Basic level: This level is for a period of nine years and it comprises of Primary Education and Junior Secondary Education. Post basic level
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Prospectus Slides
Setting and Participants
Sokoto State Nigeria will be used as a case study. 500 pupils, 10-20 teachers, 5 experts, 10 parents will be selected from population of the study area of the choosing primary schools in Sokoto State. However, the same individuals selected will be used for both Qualitative and Quantitative data collection. Reference A. & Rai, S. (2016). Evaluation, of UNICEF Girls' Education Project Phase 3, (GEP3). Barnes, A. & Boyle, H. (2017). Piloting a Pre-service Course in Early Grade Reading: A Case Study of Bauchi andSokoto States' Institutions. Northern Education Initiative Plus, Abuja: USAID. Barnes, A. E., Boyle, H., Zuilkowski, S., & Bello, Z. N. (2019). Reforming Teacher Education in Nigeria: Laying a Foundation for the Future. Teaching and Teacher Education, 79,153-163. Baseline Synthesis Report, prepared by EDOREN on behalf of UNICEF GEP3. Retrieved from h tt p : / / w w w . nigeria-educati on. or g / e doren/wp- Choosing a mixed methods design Sage Publications (2006). available at www.sagepub.com upm-libraries Collecting data in mixed methods research (2006). Available at www.sagepub.com upm-libraries content/uploads/2014/07/EDOREN-GEP-Base/ine-Technica/-Report.pdf Cook, V. (2007). Multicompetence and Learning of Many Languages. Washington, DC: Creative Associates International, Inc. (2017b). Providing Enough Instructional Time for Children to Learn to Read. Policy Brief. Available at https://41pylqn86ip37e3n04us8vqq-wpengine.netdna-ssl.com/wD-content/uploads/2018/01 /PB Time A4.pdf. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed). Thousand Oaks, CA: Sage Federal Republic of Nigeria (2013). National Policy on Education - 6th Edition. Lagos: NERDC Press. Federal Republic of Nigeria (2014). National Policy on Education (6th Edition). Lagos: Nigerian Educational Research and Development Council. Geoffrey, E. & Gay, L. R. (2019). Educational Research, Competencies for Analysis and Applications.(12th ed). Pearson, America. Harmida, J. (2019). The Importance of Teaching Academic Reading Skills in First Year University Courses. The International Journal of Research and Review, 3, 20-30 Kathy B. ( 2019). Brodsky Kathy.com National Academy Press. National Bureau of Statistics (NBS), (2017). Retrieved on 12th December, 2018 at: www.nigerianstat.gov.ng/ National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, DC: National Institute of Child Health and Human Development. Northern Education Initiative (NEI) (20). Results of the Grade Reading Assessment: Bauchi and Sokoto states. Abuja: United States Agency for International Development (USAID) Oluwarotimi, A. (2020). Enviromental Factors that Promote Reading in the Early Grade in Nigeria. Nigeria Centre for Reading, Research and Development, Bayero University, Kano, Nigeria, (NCRRC). Pellens, T., Outhred, R., Majeed, Z., Kveder; A., Bind, M., Wallin, JKelleher, F., Beavis, Reading Association of Nigeria (2016). We Teach Nigeria to Read. Available at http://www.readingassociationnigeria.org/. Trudell, B. (2018). Language and Education in Nigeria. London: The British Council and Tsiga, I. (2020). Culturally Relevant Literature as a Tool for Teaching Reading and Comprehension Skills in the Early Grade in Nigerian Schools. Ini. Tsiga, S. S. Zuilkowski, and A. E. Barnes (eds.) Issues in the Teaching of Early Grade Reading in Nigeria. Kano, Nigeria: Bayero University. Tsiga, I. A. (2017). Reading as the Foundation for Learning: The Nigerian Centre For Reading Research and Development (NCRRD) Opens. BUKToday, 3(10), 7-9. Tukur, S. (2020). The Importance of Reading Fleuncy to the Teaching of Comprehension in the Early Grade in Nigeria. Nigeria Centre for Reading, Research and Development, Bayero University, Kano, Nigeria, (NCRRC). UNESCO (2015). Education for All Global Monitoring Report 2000 — 2015: Achievements and Challenges. Paris: UNESCO. UNESCO (2016). Leaving No One Behind: How Far on the Way to Universal Primary and Secondary Education? Global Education Monitoring Report Policy Paper 27/Tact Sheet 37. Paris: UNESCO. UNESCO. 2010. EFA Global Monitoring Report 2010: Reaching the Marginalized; Regional Overview, Sub-Saharan Africa. Paris: UNESCO. UNICEF. Download 32.91 Kb. Do'stlaringiz bilan baham: |
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