Výsledky vyhledávání - "wondifraw Dejene"

Akademický článek

Testing and validating the collaborative for academic, social, and emotional learning (CASEL) model in the context of Ethiopian secondary schools: Factorial analysis

Autor: Sintayehu Belay, Wondifraw Dejene

Publikováno v: Social Sciences and Humanities Open, Vol 10, Iss , Pp 101128- (2024)

Social-emotional learning (SEL) is widely recognized for fostering students' social and emotional skills essential for academic and personal growth, yet culturally validated SEL assessment tools are scarce, especially in Ethiopia. The study aimed to

Externí odkaz: https://doaj.org/article/725e9120f12c4fcebbdbad90b9667f2f

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Akademický článek

Pre-service teachers’ conceptions of teaching and learning and their teaching approach preference: Secondary teacher education in focus

Autor: Wondifraw Dejene, Alemayehu Bishaw, Asrat Dagnaw

Publikováno v: Bahir Dar Journal of Education, Vol 18, Iss 2 (2023)

The purpose of this study was to explore student-teachers’ conceptions of teaching and learning & teaching approach preference when they join teacher education programs. Descriptive survey method was employed. Conceptions of Teaching and Learning Q

Externí odkaz: https://doaj.org/article/bc95b5f70fd44c4586c932c4b2c74120

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Akademický článek

Academic cheating in Ethiopian secondary schools: Prevalence, perceived severity, and justifications

Autor: Wondifraw Dejene

Publikováno v: Cogent Education, Vol 8, Iss 1 (2021)

The purpose of this study was to examine Ethiopian secondary school students’ level of engagement, justification, and perceived severity of academic cheating behaviors. A mixed research approach was employed. In the study, 1246 students randomly se

Externí odkaz: https://doaj.org/article/99590f88725c42809b8b9376f23d2aa7

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Akademický článek

Conceptions of teaching & learning and teaching approach preference: Their change through preservice teacher education program

Autor: Wondifraw Dejene

Publikováno v: Cogent Education, Vol 7, Iss 1 (2020)

This study investigated the change in pre-service teachers’ conceptions of teaching and learning and teaching approach preference over the course of a teacher education program. One group pretest-posttest design was employed. Conceptions of Teachin

Externí odkaz: https://doaj.org/article/fb4b6c07fc004ff193af3d83946eed95

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Akademický článek

The practice of modularized curriculum in higher education institution: Active learning and continuous assessment in focus

Autor: Wondifraw Dejene

Publikováno v: Cogent Education, Vol 6, Iss 1 (2019)

The purpose of this study was to assess the implementation of modularization in Ethiopian higher education institutions with particular reference to the instructional process (active learning and continuous assessment). Mixed research design was empl

Externí odkaz: https://doaj.org/article/f206d1c1255842e78c6ef68e70297461

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Akademický článek

Preservice teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus

Autor: Wondifraw Dejene, Alemayehu Bishaw, Asrat Dagnew

Publikováno v: Cogent Education, Vol 5, Iss 1 (2018)

This study was intended to explore preservice teachers’ entry characteristics, that is, approaches to learning and their teaching approach preference when joining teacher education programs. Descriptive survey method was employed. A total of 293 (2

Externí odkaz: https://doaj.org/article/ce05e12838774cc08147215a9963b4af

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