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| waec results from 1980 to 2012: Education in Nigeria 'Kayode Olu Ijaduola, 1998 |
| waec results from 1980 to 2012: Expo '77 Vincent Chukwuemeka Ike, 1991 |
| waec results from 1980 to 2012: Values and Valuing in Mathematics Education Philip Clarkson, Wee Tiong Seah, JeongSuk Pang, 2019-04-24 This engaging open access book discusses how a values and valuing perspective can facilitate a more effective mathematics pedagogical experience, and allows readers to explore multiple applications of the values perspective across different education systems. It also clearly shows that teaching mathematics involves not only reasoning and feelings, but also students’ interactions with their cultural setting and each other. The book brings together the work of world leaders and new thinkers in mathematics educational research to improve the learning and teaching of mathematics. Addressing themes such as discovering hidden cultural values, a multicultural society and methodological issues in the investigation of values in mathematics, it stimulates readers to consider these topics in cross-cultural ways, and offers suggestions for research and classroom practice. It is a valuable resource for scholars of mathematics education, from early childhood through to higher education and an inspiring read for all mathematics teachers. |
| waec results from 1980 to 2012: Digital Portfolios in the Classroom Matt Renwick, 2017-08-31 Assessment is messy. Day-to-day, in-the-moment assessments not only reveal information that drives future instruction but also offer a comprehensive picture of students’ abilities and dispositions toward learning. As teachers, we might know what this looks and feels like, yet it can be hard to put into action—hence the messiness. Say hello to digital student portfolios—dynamic, digital collections of authentic information from different media, in many forms, and with multiple purposes. Using digital portfolios to capture student thinking and progress allows us to better see our students as readers, writers, and learners—and help students see themselves in the same way! Matt Renwick’s Digital Portfolios in the Classroom is a guide to help teachers sort through, capture, and make sense of the messiness associated with assessment. By shining a spotlight on three types of student portfolios—performance, process, and progress—and how they can be used to assess student work, Renwick helps educators navigate the maze of digital tools and implement the results to drive instruction. |
| waec results from 1980 to 2012: Handbook of Test Development Suzanne Lane, Mark R. Raymond, Thomas M. Haladyna, 2015-10-08 The second edition of the Handbook of Test Development provides graduate students and professionals with an up-to-date, research-oriented guide to the latest developments in the field. Including thirty-two chapters by well-known scholars and practitioners, it is divided into five sections, covering the foundations of test development, content definition, item development, test design and form assembly, and the processes of test administration, documentation, and evaluation. Keenly aware of developments in the field since the publication of the first edition, including changes in technology, the evolution of psychometric theory, and the increased demands for effective tests via educational policy, the editors of this edition include new chapters on assessing noncognitive skills, measuring growth and learning progressions, automated item generation and test assembly, and computerized scoring of constructed responses. The volume also includes expanded coverage of performance testing, validity, fairness, and numerous other topics. Edited by Suzanne Lane, Mark R. Raymond, and Thomas M. Haladyna, The Handbook of Test Development, 2nd edition, is based on the revised Standards for Educational and Psychological Testing, and is appropriate for graduate courses and seminars that deal with test development and usage, professional testing services and credentialing agencies, state and local boards of education, and academic libraries serving these groups. |
| waec results from 1980 to 2012: Preprimary Enrollment , 1971 |
| waec results from 1980 to 2012: And So to Teach Derek Bickerstaffe, 1972 |
