroom</div>
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<b>1.5 Joyce and Showers model of professional development<br />
of teachers</b></div>
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Joyce and Shower<br />
(2002) describe the professional development for effective transfer of<br />
knowledge, skills to teachers as well as effective means for change in<br />
attitude, beliefs and teachers’ practices in schools. Joyce and Shower (2002)<br />
present teachers as teachers affect students by what they teach and the kinds<br />
of places (social climate) they are.</div>
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The model has<br />
five major elements that are theory, demonstration, practice and coaching </div>
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According to the<br />
figure, it is evident that even though teachers are very enthusiastic about the<br />
training they receive, they rarely apply it in sustained way that can lead to<br />
long-term change in practice. The feedback (teacher receives feedback on their<br />
practice so that they can see how well the new approach is working) and<br />
coaching (the coach helps the teacher discuss the teaching in a supportive<br />
environment with other teachers and consider how it might be improved) are very<br />
important components for an effective professional development program.</div>
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</div>
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<b>5.6 Inquiry model </b><b><i>(“the<br />
most effective avenue for professional development is cooperative study by<br />
teachers themselves into a problem and issues arising from their attempts to<br />
make practice consistent with their educational values…[The approach] aims to<br />
give greater control over what is to count as valid educational knowledge to<br />
teachers.”(Ingvarson, 1987, p. 15.17)</i></b></div>
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Teachers<br />
formulate questions about their own practice and pursue answers to those<br />
questions. Inquiry involves the identification of a problem, data collection<br />
(from the research literature and classroom data), data analysis, and changes<br />
in practice followed by the collection of additional data. The inquiry can be<br />
done individually or in small groups. This model is built on the belief that<br />
the mark of a professional teacher is the ability to take “reflective<br />
action.”</div>
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o Teacher inquiry may be a solitary activity, be done<br />
in small groups, or be conducted by school faculty.</div>
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o May be formal or informal</div>
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o May occur in the classroom, at a teacher center, or<br />
results from a university class</div>
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o Research is an important activity in which teachers<br />
should be engaged, although they rarely participate in it other than as<br />
“subjects.”</div>
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</div>
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</div>
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<b>Inquiry<br />
– Underlying Assumptions</b></div>
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o Teachers are intelligent, inquiring individuals with<br />
legitimate expertise and important experience.</div>
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o Teachers are inclined to search for data to answer<br />
pressing questions and to reflect on the data to formulate solutions.</div>
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o Teachers will develop new understanding as they<br />
formulate their questions and collect their own data to answer them.<br />
(Loucks-Horsley et al., 1987</div>
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<b>4.<br />
</b><b>Evaluation of professional development</b></div>
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2.0 <b>Meaning of evaluation of professional<br />
development</b></div>
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Evaluation of<br />
professional development program is an important aspect to determine its<br />
quality and to gain direction in improves it (Guskey, 2000). According to<br />
Guskey, good evaluations provide information that sound, meaningful and<br />
sufficiently reliable to use in making thoughtful and responsible decisions<br />
about professional development and effects.</div>
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Therefore, it is<br />
within the objectives of this study to design the model that will be used to<br />
assess the impact of the professional development programs prepared to enable<br />
teachers use the ICM lessons in their classrooms for the aim of improving<br />
students’ achievements</div>
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The main<br />
question here is that, how does one conduct good evaluations of professional<br />
development program for teachers? To answer this question, models of<br />
professional development including Tyler’s model, Stufflebeam’s model and<br />
Guskey evaluation models have been surveyed. Based on these models, some<br />
important aspects will be used to form some models that will guide this study.<br />
The evaluation models can be used to help in defining parameters of an evaluation.<br />
What concepts to study and the processes or methods need to extract critical<br />
data.</div>
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<b>2.1Tyler’s evaluation model</b></div>
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Tyler in 1947,<br />
believed that the essential first step in any evaluation is the classification of the program or activity’s objectives. Once<br />
