what are school resources pdf

With such a background, this research sought to investigate whether school resources have an impact on primary school students performance in the rural areas. PDF | Aim of this study was to investigate the availability and utilizations of existing resources of the libraries of those universities and GCETs. HW8>fX)gv&`L[EGo/h"@[/uS?m(DT%G??cN(l[gTV#?|CxLdwg,R/MUe!? School and teacher resources. Community Resources The community is the world around the school. %PDF-1.2 Effective educational resources are ethical, just, inclusive, and fair. 2010. While LTM must adapt and respond to the diverse needs of all learners in a wide range of cultural contexts, economic conditions and educational settings, as well as personal situations (UNESCO, 2005: 3), they also need to represent this diversity in their content. Jena, N. 2018. Schools should send their Business Studies teachers to seminars and workshops in order to update their knowledge. This short-term funding provided through the American Recovery and Reinvestment Act of 2009which may be distributed through various funding streams (e.g., IDEA [Part B], Title I, Part A)can be invested in a number of ways, including efforts to: (From the American Recovery and Reinvestment Act of 2009: Using ARRA Funds Provided Through Part B of the Individuals with Disabilities Education Act [IDEA] to Drive School Reform and Improvement, https://www2.ed.gov/policy/gen/leg/recovery/guidance/idea-b-reform.pdf). The program provides grants to state education agencies (SEAs) on a formula basis to: The primary goal of this program is to improve student achievement through the use of technology in elementary and secondary schools. 2014b. The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. When do textbooks matter for achievement? The central role of textbooks and other learning and teaching materials (LTM) in enhancing the quality of learning and improving student performance is widely recognized (Smart and Jagannathan, 2018; GEM Report, 2016b). Swaziland : free textbooks have been provided to all primary school pupils since 2003, leading to a 25 percentage point increase in the number of pupils with textbooks (SACMEQ, 2011), Guatemala and Nicaragua: free textbook programmes target the most disadvantaged learners (GEM Report, 2016a). The smaller the object, the easier it will be to combine with others and therefore more reusable. The population for the study covered all secondary school students in one district. Secondary students will enjoy the vast array of literature presented. also called for greater resources to be devoted to education, and have increased their levels of assistance for education projects in recent years, as shown in Table 2. Former Marjory Stoneman Douglas High School School Resource Officer Scot Peterson reacts as he is found not guilty on all charges at the Broward County Courthouse in Fort Lauderdale, Florida, on Thursday. Cambridge, MA: National Bureau of Economic Research. All rights reserved. Many also felt that they had not received adequate training on how to implement the program. hvs;i3s~&>oXT6e`[o;E=QMvdoFIfz'/A&v.rKQrR>m?W0$IQ?VPeY4e \k,yVj G3*2u }3OtI`XRS?z2dTg^$Q Ze!4EAjGK)+*R \,8VKaa [Z'BV)iN3 s: ;6}o:mww7tY3-@XCYv'6/dUM The briefs analyze youth labour market issues and the school-to-work transition in seven sub-Saharan countries, . ABSTRACT This paper identified and discussed ten (10) resources and instructional aids used in teaching social studies at the primary and secondary school levels. Taxpayers consider how re-sources relate to school performance and to other uses of those funds. Start with these ten actions to help tackle the climate crisis and protect precious resources. . The physical characteristics of textbooks have a strong impact on their longevity and ultimately on their lifetime costs. Raising funds to buy or pay for resources is often easier if the purpose and impact of those resources is made clear to funders (see Section 5). (From the American Recovery and Reinvestment Act of 2009: Using ARRA Funds Provided Through Part B of the Individuals with Disabilities Education Act [IDEA] to Drive School Reform and Improvement, Provide professional development to Title I teachers regarding how to prepare low-achieving students to participate successfully in advanced coursework, The American Recovery and Reinvestment Act of 2009 (ARRA): Using Title I, Part A ARRA Funds for Grants to Local Educational Agencies to Strengthen Education, Drive Reform, and Improve Results for Students, Universal design for learning (UDL) approaches and strategies for supporting emergent literacy, reading and math instruction, learners with disabilities in K12, and the use of new technologies with evidence-based strategies for improved outcomes, American Recovery and Reinvestment Act of 2009: Using ARRA Funds Provided Through Part B of the Individuals with Disabilities Education Act (IDEA) to Drive School Reform and Improvement, Improve student academic achievement through the use of technology in schools, Classroom teachers; support staff, coaches, Minimal funding because materials have been purchased, Small amount of funding available to be spent in any manner, Teachers schedules can be changed to accommodate needed activities, Two computers per classroom and 20 computers in lab; a variety of equipment is available to be checked out by individual teachers, Training on effective implementation; Ongoing support/ coaching. The