| waec results from 1980 to 2012: Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa Keith M. Lewin, 2008-02-27 Investment in secondary schooling in Sub-Saharan Africa has been neglected since the World Conference on Education for All at Jomtien. The World Education Forum at Dakar began to recognize the growing importance of post-primary schooling for development. Only 25 percent of school-age children attend secondary school in the region--and fewer complete successfully, having consequences for gender equity, poverty reduction, and economic growth. As universal primary schooling becomes a reality, demand for secondary schools is increasing rapidly. Gaps between the educational levels of the labor force in Sub-Saharan Africa and other regions remain large. Girls are more often excluded from secondary schools than boys. Secondary schooling costs are high to both governments and households. This study explores how access to secondary education can be increased. Radical reforms are needed in low-enrollment countries to make secondary schooling more affordable and to provide more access to the majority currently excluded. The report identifies the rationale for increasing access, reviews the status of secondary education in Sub-Saharan Africa, charts the growth needed in different countries to reach different levels of participation, identifies the financial constraints on growth, and discusses the reforms needed to make access affordable. It concludes with a road map of ways to increase the probability that more of Africa's children will experience secondary schooling. |
| waec results from 1980 to 2012: The History of Education in Ghana C.K. Graham, 2013-01-11 Published in the year 1971, The History of Education in Ghana is a valuable contribution to the field of History. |
| waec results from 1980 to 2012: Sport Policy in Canada Lucie Thibault, Jean Harvey, 2013-12-17 Sport Policy in Canada provides the first and most comprehensive analysis of the new Canadian Sport Policy adopted in 2012. In light of this new policy, the authors, top scholars in the field, provide detailed accounts of the most salient sport policies and programs, while also discussing issues and challenges facing policy makers. In Canada and around the world, the last decades have known a sharp increase in state intervention and public funding in pursuit of medals on the international stage and in support of a more active lifestyle. Governments at all levels have made substantial investments in hope of hosting major sporting events to benefit from the economic impact and gain international prestige. The study of sport policies, often neglected in the past, is becoming an increasingly important research topic. Sport Policy in Canada seeks to fill this void by offering the most comprehensive analysis of sport policy since Macintosh, Bedecki, and Franks' Sport Policy in Canada (1987). Published in English. |
| waec results from 1980 to 2012: The Logic of Education (RLE Edu K) Paul Hirst, R S Peters, 2012-05-16 This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of ‘education’ in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK. |
| waec results from 1980 to 2012: School Leadership That Works Robert J. Marzano, Timothy Waters, Brian A. McNulty, 2005-09-15 This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference. |
| waec results from 1980 to 2012: International Encyclopedia of Developmental and Instructional Psychology Erik de Corte, Franz E. Weinert, 1996 This Encyclopedia intends to provide a research-based overview in an educational perspective of the present state-of-the-art of our knowledge and understanding of the conditions, processes, and modifiabilities of human development and learning. The Encyclopedia focuses on both developmental psychology and instructional psychology. Over the past decade the boundaries between these two separate research domains have become increasingly obscure. Indeed, developmental psychologists have shown a growing interest in the impact of environmental factors on development, this has led to the study of educational and instructional variables, the pre-dominantly environmental factors. Meanwhile, instructional psychology has become a major subdomain of research on human cognition and development. A substantial contribution to the synergy between both domains derives from the robust research finding that developmental changes are very important conditions, as well as consequences, of the acquisition of knowledge and (meta)cognitive strategies. The resulting changes have inspired the decision to combine both developmental and instructional psychology into one single volume. The trend toward the integration of both domains notwithstanding, the systematic discussion of their research findings requires a certain delimitation of the two fields. The Encyclopedia is divided into 16 areas in order to reflect the specific nature, as well as the integration, of both domains. In the first section, which is most representative of the integrative tendency, a general framework of research on human development, learning and instruction is outlined. The next six chapters are concerned with the various aspects of human development and learning. The remaining nine sections represent an overview of the research findings on learning and instruction which are relevant to education. Articles include updated and revised material from the International Encyclopedia of Education, 2nd Edition (described by Choice as being a premier resource when judged on virtually every criteria applied to a reference work). The Encyclopedia provides an informative introduction to aspects of developmental psychology and instructional psychology that significantly influence education. |
