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Worku, Kassa Gulie
- Content Analyses of Multicultural Issues Reflections on Federal Democratic Republic of Ethiopian Constitution
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Authors
Affiliations
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioural Sciences, Bahir Dar University, East Africa, ET
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioural Sciences, Bahir Dar University, East Africa, ET
Source
International Journal of Education and Management Studies, Vol 10, No 1 (2020), Pagination: 106-109Abstract
The present study focuses on critical analysis of diversity inclusion strategies reflected in the Federal Democratic Republic of Ethiopian constitution adopted in 1995. Specifically, the main intent of the study was to examine whether or not the constitution addresses diversity issues in the country. Hence, the study tried to explore the inclusion of societal diverse interests in the constitution by considering the context of many dimensional diversity issues of the society in the nation. The units of analysis, thus, include articles and sub articles of the document. These units of analyses were included in the analysis of the document as long as the articles and sub articles refer to issues such as diversities on ethnicity, gender, nationalities, language, culture and religion. Furthermore articles and sub articles in the document were critically examined in search of different expressions that deal with the diversity issues on one hand or on the other, followed by the interpretation of the meanings and messages manifested through words or phrases such as equality, recognition, empowerment, valuing, tolerance, respect, diversities, appreciation of differences, mutual understanding, conflict management and resolution, mutual coexistence and others related to these themes. Finally based on major findings solicited, conclusion and recommendation were forwarded.Keywords
Multicultural Education, Diversity, Conflict Management, Integration, Coexistence.
- Assessing Instructors' Practices and their Perceptions Towards Multicultural Education Strategies
Abstract Views :547 |
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Authors
Affiliations
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioral sciences Bahir Dar University, Bahir Dar, ET
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioral sciences Bahir Dar University, Bahir Dar, ET
Source
International Journal of Education and Management Studies, Vol 9, No 2 (2019), Pagination: 109-113Abstract
This study was focused on perceived practices Bahir Dar University (BDU) instructors have in multicultural education strategies and the challenges they are facing while putting the these strategies into effect. In so doing,54 instructors were selected purposefully from two colleges and two faculties, namely Science and Education and behavioral science colleges, and humanities and social science faculties respectively. The researcher employed qualitative research approach and open ended questionnaire was designed and used as data gathering tool. In this present study, instructors in BDU have mentioned tremendous factors that would have influenced both their practices of and their attitudes to multicultural education strategies which could be possibly categorized as attitudinal problems, knowledge and skills related problems, lack of experiences, awareness and lack of training on curriculum issues as well as limited physical facilities and resources. Besides instructors were found to be unable to employ diversity sensitive pedagogy during their planning, instruction and evaluation are reported to be serious problems most of them have been shown regardless of their experiences. In addition, interviewed student teachers and instructors have confirmed the existence of the problems that have been revealed from the open ended questionnaire results. Finally based on the findings, brief summary, conclusions and recommendations were forwarded.Keywords
Multicultural Education Services, Practice, Attitude, Challenges.References
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- Assessing the Use of Power Point in a Classroom Setting and its Effectiveness
Abstract Views :221 |
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Authors
Affiliations
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioral Sciences, Bahir Dar University, ET
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioral Sciences, Bahir Dar University, ET
Source
International Journal of Education and Management Studies, Vol 9, No 3 (2019), Pagination: 187-192Abstract
This study aims at assessing effective utilization of power point presentation in a classroom setting at Bahir Dar University post graduate diploma in teaching (PGDT) program. For this study, instructors as well as students in the program were selected, interviewed and given open ended questionnaire to 25 students for gathering dependable data. The data obtained clearly showed that the use of power point presentation is totally at risk, i.e. instructors are not using the tool for making it to serve the very purpose it is supposed to be serving regarding to making the instructional process effective, rather it is thought to be, by most instructors, that it makes their tasks accomplished easily. Students have clearly put their concern that the power point technology is not put into effect properly and based on that the participants particularly, student participants gave their own experience based recommendation to the concerned bodies to challenge the power point presentation usage challenges what today's classrooms are facing. Finally, conclusions were made so as to make clear that power point presentation technology must appeal as many senses of students as possible, otherwise, mere utilization of the media for the sake of utilization would never make it effective and effectiveness mean the extent to which the media plays a role for learners to bring changes they are supposed to as a result of using this medium so as to facilitate for better understanding during students' learning. Lastly based on the findings of this study, summary, conclusions and recommendations were forwarded.Keywords
Power Point Presentation, Multimedia, Instructional Technology, Instructional Practice.References
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