Open University is authorised Many teachers have little or no practical experience in the correct and creative use of textbooks and associated teachers guides. Paris: UNESCO-IIEP. Table 2 shows some examples of resources from different categories to get you going (the category number is given). role and impact of school resources. The results of the needs assessment in hand, Paige Elementarys teachers will phase in the RTI approach beginning with the implementation of progress monitoring (PM). Sorry, preview is currently unavailable. Governments, legislatures, and at times courts rou-tinely decide on the amount of money and resources to go to schools. The GAVI approach to Learning and teaching materials in sub-Saharan Africa. Background paper prepared for the Education for All Global Monitoring Report 2015, Education for All 20002015: Achievements and Challenges. Learning objects (LO) are classified taking into account their educational use and levels ofgranularity: According to the granularity levels (N1, N2, N3, N4). Dakar. 2015. It also requires the establishment of approved textbook lists, from which schools themselves may select the titles they want (Read, 2015). You can download the paper by clicking the button above. Enter the email address you signed up with and we'll email you a reset link. Elyx, the United Nations digital ambassador, uses various expressions and actions to help demonstrate the meaning of each Sustainable Development Goal. School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. ----. Finally, the likelihood of LTM leading to quality learning highly depends on how teachers use them. "What is a resource?" was Raju's question to Amma. Paris: UNESCO. CHIZOBA, CHIAMAKA CHARITY, The Utilization of Instructional material and Nursery School Effectiveness in Ebira land, The Role and Importance of Teaching Aids for Nigerian Teachers Role and Importance of Teaching Aids, The Importance of Instructional Materials in Teaching English as a Second Language, THE EFFECT OF INSTRUCTIONAL MATERIALS ON TEACHING OF BUSINESS STUDIES IN SECONDARY SCHOOLS IN NIGERIA, The Importance of Instructional Materials in Teaching of English as a Second Language, INSTRUCTIONAL MATERIALS ARE GERMANE TO EFFECTIVE TEACHING, Understanding the Utilization of Instructional Media in Training Health Professionals, THE READING-CENTRED APPROACH AS RESOURCES TO THE TEACHING OF ENGLISH LANGUAGE, NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF EDUCATION, Assignment Form Higher Diploma in Medical Education, AVAILABILITY, UTILIZATION AND EFFECT OF INSTRUCTIONAL MATERIALS IN TEACHING BASIC TECHNOLOGY IN SECONDARY SCHOOLS IN ONELGA, RIVERS STATE, Course Code PED261 Course Title Primary School Social Studies Curriculum and Methods NATIONAL OPEN UNIVERSITY OF NIGERIA. Sandbox Learning is part of Sandbox & Co., a digital learning company. TESS-India (Teacher Education through School-based Support), TI-AIE: Transforming teaching-learning process: managing resources for effective student learning, Integrating language, literacy and subject learning, Building your students' confidence to speak English, Supporting independent writing in English, Supporting speaking in English: pair and groupwork, Supporting language learning through formative assessment, Using number games: developing number sense, Using structured resources to develop understanding: place value, Using a number line and the expression 'Imagine if ': positive and negative numbers, Asking questions that challenge thinking: fractions, Making students believe they CAN do mathematics: operations on fractions, Using manipulatives: decomposition and regrouping, Using real-life contexts: the formal division algorithm, Comparing and contrasting tasks: volume and capacity, Physical representation in mathematics: handling data, Learning through talking: variables and constants, Conjecturing and generalising in mathematics: introducing algebra, Using embodiment, manipulative and real-life examples: teaching about angles, Creative thinking in mathematics: proportional reasoning, Using visualisation: algebraic identities, Developing mathematical reasoning: mathematical proof, Visualising, comparing and contrasting: number systems, Connecting mathematics: finding factors and multiples, Building mathematical resilience: similarity and congruency in triangles, Cooperative learning and mathematical talk: triangles, Creating contexts for abstract mathematics: equations, Enacting vocabulary and asking questions: exploring the circle, Hands-on learning and embodiment: constructions in geometry, Tackling mathematical anxiety: combination shapes and solids, Learning from misconceptions: algebraic expressions, Developing creative thinking in mathematics: trigonometry, Reading, writing and modelling mathematics: word problems, Pupils questioning: sorting and classifying things, Observing patterns: shadows and night & day, Alternative conceptions: heat and temperature, Using the community: environmental issues, Pair work: atoms and molecules, and chemical reactions, Reading in the science classroom : heredity and evolution, Mind mapping and concept mapping: acids, bases and salts, Community approaches: science education and environmental issues, Using physical models: teaching electricity to Class X, Building mental models: teaching carbon and its compounds to Class X, Practical work and investigations: teaching gravitation to Class IX, Effective demonstrations: teaching