| waec results from 1980 to 2012: Advancing Human Assessment Randy E. Bennett, Matthias von Davier, 2017-10-17 This book is open access under a CC BY-NC 2.5 license. This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS). In addition to its comprehensive coverage of contributions to the theory and methodology of educational and psychological measurement and statistics, the book gives significant attention to ETS work in cognitive, personality, developmental, and social psychology, and to education policy analysis and program evaluation. The chapter authors are long-standing experts who provide broad coverage and thoughtful insights that build upon decades of experience in research and best practices for measurement, evaluation, scientific psychology, and education policy analysis. Opening with a chapter on the genesis of ETS and closing with a synthesis of the enormously diverse set of contributions made over its 70-year history, the book is a useful resource for all interested in the improvement of human assessment. |
| waec results from 1980 to 2012: Preparing Teachers for a Changing World Linda Darling-Hammond, John Bransford, 2012-07-12 Based on rapid advances in what is known about how people learn andhow to teach effectively, this important book examines the coreconcepts and central pedagogies that should be at the heart of anyteacher education program. Stemming from the results of acommission sponsored by the National Academy of Education,Preparing Teachers for a Changing World recommends thecreation of an informed teacher education curriculum with thecommon elements that represent state-of-the-art standards for theprofession. Written for teacher educators in both traditional andalternative programs, university and school system leaders,teachers, staff development professionals, researchers, andeducational policymakers, the book addresses the key foundationalknowledge for teaching and discusses how to implement thatknowledge within the classroom. Preparing Teachers for a Changing World recommends that,in addition to strong subject matter knowledge, all new teachershave a basic understanding of how people learn and develop, as wellas how children acquire and use language, which is the currency ofeducation. In addition, the book suggests that teachingprofessionals must be able to apply that knowledge in developingcurriculum that attends to students' needs, the demands of thecontent, and the social purposes of education: in teaching specificsubject matter to diverse students, in managing the classroom,assessing student performance, and using technology in theclassroom. |
| waec results from 1980 to 2012: The Literary History of the Igbo Novel Ernest N. Emenyonu, 2020-02-07 This book looks at the trends in the development of the Igbo novel from its antecedents in oral performance, through the emergence of the first published novel, Omenuko, in 1933 by Pita Nwana, to the contemporary Igbo novel. Defining Igbo literature as literature in Igbo language, and Igbo novel as a novel written in Igbo language, the author argues that oral and written literature in African indigenous languages hold an important foundational position in the history of African literature. Focusing on the contributions of Igbo writers to the development of African literature in African languages, the book examines the evolution, themes, and distinctive features of the Igbo novel, the historical circumstances of the rise of the African novel in the pre-colonial, era and their impact on the contemporary Igbo novel. This book will be of interest to scholars of African literature, literary history, and Igbo studies. |
| waec results from 1980 to 2012: GMAT Critical Reasoning Manhattan Prep, 2014-12-02 Adapting to the ever-changing GMAT exam, Manhattan Prep’s 6th Edition GMAT Strategy Guides offer the latest approaches for students looking to score in the top percentiles. Written by active instructors with 99th-percentile scores, these books are designed with the student in mind. The GMAT Critical Reasoning strategy guide demystifies critical reasoning by teaching a clear, consistent, and effective approach to understanding an argument’s logic and choosing the best answer to the given question. Unlike other guides that attempt to convey everything in a single tome, the GMAT Critical Reasoning strategy guide is designed to provide deep, focused coverage of one specialized area tested on the GMAT. As a result, students benefit from thorough and comprehensive subject material, clear explanations of fundamental principles, and step-by-step instructions of important techniques. In-action practice problems and detailed answer explanations challenge the student, while topical sets of Official Guide problems provide the opportunity for further growth. ​Used by itself or with other Manhattan Prep Strategy Guides, the GMAT Critical Reasoning strategy guide will help students develop all the knowledge, skills, and strategic thinking necessary for success on the GMAT. Purchase of this book includes one year of access to Manhattan Prep’s Critical Reasoning Question Bank. All of Manhattan Prep's GMAT Strategy Guides are aligned with the GMAC Official Guide, 2016 edition. |
