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Lucy Eason
This study examined probable causes of friction between Principals and Mathematics teachers in secondary schools and the consequences of the friction on students’ achievements in mathematics. The study also sought to identify the strategies that could be adopted to reduce friction so as to enhance the synergy between principals and mathematics teachers in secondary schools. A survey was conducted on one hundred and three (103) mathematics teachers and thirty –seven (37) principals using stratified sampling method from the five educational zones in Adamawa State. Questionnaire was the instrument used to collect data from the respondents. Mean, standard deviation and t-test were used to analyze the data generated from the instrument. The study revealed that causes of friction included; lackadaisical attitude of principals to mathematics teachers’ request, domineering attitude of principals , incompetence and mal administration among principals, nonrecommendation of in service training for mathematics teachers, mathematics teachers’ involvement in examination malpractice, organizing private lessons for fees without the knowledge of school authority and class evading. It was also found that establishment of democratic relationships with teachers, counseling problem mathematics teachers, impartiality in allocation of responsibility to mathematics teachers by the schools’ principals are among the strategies that could be adopted to reduce friction between principals and mathematics teachers. The researcher recommended that principals and mathematics teachers should be tolerant of one another and that they should make conscious efforts to ensure that their school is peaceful and conducive for teaching and learning.
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Somewhere under the surface of corporate technical documentation is a tectonic shift in the culture of content authoring. Close to the molten core of content chaos is the open source software sector, where dispersed and disparate communities author endless streams of community documentation. These streams are fed into the engines of enterprise technical writing to form the impressive tomes of knowledge that apparently nobody reads anymore. Until they have to. In this journey, content author and startup advocate David Ryan traces his adventures as a writer working for the world's first billion dollar open source software company. A company where "we've always done it this way" is no reason at all, and constant innovation has led to the first fully end-to-end open source and topic-based authoring platform, the PressGang CCMS. But of course, any new tool merely means the chance to discover new problems, new processes, and new opponents. If you're advocating for change in your own corporate structure, contemplating a shift to topic-based content development, or if you simply enjoy stories of danger and delight, you need to hear this. Come along to learn how a tiny side-project in Brisbane became the default global authoring platform for a company publishing over 800 titles in over 22 languages. Discover the secrets for surviving the leap across the skunkwork chasm. And hear how a gang of technical writers got away with it all.
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Lucy Eason
This study examined probable causes of friction between Principals and Mathematics teachers in secondary schools and the consequences of the friction on students’ achievements in mathematics. The study also sought to identify the strategies that could be adopted to reduce friction so as to enhance the synergy between principals and mathematics teachers in secondary schools. A survey was conducted on one hundred and three (103) mathematics teachers and thirty –seven (37) principals using stratified sampling method from the five educational zones in Adamawa State. Questionnaire was the instrument used to collect data from the respondents. Mean, standard deviation and t-test were used to analyze the data generated from the instrument. The study revealed that causes of friction included; lackadaisical attitude of principals to mathematics teachers’ request, domineering attitude of principals , incompetence and mal administration among principals, nonrecommendation of in service training for mathematics teachers, mathematics teachers’ involvement in examination malpractice, organizing private lessons for fees without the knowledge of school authority and class evading. It was also found that establishment of democratic relationships with teachers, counseling problem mathematics teachers, impartiality in allocation of responsibility to mathematics teachers by the schools’ principals are among the strategies that could be adopted to reduce friction between principals and mathematics teachers. The researcher recommended that principals and mathematics teachers should be tolerant of one another and that they should make conscious efforts to ensure that their school is peaceful and conducive for teaching and learning.
Strategies for Enhancing the Synergy between Principals and Mathematics Teach...
Strategies for Enhancing the Synergy between Principals and Mathematics Teach...
iosrjce
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Somewhere under the surface of corporate technical documentation is a tectonic shift in the culture of content authoring. Close to the molten core of content chaos is the open source software sector, where dispersed and disparate communities author endless streams of community documentation. These streams are fed into the engines of enterprise technical writing to form the impressive tomes of knowledge that apparently nobody reads anymore. Until they have to. In this journey, content author and startup advocate David Ryan traces his adventures as a writer working for the world's first billion dollar open source software company. A company where "we've always done it this way" is no reason at all, and constant innovation has led to the first fully end-to-end open source and topic-based authoring platform, the PressGang CCMS. But of course, any new tool merely means the chance to discover new problems, new processes, and new opponents. If you're advocating for change in your own corporate structure, contemplating a shift to topic-based content development, or if you simply enjoy stories of danger and delight, you need to hear this. Come along to learn how a tiny side-project in Brisbane became the default global authoring platform for a company publishing over 800 titles in over 22 languages. Discover the secrets for surviving the leap across the skunkwork chasm. And hear how a gang of technical writers got away with it all.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Practice.ppt
1.
JUST TESTING Google slides
2.
Here we
go
3.
Here’s another
4.
One more
5.
AND ANOTHER