clear objectives are specified, evaluation can the focus on the extent to which<br />
those goals were achieved. If discrepancies are discovered between the<br />
objectives and the outcomes, then modifications in the program can be made to<br />
enhance its effectiveness. The focus f this model is on the objectives and<br />
outcomes and thus the process of implementation needs another model.</div>
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<b>2.2<br />
Stufflebeam’s evaluation model</b></div>
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This model<br />
focuses on decision making processes rather than on centering on<br />
objective-product model of the Tyler. The model is based on the four different<br />
kinds of evaluation information that one needs to make decisions during the<br />
evaluation process. They include; context, input, process and product<b> (CIPP</b>) evaluation information</div>
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<b>Context Evaluation </b>helps<br />
decision makers to assess needs, problems, assets and opportunities while<br />
defining goals and actions. Planning decisions and context information are two<br />
key concepts addressed during context evaluations (Randall, 1969). Decision<br />
makers need to consider the selection of problem components and set priorities<br />
in terms of importance. They also need to determine the strategy or strategies<br />
that will be used to carry out or overcome these problem components. The main<br />
methods for data collection during context evaluations are research surveys,<br />
literature reviews, and expert opinions.</div>
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<b>Input Evaluation </b>helps decision<br />
makers to assess plans for their feasibility and cost‐effectiveness<br />
for achieving planning objectives. It entails structuring decisions and action<br />
plans that depend on design information. This stage of evaluation generally<br />
sees decision makers setting up and confirming plans and budgets before actions<br />
are undertaken. This may include comparing competing plans, funding proposals,<br />
allocating resources, scheduling work and assigning human resources.</div>
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<b><i>Process<br />
Evaluation </i></b>sees decision<br />
makers assess actions and implementations of plans that are being achieved. At<br />
this stage of an evaluation, the design has been structured and put on trial.</div>
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Evidence<br />
is collected to determine the effectiveness of the objectives, and to help<br />
designers and evaluators to gauge the success of the process. Main methods for<br />
data collection are baseline observations, test results that can be compared<br />
against a time frame sequence, and comparing stated objectives with observed<br />
effects (Randall, 1969). </div>
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<b><i>Product<br />
Evaluation </i></b>aids in<br />
identifying and assessing outcomes, those intended and unintended, short‐term and long‐term. It also<br />
provides a platform for clients to stay focused on their goals and to gauge the<br />
effort’s success in meeting targeted needs. The product information gathered<br />
from testing the completed designs contain evidence about the effectiveness in<br />
attaining short and long range goals, and can also be used to compare with that<br />
of another program or design (Randall 969).</div>
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The CIPP model<br />
helped educators recognize the value and importance of sound evidence in<br />
decision making process. It also broadens educators’ perspectives on evaluation<br />
and brought clarity to ongoing evaluation procedures.</div>
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<b>2.3<br />
Guskey evaluation models</b></div>
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Guskey (2000)<br />
proposed a five level model of evaluation for any professional program for<br />
teachers.</div>
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The first level<br />
of evaluation addresses teacher’s reactions to the experience. It measures,<br />
teachers initial satisfaction with the in-service experience but not its<br />
quality or worth. The information gathered at this level can help improve the<br />
design and delivery of professional programs.</div>
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</div>
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The second level<br />
of evaluation focuses on measuring the knowledge, skills and attitudes that are<br />
the teachers developed throughout the in-service experience. Analysis of<br />
information from this measurement provides a basis for improving the content,<br />
format, and organization of the in-service program or activity</div>
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</div>
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The third level<br />
of evaluation focuses on gathering information about school support to<br />
encourage and facilitate the in-service participants with the implementation of<br />
the innovation initiatives. This information is used to document and improve<br />
organizational support and also to inform further change initiatives.</div>
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</div>
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The fourth level<br />
evaluation, concentrates on teachers use of the new knowledge and skills<br />
(gained through the in-service program) in classroom practices. Measurement of<br />
use is taken after sufficient time has passed to allow teachers to adapt the<br />
new ideas and practices into their school settings. Analysis of this<br />