| waec results from 1980 to 2012: A Guide to School Effectiveness in Nigeria Segun Ogunsaju, 1990 |
| waec results from 1980 to 2012: Syllabus for High Schools New York (N.Y.). Dept. of Education, 1905 |
| waec results from 1980 to 2012: The Enlightened Eye Elliot W. Eisner, 2017-02-24 Eisner's seminal work on mind, education, and research explores the ways in which the methods, content, and assumptions in the arts, humanities, and social sciences can help us better understand our schools and classrooms. The Enlightened Eye expands how we think about inquiry in education and broadens our views about what it means to know with the goal of positively influencing the educational experience of those who live and work in our schools. The text includes examples depicting this type of research and how it can be used to evaluate teaching, learning, and the school environment. |
| waec results from 1980 to 2012: Why Nations Fail Daron Acemoglu, James A. Robinson, 2013-09-17 NEW YORK TIMES AND WALL STREET JOURNAL BESTSELLER • From two winners of the 2024 Nobel Prize in Economic Sciences, “who have demonstrated the importance of societal institutions for a country’s prosperity” “A wildly ambitious work that hopscotches through history and around the world to answer the very big question of why some countries get rich and others don’t.”—The New York Times FINALIST: Financial Times and Goldman Sachs Business Book of the Year Award • ONE OF THE BEST BOOKS OF THE YEAR: The Washington Post, Financial Times, The Economist, BusinessWeek, Bloomberg, The Christian Science Monitor, The Plain Dealer Why are some nations rich and others poor, divided by wealth and poverty, health and sickness, food and famine? Is it culture, the weather, or geography that determines prosperity or poverty? As Why Nations Fail shows, none of these factors is either definitive or destiny. Drawing on fifteen years of original research, Daron Acemoglu and James Robinson conclusively show that it is our man-made political and economic institutions that underlie economic success (or the lack of it). Korea, to take just one example, is a remarkably homogenous nation, yet the people of North Korea are among the poorest on earth while their brothers and sisters in South Korea are among the richest. The differences between the Koreas is due to the politics that created those two different institutional trajectories. Acemoglu and Robinson marshal extraordinary historical evidence from the Roman Empire, the Mayan city-states, the Soviet Union, the United States, and Africa to build a new theory of political economy with great relevance for the big questions of today, among them: • Will China’s economy continue to grow at such a high speed and ultimately overwhelm the West? • Are America’s best days behind it? Are we creating a vicious cycle that enriches and empowers a small minority? “This book will change the way people think about the wealth and poverty of nations . . . as ambitious as Jared Diamond’s Guns, Germs, and Steel.”—BusinessWeek |
| waec results from 1980 to 2012: Changing Theories And Practices Of Discipline Roger Slee, 2020-04-03 Behaviour problems in our schools occupy a considerable part of the education agenda and media attention. The major thrust of the literature has been on the provision of new classroom management approaches. Too often these packages are inappropriate to the specific context of the school and its pupils. There are no quick-fix solutions. In this book, Slee proposes a critical re-examination of the school discipline issue. In doing so, he provides an overview of policy change; an examination of the major schools of thought on student discipline; a reconsideration of the context in which young people, teachers and schools now find themselves; and practical responses for addressing all levels of discipline policy making. |
| waec results from 1980 to 2012: Universities: British, Indian, African Eric Ashby, 1966 Historical study of the university and higher education in the UK, India, and Africa. Bibliography pp. 525 to 540. |
