Exploring Management of Teaching and Assessment in Mixed Class of Learners: Case of Selected Secondary Schools in Vhumbedzi Circuit

Autor/inn/en	Muedi, Fhulufhelo Patrick; Ngidi, Thelma; Kutame, Azwidohwi Philip; Uleanya, Chinaza
Titel	Exploring Management of Teaching and Assessment in Mixed Class of Learners: Case of Selected Secondary Schools in Vhumbedzi Circuit
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 3, S.1439-1458 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Uleanya, Chinaza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Secondary School Teachers; Educational Practices; Student Evaluation; Teacher Attitudes; Teacher Characteristics; Principals; Administrator Attitudes; Evaluation Methods; Science Instruction; Science Laboratories; Science Experiments; Access to Computers; Attendance; Time Factors (Learning); Planning; Lesson Plans; Educational Media; Teacher Supervision; Observation; Specialization; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungspraxis; Schulnote; Studentische Bewertung; Lehrerverhalten; Principal; Schulleiter; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anwesenheit; Ablaufplanung; Planungsprozess; Lesson planning; Unterrichtsplanung; Bildungsmittel; Unterrichtsmedien; Beobachtung; Arbeitsteilige Spezialisierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated the management of teaching and assessment of the "qualified to be progressed" learners (QP) for quality learning and teaching. Mixed methods approach was adopted. Random and purposive sampling were used to select teachers and School Management Team (SMT) member respectively who formed the study sample. The study was conducted in 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Data was collected from the 165 selected teachers through the use of questionnaires while interviews were conducted for 10 SMTs. The quantitative data was analysed using percentage, while the qualitative data was coded and thematically analysed. The finding of the study showed that there are no clearly developed strategies to help manage the teaching and assessment of the QP learners. The study recommends that the DBE, through its curriculum section, should assist the SMTs in the development of strategies to help manage the teaching and assessment of the QP learners for quality teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01