information provides evidence of the current level of use and can help to<br />
restructure future activities to facilitate better and more consistent<br />
implementation</div>
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</div>
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The last level<br />
of evaluation focuses on students outcomes. Measurement of students’ learning<br />
typically include cognitive indicators of student performance and achievement<br />
but also effective indicators (attitudes and dispositions) and psychomotor<br />
indicators (skills and behaviours)</div>
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</div>
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</div>
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<b>Activities </b></div>
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1. <br />
Describe the<br />
professional development models commonly used in our education system for<br />
teachers’ in-service programs</div>
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2. <br />
Discuss with<br />
specific examples how the professional development programs for teachers have<br />
been conducted in Tanzania.</div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-81620322410597777112019-03-02T03:22:00.000-08:002019-03-03T22:16:14.040-08:00How to Cite a Webpage on Reference List<div class="content">
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<div>
<h3>
How to Cite a Webpage on Reference List</h3>
The American Psychological Association reference style uses the
Author-Date format. Refer to the Publication Manual of the American
Psychological Association (6th ed.) for more information. When quoting
directly or indirectly from a source, the source must be acknowledged in
the text by author name and year of publication.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/how-to-cite-webpage-on-reference-list.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-15052022524979756352019-03-02T03:20:00.000-08:002019-03-03T22:17:04.076-08:00How to Cite a Book With Two Authors - APA Referencing<div class="content">
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<div>
<strong>How to Cite a Book With Two Authors – APA Referencing</strong>. The American Psychological Association (APA) Referencing System.<br>
The APA (American Psychological Association) style requires two
elements: in-text citations throughout your assignment, and a reference
list at the end.<br>
The American Psychological Association reference style uses the Author-Date format. Refer to the Publication Manual of the American Psychological Association (6th ed.)
for more information. When quoting directly or indirectly from a
source, the source must be acknowledged in the text by author name and
year of publication.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/how-to-cite-book-with-two-authors-apa.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-38531136503862714192019-03-02T03:19:00.000-08:002019-03-03T08:30:11.241-08:00How to Cite a Book With Three to Five Authors - APA Referencing<div class="content">
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<div>
How to Cite a Book With Three to Five
Authors by using The American Psychological Association (APA)
Referencing System. See Library APA referencing webpage for six or more authors.<br>
The APA (American Psychological Association) style requires two
elements: in-text citations throughout your assignment, and a reference
list at the end.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/how-to-cite-book-with-three-to-five.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-43600830797769410702019-03-01T03:18:00.000-08:002019-03-03T08:28:54.479-08:00How to Cite a Book or Report by a Corporate Author - APA Referencing<div class="content">
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How to a Cite Book or Report by a Corporate Author (organisation, association, government department, etc.) by The American Psychological Association (APA)
Referencing System. The APA (American Psychological Association) style
requires two elements: in-text citations throughout your assignment, and
a reference list at the end.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/how-to-cite-book-or-report-by-corporate.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-88039336263409764722019-03-01T03:17:00.000-08:002019-03-03T08:28:11.165-08:00How to Cite Book Chapter in Edited Book<div class="content">
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<div>
How to Cite Book Chapter in Edited
Book by using The American Psychological Association (APA) Referencing
System. The APA (American Psychological Association) style requires two
elements: in-text citations throughout your assignment, and a reference
list at the end.<br>
To cite information directly or indirectly, there are two ways to acknowledge citations:<br>
1) Make it a part of a sentence or 2) put it in parentheses at the end of the sentence<br>
Direct quotation – use quotation marks around the quote and include page numbers<br>
1) Cohen and Lotan (2014) argue that “many different kinds of abilities are essential for any profession” (p.151).<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/how-to-cite-book-chapter-in-edited-book.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-61800647080059867532019-03-01T03:16:00.001-08:002019-03-03T08:27:49.031-08:00How to Cite Conference Paper Online<div class="content">
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<div class="page" id="readability-page-1">
<div>
How to Cite Conference Paper Online by using The American Psychological Association (APA) Referencing System.<br>
The American Psychological Association reference style uses the Author-Date format. Refer to the Publication Manual of the American Psychological Association (6th ed.)