| waec results from 1980 to 2012: Tackling Truancy in Schools Ken Reid, 2003-09-02 First Published in 2004. This pack on tackling truancy in schools is specifically written for use by teachers and for other caring professionals in the field, such as, education welfare officers, education social workers and educational psychologists. It brings together in twenty-four concise units the latest knowledge and good practice in the prevention and combating of truancy and other forms of non-attendance at school. Some units focus on understanding the causes and issues involved in truancy while others focus on the Government’s latest initiatives. The ideas contained in the units are specifically designed to help schools, LEAs and other caring professionals meet the Government’s new targets for reducing truancy. In order to help readers make the best use of the pack and its materials: each unit begins by providing a summary of its contents; each unit ends with a range of professional development questions or tasks which can be undertaken during training events. The pack can be read alongside Ken Reid’s book Truancy and Schools, also published by Routledge. |
| waec results from 1980 to 2012: Qualitative Research for the Information Professional G. E. Gorman, Peter Robert Clayton, Sydney J. Shep, Adela Clayton, 2005 This established text is the only introduction to qualitative research methodologies in the field of library and information management. Its extensive coverage encompasses all aspects of qualitative research work from conception to completion, and all types of study in a variety of settings from multi-site projects to data organization. The book features many case studies and examples, and offers a comprehensive manual of practice designed for LIS professionals. This new edition has been thoroughly revised and includes three new chapters. It has been updated to take account of the substantial growth in the amount and quality of web-based information relevant to qualitative research methods and practice, and the many developments in software applications and resources. The authors have identified a clear need for a new chapter on the evaluation of existing research, as a gateway into new research for information professionals. The final chapter, 'Human Resources In Knowledge Management', takes the form of a model case study, and is an 'ideal' qualitative investigation in an information setting. It exemplifies many of the approaches to qualitative research discussed in earlier chapters. Readership: Directed primarily at the beginner researcher, this book also offers a practical refresher in this important area for the more experienced researcher. It is a useful tool for all practitioners and researchers in information organizations, whether libraries, archives, knowledge management centres, record management centres, or any other type of information service provider. |
| waec results from 1980 to 2012: The African Experience with Higher Education J. F. Ade Ajayi, L. K. H. Goma, Ampah G. Johnson, 1996 There have been institutions of higher learning for centuries in Africa, but the phenomenal growth has taken place in the last fifty years, first in the later days of colonialism and then in the heady days of independence and commodity boom. Without them, there would have been no development. The three highly distinguished authors have written the first comprehensive assessment of universities and higher education in Africa south of the Sahara. As can be seen from their biographies, they draw on experience from both francophone and anglophone Africa and from teaching in both the sciences and the arts. |
| waec results from 1980 to 2012: Nigeria Yesterday Today Godwin Sogolo, 2012 |
| waec results from 1980 to 2012: From Teaching to Mentoring Lee Herman, Alan Mandell, 2004 Drawing upon two decades of extensive research and practice, and using a variety of illuminating case studies, the authors offer a stimulating and thorough examination of mentoring. |
| waec results from 1980 to 2012: Zambia , 2004-01-01 Zambia's economy is not growing fast. Poverty is on the rise. The quality of economic governance is on the decline. And public resources are not well spent. The badly needed first steps to reverse this situation are to start getting the budgetary allocations right and to make sure those allocations go where they're intended. Addressing the longstanding challenges that Zambia faces in public expenditure management will require strong political will. For Zambia to assure that public accountability is enduring and not dependent on the government of the day, it must strengthen budget processes and institutions that can provide public oversight and promote basic checks and balances. This report provides an analysis of how Zambia can strengthen budgetary processes and institutions for accountability and effective service delivery to its citizens. |
| waec results from 1980 to 2012: You Can Help Your Country Berry Mayall, Virginia Morrow, 2011 Bringing in the harvest. Rescuing survivors from the wreckage of bombed houses. Raising money for Spitfires and warships. Keeping the family business running when parents were enlisted into war-work. These are just a few examples of how children and young people made substantial contributions to the war effort during the Second World War. -- |
