We had just completed the long and arduous task of moving the 1971 State Plan through all the procedural stumbling blocks required by our federal colleagues , I was involved deeply in the process of planning within the department ...
Including the Five-year Plan, 1978 Through 1982, Annual Plan, 1978, Accountability Report, 1977. | f. Local education a zerzy az-i-istrators 2. Vocational teachers h. Crezon Vocational Associaticin 1.
Buku ini disusun oleh sejumlah akademisi dan praktisi sesuai dengan kepakarannya masing-masing. Buku ini diharapkan dapat hadir memberi kontribusi positif dalam ilmu pengetahuan khususnya terkait dengan Peran Guru dalam Pendidikan Kristen. Sistematika buku Berbagai Peran Guru dalam Pendidikan Kristen mengacu pada pendekatan konsep teoritis dan contoh penerapan praktis mengenai hal-hal yang penting untuk mengembangkan peran guru Kristen yang lebih baik bagi pendidikan Kristen. Buku ini terdiri atas 14 Bab yang dibahas secara rinci, di antaranya : Panggilan menjadi Guru, Peran Guru sebagai Pendidik, Peran Guru sebagai Pengajar dan Pembelajar, Peran Guru sebagai Perancang Pembelajaran, Peran Guru sebagai Pengelola Pembelajaran, Peran Guru sebagai Fasilitator, Peran Guru sebagai Motivator, Peran Guru sebagai Komunikator, Peran Guru sebagai Pembimbing, Peran Guru sebagai Model dan Teladan, Peran Guru sebagai Konselor Pastoral, Peran Guru sebagai Gembala bagi Murid, Peran Guru sebagai Pemimpin, dan Peran Guru sebagai Mitra Orang Tua Murid.
Sistematika buku Berbagai Peran Guru dalam Pendidikan Kristen mengacu pada pendekatan konsep teoritis dan contoh penerapan praktis mengenai hal-hal yang penting untuk mengembangkan peran guru Kristen yang lebih baik bagi pendidikan Kristen.
Contents: The Problem, Theoretical Background, Review of Related Literature, Research Procedure, Data Analysis and Results, Retrospects and Prospects.
Contents: The Problem, Theoretical Background, Review of Related Literature, Research Procedure, Data Analysis and Results, Retrospects and Prospects.
Upper secondary science is the bridge to science-related careers and thereby to human capital formation in science and technology. Quality rather than quantity is what counts at this level and teacher quality is a major determinant. This book looks at upper secondary science teacher quality in eighteen countries from affluent Organisation for Economic Co-operation and Development members to very poor countries. The yardsticks applied to teacher quality are academic and professional education and training, professional practice including the resource base, continuing professional development, and science teacher associations. All country case studies are written to facilitate internal cross-referencing, thereby accentuating the comparative nature of the volume. The book ends with an 'investment guide' that focuses on where and how money is best spent in relation to building up and maintaining a quality upper secondary science teaching force.
This book looks at upper secondary science teacher quality in eighteen countries from affluent Organisation for Economic Co-operation and Development members to very poor countries.
Originally published in 1983, this book deals with the precolonial history of the Islamic West African city of Timbuktu. The book traces the fortunes of this fabled city from its origins in the twelfth century, and more especially from around 1400 onwards, to the French conquest in the late nineteenth century. The study rests upon a comprehensive utilisation of the Timbuktu sources, including the well-known chronicles or tarikhs of Timbuktu. The author focuses on the role of scholars and, in so doing, he provides a fresh study of a learned community in sub-Saharan Africa. Additionally, the study shows that the scholars occupied a position of leadership and authority in the social structure of the city. Hence, in providing fuller understanding of the role of scholars and their status as 'notables', the work makes it possible to understand the enigma which has surrounded this extraordinary city throughout its history. It contributes an important perspective for historians of Africa, the Middle East and Islam.
Originally published in 1983, this book deals with the precolonial history of the Islamic West African city of Timbuktu.
In the past decade, post-structural policy analysis in education has evolved, primarily focusing on disrupting dominant narratives about education policy research, development and implementation, and the aims and outcomes of the policy-research nexus. This book originates from an ‘Education Policy Analysis for a Complex World’ workshop held in conjunction with the University of British Columbia and sponsored by a Canadian Social Sciences and Humanities Research Council Connection Grant. The workshop focused on one over-arching question: To what extent can post-structural theories offer innovative policy analyses, and contribute to new forms of policy development and implementation? The chapters in this collection provide responses from the participants of the workshop, and serve as illustrations of the broad range of scholarship that may be identified as post-structural policy analysis. This book was originally published as a special issue of Critical Studies in Education.
within the social sciences has, according to Meg Maguire and Stephen Ball, produced three main qualitative research orientations that they categorize as 'situated studies of policy formation' (1994, p. 279), trajectory studies and ...