for more information. When quoting directly or indirectly from a
source, the source must be acknowledged in the text by author name and
year of publication.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/how-to-cite-conference-paper-online.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-71841145469631646102019-03-01T03:16:00.000-08:002019-03-03T08:27:29.306-08:00How to Cite Course Handout or Lecture Notes<div class="content">
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<div>
How to Cite Course Handout or Lecture Notes by using The American Psychological Association (APA) Referencing System. The APA (American Psychological Association) style requires two elements: in-text citations throughout your assignment, and a reference list at the end.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/how-to-cite-course-handout-or-lecture.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-36660434815759595532019-03-01T03:13:00.000-08:002019-03-03T08:26:48.392-08:00Citing Film Using APA Referencing System<div class="content">
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Citing Film Using APA Referencing System. The American Psychological Association (APA) Referencing System<br>
The APA (American Psychological Association) style requires two
elements: in-text citations throughout your assignment, and a reference
list at the end.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/citing-film-using-apa-referencing-system.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-49298722839930340482019-03-01T03:12:00.000-08:002019-03-03T22:21:08.664-08:00Citing Journal Artcle Without DOI<div class="content">
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<div>
Citing Journal Artcle Without DOI by The American Psychological Association (APA) Referencing System. The APA (American Psychological Association) style requires two elements: in-text citations throughout your assignment, and a reference list at the end.<br>
The American Psychological Association reference style uses the Author-Date format. Refer to the Publication Manual of the American Psychological Association
(6th ed.) for more information. When quoting directly or indirectly
from a source, the source must be acknowledged in the text by author
name and year of publication.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/citing-journal-artcle-without-doi.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-81309991999787062502019-02-28T02:39:00.000-08:002019-11-27T17:40:09.339-08:00Smartest100 Teacher Interview Questions | School Base-Online<img alt="Image result for Teacher Interview Questions" class="irc_mi" height="554" src="https://www.teachingwithkayleeb.com/wp-content/uploads/2019/05/teacher-interview-portfolio-1.png" width="370"><br>
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</div>
<br>
1. First, tell us a little bit about yourself. (Almost every teacher interview begins this way.)<br>
2. Describe your college experiences?<br>
3. Tell us about your experiences working with students at this age level.<br>
4. Describe your philosophy of teaching?<br>
5. Why do you want to become a teacher?<br>
6. List three of your strengths your strengths and explain each one.<br>
7. Describe three of your weaknesses as a teacher.<br>
<a href="https://schoolbaseonline.blogspot.com/2019/02/smartest100-teacher-interview-questions.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-78177435324406502582019-02-28T02:24:00.002-08:002019-02-28T02:24:56.479-08:00Best 25 Teacher Interview Questions & Answers [+Examples from Pros]
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<img src="https://www.best-job-interview.com/images/xteacherinterviewquestions1.jpg.pagespeed.ic.h0EsSh2vXg.jpg"><span><strong> </strong></span></div>
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<span><strong>25 Most Common Teacher </strong></span><span><strong>Interview Questions [1–10]</strong></span><div class="content">
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<article><div>
<div>
</div>
These teacher interview questions and answers will make the interviewers ask <em>you</em> a question:<br>
<em>“When can you start?”</em><br>
They cover popular high school interview questions, special education
teacher interview questions, substitute or assistant teacher interview
questions, and more.<br>
<ol>
<li>
<h3>
<strong>Why do you want to be a teacher?</strong></h3>
</li>
</ol>
“Why did you become a teacher?” is the most common of all interview questions for teachers.<br>
Administrators want to know you’re motivated to work through
inevitable frustrations. And believe me, they’ve heard every generic
answer in the books.<br>
“Because I want to help people” won’t work. Find something <em>specific</em> that shows you’re motivated like no other.<br>
</div></article></div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/best-25-teacher-interview-questions.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-86009490590685725182019-02-28T02:15:00.001-08:002019-02-28T02:15:17.636-08:00 Interview Questions, Every Teacher Must Be Able to Answer<br>