light and vision to Class X, Effective project work: sources of energy, 1 Types of resources within and outside your school, TESS-India Teacher Educator Guidance Notes, TESS-India: All India Resources (in English), TI-AIE: Knowing and using childrens literature, TI-AIE: Language, literacy and citizenship, TI-AIE: Pair work for language and literacy, TI-AIE: Integrating language, literacy and subject learning, TI-AIE: Monitoring, assessment and feedback, Elementary Language and Literacy acknowledgements, TI-AIE: Promoting the reading environment, TI-AIE: English and subject content integration, TI-AIE: Learning English in the creative arts, TI-AIE: Developing and monitoring reading, TI-AIE: Developing and monitoring writing, TI-AIE: Local resources for teaching English, TI-AIE: Using more English in your classroom, TI-AIE: Building your students' confidence to speak English, TI-AIE: Supporting reading for understanding, TI-AIE: Supporting independent writing in English, TI-AIE: Strategies for teaching listening, TI-AIE: Supporting speaking in English: pair and groupwork, TI-AIE: Strategies for teaching vocabulary, TI-AIE: Supporting language learning through formative assessment, TI-AIE: Using resources beyond the textbook, TI-AIE: Using number games: developing number sense, TI-AIE: Using structured resources to develop understanding: place value, TI-AIE: Using a number line and the expression Imagine if : positive and negative numbers, TI-AIE: Mathematical stories: word problems, TI-AIE: Asking questions that challenge thinking: fractions, TI-AIE: Making students believe they CAN do mathematics: operations on fractions, TI-AIE: Using manipulatives: decomposition and regrouping, TI-AIE: Using real-life contexts: the formal division algorithm, TI-AIE: Comparing and contrasting tasks: volume and capacity, TI-AIE: Using rich tasks: area and perimeter, TI-AIE: Physical representation in mathematics: handling data, TI-AIE: Learning through talking: variables and constants, TI-AIE: Conjecturing and generalising in mathematics: introducing algebra, TI-AIE: Using embodiment, manipulatives and real-life examples: teaching about angles, TI-AIE: Creative thinking in mathematics: proportional reasoning, TI-AIE: Using visualisation: algebraic identities, TI-AIE: Developing mathematical reasoning: mathematical proof, TI-AIE: Visualising, comparing and contrasting: number systems, TI-AIE: Connecting mathematics: finding factors and multiples, TI-AIE: Building mathematical resilience: similarity and congruency in triangles, TI-AIE: Cooperative learning and mathematical talk: triangles, TI-AIE: Creating contexts for abstract mathematics: equations, TI-AIE: Enacting vocabulary and asking questions: exploring the circle, TI-AIE: Hands-on learning and embodiment: constructions in geometry, TI-AIE: Tackling mathematical anxiety: combination shapes and solids, TI-AIE: Learning from misconceptions: algebraic expressions, TI-AIE: Developing creative thinking in mathematics: trigonometry, TI-AIE: Reading, writing and modelling mathematics: word problems, TI-AIE: Thinking mathematically: estimation, TI-AIE: Developing stories: understanding graphs, TI-AIE: Using groupwork: floating and sinking, TI-AIE: Pupils questioning: sorting and classifying things, TI-AIE: Observing patterns: shadows and night & day, TI-AIE: Alternative conceptions: heat and temperature, TI-AIE: Developing the learning environment, TI-AIE: Discussion in science: malnutrition, TI-AIE: Using the community: environmental issues, TI-AIE: Pair work: atoms and molecules, and chemical reactions, TI-AIE: Reading in the science classroom: heredity and evolution, Reading in the science classroom: heredity and evolution, TI-AIE: Mind mapping and concept mapping: acids, bases and salts, TI-AIE: Using local resources: life processes, TI-AIE: Community approaches: science education and environmental issues, TI-AIE: Language in the science classroom: cells, TI-AIE: Probing understanding: work and energy, TI-AIE: Using physical models: teaching electricity to Class X, TI-AIE: Brainstorming: forces and laws of motion, TI-AIE: Building mental models: teaching carbon and its compounds to Class X, TI-AIE: Practical work and investigations: teaching gravitation to Class IX, TI-AIE: Effective demonstrations: teaching light and vision to Class X, TI-AIE: Effective project work: sources of energy, TI-AIE: Orientation: the elementary school leader as enabler, Orientation: the elementary school leader as enabler, TI-AIE: Orientation: the secondary school leader as enabler, Orientation: the secondary school leader as enabler, TI-AIE: Perspective on leadership: leading the schools self-review, Perspective on leadership: leading the schools self-review, TI-AIE: Perspective on leadership: leading the school development plan, Perspective on leadership: leading the school development plan, TI-AIE: Perspective on leadership: using data on diversity to improve your school, Perspective on leadership: using data on diversity to improve your school, TI-AIE: Perspective on leadership: planning and leading change in your school, Perspective on leadership: planning and leading change in your school, TI-AIE: Perspective on leadership: implementing change in your school, Perspective on leadership: implementing change in your school, TI-AIE: Perspective on leadership: building a shared vision for your school, Perspective on leadership: building a shared vision for your school, TI-AIE: Managing and