Education Commons^™

Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore

Comparative and International Education / Éducation Comparée et Internationale

This paper presents findings from a study of three Zimbabwean science teachers who participated in the Science Education In-service Teacher Training (SEITT) program. At the turn of the century, the SEITT program was designed to develop science and mathematics teachers into expert masters and resource teachers for Zimbabwe’s ten school districts. The study investigated the successes and challenges faced by the three teachers who were in the process of reforming their pedagogical practices as well as writing and using contextualized science curriculum materials to teach secondary science. Data were collected through telephone interviews. The three teachers reported that the SEITT …

A Case Study Mapping Literacy Learning Opportunities And Identity Construction Among African Immigrant Youth In A Canadian Secondary School, Wambui J. Gichuru

Electronic Thesis and Dissertation Repository

Studies with immigrant and refugee youth highlight challenges, school failure and early push-out rates (Anisef, 2008; James, 2012; Roessingh, 2010). There is limited research about how immigrant students especially from continental Africa negotiate their identity at school for positive outcomes. The goal of this qualitative case study was to explore literacy learning opportunities afforded by the school for African youth who were learning to become literate in English as an additional language in a Canadian secondary school and the implications for the students’ communicative and identity options.

The study utilized ethnographic tools, i.e., interview, classroom observation, mapping literacy activities and …

The Ontario Leadership Framework And Leadership Interactions In A Sustained Working Group In Ontario Education, Daniel Ballantyne

Electronic Thesis and Dissertation Repository

This study investigated the prevalence of the five Core Leadership Capacities (CLCs) in the Ontario Leadership Framework (OLF) in the work of teachers and administrators charged with developing an integrated Grade 10 curriculum incorporating student use of emergent electronic and web-based technologies. Retrospective interviews were conducted with members of this group --known as the Futures Forum Project (FFP)-- to elucidate and explore their professional interactions for traces of the CLCs. The researcher concluded that the CLCs were not used as an intentional framework for leadership, but did detect traces of distributed leadership closely linked to exchange theories of power. These …