<b><img alt="Image result for Interview Questions for teachers" class="irc_mi" data-iml="1551348863668" height="334" src="https://resumes-for-teachers.com/img/page/teacher-interview-questions-answers-s.jpg" style="margin-top: 0px;" width="640">14 Interview Questions Every Teacher Must Be Able to Answer |Interview Tips</b>
<br>
<div style="text-align: left;">
Job
interviews are exciting (we swear)! They’re a peek into new
opportunities, new colleagues, and new challenges that will change your
career path. No pressure, right? Here’s one way to be sure you’ll nail
it: Prepare the answers to some common teacher interview questions
before you set foot in the office of your future principal. Here are
seven teacher interview questions that are highly likely to come up. We
recommend that you research your answers now<a href="https://www.ajiraleo.com/">.</a> Then, stand in front of a mirror and start practicing!</div><a href="https://schoolbaseonline.blogspot.com/2019/02/interview-questions-every-teacher-must.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-11622675501988202962019-02-20T02:40:00.000-08:002019-02-20T02:40:07.902-08:00MOST EXPENSIVE PRIVATE SCHOOLS IN TANZANIA IN TERM OF ANNUAL TUITION FEES<div class="story-body-text" data-para-word-count="5" style="background-color: rgba(255, 255, 255, 0.01); border: 0px; color: #333333; font-family: Arial, "Liberation Sans", sans-serif; font-size: 15px; margin-bottom: 16px; outline: 0px; padding: 0px; vertical-align: baseline;">
<strong style="background-color: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><img alt="Related image" class="irc_mi" height="224" src="https://landerapp.com/blog/wp-content/uploads/2018/05/student-education.jpg" style="margin-top: 0px;" width="400"> </strong></div>
<div class="story-body-text" data-para-word-count="5" style="background-color: rgba(255, 255, 255, 0.01); border: 0px; color: #333333; font-family: Arial, "Liberation Sans", sans-serif; font-size: 15px; margin-bottom: 16px; outline: 0px; padding: 0px; vertical-align: baseline;">
<strong style="background-color: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Primary
and Secondary level education can be a costly affair in some cases.
Below, are some of the most expensive Schools in Tanzania in terms of
annual tuition fees.</strong></div>
<div class="story-body-text" data-para-word-count="5" style="background-color: rgba(255, 255, 255, 0.01); border: 0px; color: #333333; font-family: Arial, "Liberation Sans", sans-serif; font-size: 15px; margin-bottom: 16px; outline: 0px; padding: 0px; vertical-align: baseline;">
<strong style="background-color: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">10. Morogoro International School (MIS)</strong></div>
<div class="story-body-text" data-para-word-count="33" style="background-color: rgba(255, 255, 255, 0.01); border: 0px; color: #333333; font-family: Arial, "Liberation Sans", sans-serif; font-size: 15px; margin-bottom: 16px; outline: 0px; padding: 0px; vertical-align: baseline;">
MIS annual basic fee of a student ranges from Sh4.4 million in
Kindergarten to Sh17 million in High School. The School is the most
expensive in Morogoro. The School adopts the Cambridge curriculum.</div><a href="https://schoolbaseonline.blogspot.com/2019/02/most-expensive-private-schools-in.html#more"></a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4987233259150313144.post-40726506341366136902019-02-18T02:44:00.000-08:002019-02-18T02:12:56.955-08:00Jobs That Don't Require a College Degree in Tanzania<div class="content">
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Conventional wisdom says you need a college degree to earn a good paycheck.<br>
But
often enough, conventional wisdom can be wrong, and that's the case
with a college diploma and a high-paying career. The fact is, there are
plenty of high-paying jobs that don't require a college degree or
sometimes even a high school degree, and we have 13 good examples below
to make that case.<br>
Try these jobs on for size.<br>
<h2>
1. Brick Masons</h2>
You only need a Secondary school education
to get steady work as a brick mason. Typically, the job involves laying
and binding building materials, especially brick, concrete blocks,
cinder blocks and mortar. Brick layers can work for a construction or
landscaping firm, or start their own business.<br>
</div></div></div></div><a href="https://schoolbaseonline.blogspot.com/2019/02/jobs-that-dont-require-college-degree.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-24674939258125818742019-02-18T00:55:00.000-08:002019-02-18T02:13:34.428-08:00Best Courses for the job market in Tanzania all the time<img alt="Image result for job market" class="irc_mi" src="http://www.capitalsearch.com/wp-content/uploads/2018/02/blog-job-market-2018.jpg" height="213" style="margin-top: 0px;" width="320"><br>
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Tanzania is one of the fastest developing countries in East and
Central Africa, with a population ready to revolutionize the systems.