developing self: managing and developing yourself, Managing and developing self: managing and developing yourself, TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school, Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school, TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school, Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school, TI-AIE: Transforming teaching-learning process: leading assessment in your school, Transforming teaching-learning process: leading assessment in your school, TI-AIE: Transforming teaching-learning process: leading teachers professional development, Transforming teaching-learning process: leading teachers professional development, TI-AIE: Transforming teaching-learning process: supporting teachers to raise performance, Transforming teaching-learning process: supporting teachers to raise performance, TI-AIE: Transforming teaching-learning process: mentoring and coaching, Transforming teaching-learning process: mentoring and coaching, TI-AIE: Transforming teaching-learning process: developing an effective learning culture in your school, Transforming teaching-learning process: developing an effective learning culture in your school, TI-AIE: Transforming teaching-learning process: promoting inclusion in your school, Transforming teaching-learning process: promoting inclusion in your school, 3 Using resources to their full potential for learning, Resource 1: Auditing your available resources, Transforming teaching-learning process: managing resources for effective student learning, TI-AIE: Transforming teaching-learning process: leading the use of technology in your school, Transforming teaching-learning process: leading the use of technology in your school, TI-AIE: Leading partnerships: engaging with parents and the wider school community, Leading partnerships: engaging with parents and the wider school community, TI-AIE: TESS-India School Leadership Video Resources, TESS-India Key Resources and Video Resources mapping matrix, TESS-India Consultant Orientation Handbook (Draft), Networks: effective professional development for educational change, Running an effective participatory interactive workshop, Supporting school leaders in motivating teacher change in their schools. Modules, case studies, activities, & more, Sample syllabi, curriculum matrices, & more, Sample PD activities, planning forms, & more, Resources & tools for independent learners, Feedback and testimonials from IRIS users. These inequities may be due to gender, income, home location, size, physical ability or other factors. The table below highlights some available resources schools may want to consider. Youll find questions and answers, game rules, dices and rules on how to play by clicking the link! For more tips, and to log your actions. Copyright 200X, 200Y The Open University. As Law and Glover (2000) have argued, resources management is the means to an end. PASEC2014 education system performance in Francophone sub-Saharan Africa: competencies and learning factors in primary education. Parents in part assess the quality of schools by the resources available. Capacity building may involve the training of textbook producers to create inclusive materials; support efforts of national and local publishing industries as providers of affordable textbooks and reading materials; training in content authoring and evaluation; and teacher training to develop and use textbooks and supplementary learning materials (UNESCO 2014b; UNESCO 2014c). The major principle of resources management in Pui Ching is linking school resources with learner-centered learning. New to teaching? Accessibility is the extent to which an individual or group is able to acquire and use these tools, either freely or at an affordable cost (UNESCO 2014b: 13). The opportunities and challenges of digital learning. A collection of educational objects of level 1, a learning unit(lesson) on acute respiratory infections with radiological images. Make notes in your Learning Diary of any inequities you identify, and think about how you could take account of this in your use of resources. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Evidence from African primary schools, Rforme de livres scolaires au Cameroun pour lutter contre la corruption, Publishing for pre-tertiary education in Ghana: The 2002 textbook policy in retrospect. They make a list of the available resources that will be useful for implementing progress monitoring and also take note of what resources they will need to obtain. Several studies show that greater access to information and communication technologies in schools can help reduce the digital divide between low- and high-income groups (UNESCO, 2014a; Jacob, 2016). In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. Policy paper 23. A shift from state- to private-sector authorship, publishing, production, and distribution in a public private partnership with government offers potential for better production and presentational quality as well as reduced prices (Read, 2015; Smart and Jagannathan, 2018). AIMS OF THIS BOOKLET N4. VOA, 19 December 2017. What other terms are associated with digital technologies in the classroom? ]9w*O!w%;uV I&_4;C3Ao^up;S$_ UEAs=-0#[})_c,ren$2c/;TZx SSte6 [Vftg?3}~ 2005. As they brainstorm, they create the following notes: School Resources for Addressing Behavior Management. Please download and share with your friends!
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