| waec results from 1980 to 2012: Applied Management Accounting , 2012 |
| waec results from 1980 to 2012: A History of Nigerian Higher Education A. Babs Fafunwa, 1971 |
| waec results from 1980 to 2012: The Man Died Wole Soyinka, 1988 |
| waec results from 1980 to 2012: Academic Writing for Africa: The Journal Article Josef Schmied, Matthias Hofmann, Alexandra Esimaje, 2018-12-14 The present volume draws on the experience of the Workshop held in Benin City, Nigeria in May 2018, where doctoral students and experienced mentors met to work on their journal articles from a simple abstract or a first draft to a concrete publication proposal. Since research articles are the most important academic texts in academic careers today, young African scholars must practice to choose current topics, to use appropriate methodologies and argumentation structures, to draw tentative conclusions, and to be aware of limitations and further research necessary in their field. Mentors can advise them to apply proper statistical procedures, to edit their texts carefully and to submit them in acceptable format to appropriate journals. The contributions can also serve as a general model for open and critical international and intercultural academic discourse on publishing research articles in international journals. |
| waec results from 1980 to 2012: Materials and Methods in ELT Jo McDonough, Christopher Shaw, 2003-02-17 Materials and Methods in ELT, Second Edition offers a comprehensive and practical introduction to central themes in the principles and practice of Teaching English as a Foreign/Second Language. Offers a comprehensive and practical introduction to central themes in the principles and practice of Teaching English as a Foreign/Second Language. Features a number of new sections, including task-based learning, the use of the internet, and teacher-research, as well as new samples from current teaching materials. Includes an appendix with a selected list of key websites for teachers and students. This second edition has been completely revised and updated. |
| waec results from 1980 to 2012: Curriculum Implementation Michael Fullan, Paul B. Park, 1981 |
| waec results from 1980 to 2012: Applied Multivariate Techniques Subhash Sharma, 1995-10-18 This book focuses on when to use the various analytic techniques and how to interpret the resulting output from the most widely used statistical packages (e.g., SAS, SPSS). |
| waec results from 1980 to 2012: Omenuko Ernest Emenyonu, 2014 Omen k (real name: Igwegbe Odum) whose home in Okigwe, Eastern Nigeria, was a popular spot for field trips by students in schools and colleges, as well as a favourite attraction for tourists in the decades before and after the Nigerian Independence in 1960. Generations of Igbo children began their reading in Igbo with Omen k, and those who did not have the opportunity to go to school still read Omen k in their homes or at adult education centers. Omen k was a legendary figure and his 'sayings' became part of the Igbo speech repertoire that young adults were expected to acquire. Omen k, a classic in Igbo Literature, written by Pita Nwana and published in 1933 by Longman, Green & Co, Ltd, London, is in this translation made accessible to a global audience. Emenyonu utilizes his mastery of both languages (Igbo and English) to faithfully present to his audience a complete rendition of Omen k as originally written. The timeless significance of this novel as a progenitor of the Igbo language novel is again underscored. |
| waec results from 1980 to 2012: Higher Education in the 21st Century Philip G. Altbach, Patti McGill Peterson, 1999 This collection of nine essays focuses on the challenges of providing higher education to growing numbers of students around the world. The essays include: (1) Global Challenge and National Response: Notes for an International Dialogue on Higher Education (Philip G. Altbach and Todd M. Davis); (2) Global Challenges and the Chinese Response (Min Weifang); (3) The Transformation of an Imperial Colony into an Advanced Nation: India in Comparative Perspective (Suma Chitnis); (4) Higher Education in Africa: Challenges and Strategies for the 21st Century (George S. Eshiwani); (5) South Africa: Future Prospects (Nasima Badsha); (6) Latin America: National Responses to World Challenges in Higher Education (Simon Schwartzman); (7) Universal Problems and National Realities: Japan in Comparative Perspective (Akimasa Mitsuta); (8) Current Issues and Future Priorities for European Higher Education Systems (Barbara Sporn); and (9) A Regional Perspective: Central and Eastern Europe (Peter Darvas). (Some essays contain references.) (MDM) |
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