With several universities and colleges which offer training in more than
100 unique courses, it’s time Tanzanians realize which courses are best
for the job market and those which should be avoided.<br>
This article intends to shed light on what employers want and the
best courses to provide skills needed in Tanzania. The following are the
most marketable courses in Tanzania.<br>
<a href="https://schoolbaseonline.blogspot.com/2019/02/best-courses-for-job-market-in-tanzania.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-80693534607593868602019-02-17T01:44:00.000-08:002019-11-02T02:17:54.924-07:00Highest and best paying jobs in Tanzania<br>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiw18wYRqEOf6zx2AnYHNa8tJkgObZuoj4r9mFdCPPgGbGZGXu-_n-WWSWbP1BebUUVHt97iSHtuFbC9UbIn8X-KeYl6e2SVWgzmubmK46FSddsXsdSbNgHVYb9_JSapHXJDwpAhCr9qRt/s1600/HIGH+PAYING+jOBS.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="179" data-original-width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiw18wYRqEOf6zx2AnYHNa8tJkgObZuoj4r9mFdCPPgGbGZGXu-_n-WWSWbP1BebUUVHt97iSHtuFbC9UbIn8X-KeYl6e2SVWgzmubmK46FSddsXsdSbNgHVYb9_JSapHXJDwpAhCr9qRt/s1600/HIGH+PAYING+jOBS.PNG"></a></div>
You are about to join college and perhaps wondering which is the best
career to study to have a successful life. Below is a list of the
highest paying jobs in Tanzania.<br>
<b>Lawyers</b><br>
A lawyer is an individual who eats life with a big spoon in Tanzania.
Those employed by popular law firms earn more than Tsh 2 million while
those in private practice make even more than Tsh 20 million per month.<br>
The reason why law is one of the best is because of the rigorous
training they undergo before becoming lawyer. Another reason why it’s a
respected profession is because lawyers don’t compete for jobs with
other graduates.<br>
<a href="https://schoolbaseonline.blogspot.com/2019/02/highest-and-best-paying-jobs-in-tanzania.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-17331924467547467992019-02-17T01:31:00.000-08:002019-02-17T00:20:26.996-08:00Best Degree Courses To Study at University of Dar Es Salaam, Tanzania<img alt="Image result for udsm" class="irc_mi" height="300" src="https://www.udsm.ac.tz/upload/UDSM_security%20alert.jpg" style="margin-top: 0px;" width="400"><br>
University of Dar Es Salaam offer more than 100 academic programs,
but not all the courses are the best. The best degree programs are those
with ready job market and good pay, which are few.<br>
In Tanzania, top 10 best degree courses come from engineering,
health, mathematics and law departments, while the worst come from
agriculture, front office and teaching.<br>
<a href="https://schoolbaseonline.blogspot.com/2019/02/best-degree-courses-to-study-at.html#more"></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4987233259150313144.post-3298285264408452842019-02-17T01:12:00.000-08:002019-02-17T00:21:17.755-08:00Toughest Courses To Study In Tanzania EnviromentEvery University discipline or major has something hard in it.
Therefore, there is no absolutely “easy” course in any university, no
matter what you are studying. However, with regards to study in
Tanzania, some courses give more “headache” than others, posing more
problems and difficulties to the students.<br>
Higher institutions in
Tanzania, East Africa have made it to the top-ranked universities in
Africa. A good example of these institutions include the University of
Dar es Salaam, Mzumbe University founded in 2003, among many others. Hence,
in making career decisions in Tanzania, it will interest you to know
the 5 toughest courses only the bright ones can take on. Always note
that you will become academically bright when you study hard and as such
does not mean only the naturally bright ones.<br>
<a href="https://schoolbaseonline.blogspot.com/2019/02/toughest-courses-to-study-in-tanzania.html#more"></a>Unknownnoreply@blogger.com0