{"id":1996,"date":"2014-02-27T11:47:50","date_gmt":"2014-02-27T02:47:50","guid":{"rendered":"https:\/\/cice.hiroshima-u.ac.jp\/?p=1996"},"modified":"2021-05-11T18:15:50","modified_gmt":"2021-05-11T09:15:50","slug":"vol-15-no-3march-2013","status":"publish","type":"post","link":"https:\/\/cice.hiroshima-u.ac.jp\/?p=1996","title":{"rendered":"Journal of International Cooperation in Education Vol.15 No.3 (March 2013)"},"content":{"rendered":"
\u00a0<\/span><\/div>\n\n\n\n
\"Adobe<\/a><\/td>\nPDF file only.\u3000If you do not have, please click here<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n
\"Vol.15
Full Text<\/a><\/div>\n

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SPECIAL ISSUE<\/h4>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
SOUTH AFRICA
Beginning Teachers\u2019 Professional Identity Formation in
Early Science Mathematics and Technology Teaching:
What Develops?<\/a><\/b><\/td>\n		<\/td>\nMarie Botha and Gilbert Onwu<\/b>
University of Pretoria, South Africa<\/td>\n<\/tr>\n
TANZANIA
Assessing Efforts to Address Cultural Constraints to
Girls\u2019 Access to Education Among the Maasai in Tanzania:
A Case Study of Monduli District<\/a><\/b><\/td>\n		<\/td>\nEulalia I. Temba, Leticia Warioba and Dominik T. Msabila<\/b>
Mzumbe University, Tanzania<\/td>\n<\/tr>\n
NIGERIA
Affective and Cognitive Characteristics of Nigerian Student-Teachers:
Towards Developing an Effective Teacher Education Framework<\/a><\/b><\/td>\n		<\/td>\nOyenike Adeosun, Soji Oni and Bayo Oladipo<\/b>
University of Lagos, Nigeria<\/td>\n<\/tr>\n
MADAGASCAR
Professional Development for Primary School Teachers in
Madagascar: Around Teachers\u2019 Network<\/a><\/b><\/td>\n		<\/td>\nJudith Raholdina-Razafimbelo, C\u00e9lestin Razafimbelo,
Narisoa Ramanitra, Maminiaina Alex Andrianavalonirina
and Harinosy Ratompomalala<\/b>
Ecole Normale Sup\u00e9rieure of Antananarivo, Madagascar
Lina Rajonhson and Daniel Razanakolona<\/b>
Ministry of Education, Madagascar<\/td>\n<\/tr>\n
ETHIOPIA
School-based continuous Teacher Professional Development in Addis Ababa:
An Investigation of Practices, Opportunities and Challenges<\/a><\/b><\/td>\n		<\/td>\nDaniel Desta, Desalegn Chalchisa and Girma Lemma<\/b>
Addis Ababa University, Ethiopia<\/td>\n<\/tr>\n
UGANDA
Effectiveness of University Teacher Education Curriculum
on the Secondary School Teacher Performance in Uganda:
The Case of Kyambogo University<\/a><\/b><\/td>\n		<\/td>\nJustine Otaala, John S. Maani and Godfrey G. Bakaira<\/b>
Kyambogo University, Uganda<\/td>\n<\/tr>\n
ZAMBIA
Girl-Child Education Campaigns and
Enrolment\/Retention in Zambian Basic Schools:
Impact Analysis<\/a><\/b><\/td>\n		<\/td>\nChishimba Nkosha, Musonda Luchembe and Peggy Nsama Chakufyali<\/b>
University of Zambia, Zambia<\/td>\n<\/tr>\n
ETHIOPIA
Factors Affecting Female Students\u2019 Academic Achievement at Bahir Dar University<\/a><\/b><\/td>\n		<\/td>\nYeshimebrat Mersha, Alemayehu Bishaw and Firew Tegegne<\/b>
Bahir Dar University, Ethiopia<\/td>\n<\/tr>\n
UGANDA
Examination of Locally and Externally-Initiated Teacher
Professional Development (TPD) Programmes for Science and
Mathematics Teachers in Ugandan Secondary Schools<\/a><\/b><\/td>\n		<\/td>\nConnie Ssebbunga-Masembe, Ronald Bisaso, Charles Kyasanku and
Rose Costa Nakawuki<\/b>
Makerere University, Uganda
Mary Goretti Nakabugo<\/b>
University of KwaZulu-Natal, South Africa<\/td>\n<\/tr>\n
NIGER
Teachers Implementing an Educational Policy and
Implications for Pupils\u2019 (Especially Girls\u2019) Access,
Performance and Retention<\/a><\/b><\/td>\n		<\/td>\nIbro Chekaraou and Nana Aicha Goza<\/b>
University of Niamey, Niger<\/td>\n<\/tr>\n
TANZANIA
The Development of Teacher Professional Identity at
the University of Dar es Salaam:
Perceptions and Influencing Factors<\/a><\/b><\/td>\n		<\/td>\nWilly L. M. Komba<\/b>
Mkwawa University College of Education, Tanzania
William A. L. Anangisye and Joviter K. Katabaro<\/b>
University of Dar es Salaam, Tanzania<\/td>\n<\/tr>\n
MALAWI
Exploring the Processes and Outputs of School Grants:
The Case for Direct Support to Schools in Malawi<\/a><\/b><\/td>\n		<\/td>\nDorothy C. Nampota and Lizzie Chiwaula<\/b>
University of Malawi, Malawi<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

\u00a0 PDF file only.\u3000If you do not have, please click here Full Text SPECIAL ISSUE SOUTH AFRICA Beginning Teachers […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[31],"tags":[25],"class_list":["post-1996","post","type-post","status-publish","format-standard","hentry","category-journal_e","tag-english"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/posts\/1996","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1996"}],"version-history":[{"count":1,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/posts\/1996\/revisions"}],"predecessor-version":[{"id":9185,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/posts\/1996\/revisions\/9185"}],"wp:attachment":[{"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1996"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1996"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1996"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}