{"id":582,"date":"2013-05-31T11:01:54","date_gmt":"2013-05-31T02:01:54","guid":{"rendered":"https:\/\/cice.hiroshima-u.ac.jp\/?p=582"},"modified":"2021-05-11T18:15:55","modified_gmt":"2021-05-11T09:15:55","slug":"%e5%9b%bd%e9%9a%9b%e6%95%99%e8%82%b2%e5%8d%94%e5%8a%9b%e8%ab%96%e9%9b%86%e7%ac%ac15%e5%b7%bb%e7%ac%ac3%e5%8f%b7","status":"publish","type":"post","link":"https:\/\/cice.hiroshima-u.ac.jp\/?p=582","title":{"rendered":"\u56fd\u969b\u6559\u80b2\u5354\u529b\u8ad6\u96c6\u7b2c15\u5dfb\u7b2c3\u53f7"},"content":{"rendered":"
\"bn_english\"<\/a><\/div>\n

Journal of International Cooperation in Education\u3000VOLUME 15 NUMBER 3 March 2013<\/span><\/h3>\n\n\n
\"get_adobe_reader\"<\/a><\/td>\nPDF file only.\u3000If you do not have, please click here<\/A><\/td>\n<\/tr>\n<\/table>\n
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\n\"15-3cover\"

\nFull Text<\/A>\n<\/div>\n

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SPECIAL ISSUE<\/h4>\n


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SOUTH AFRICA
\n Beginning Teachers\u2019 Professional Identity Formation in
\nEarly Science Mathematics and Technology Teaching:
\nWhat Develops?<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Marie Botha and Gilbert Onwu<\/B>
University of Pretoria, South Africa<\/TD>
\n <\/TR>
\n
TANZANIA
\n Assessing Efforts to Address Cultural Constraints to
\nGirls\u2019 Access to Education Among the Maasai in Tanzania:
\nA Case Study of Monduli District<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Eulalia I. Temba, Leticia Warioba and Dominik T. Msabila<\/B>
Mzumbe University, Tanzania<\/TD>
\n <\/TR>
\n
NIGERIA
\n Affective and Cognitive Characteristics of Nigerian Student-Teachers:
\nTowards Developing an Effective Teacher Education Framework<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Oyenike Adeosun, Soji Oni and Bayo Oladipo<\/B>
University of Lagos, Nigeria<\/TD>
\n <\/TR>
\n
MADAGASCAR
\n Professional Development for Primary School Teachers in
\nMadagascar: Around Teachers\u2019 Network<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Judith Raholdina-Razafimbelo, Celestin Razafimbelo,
\nNarisoa Ramanitra, Maminiaina Alex Andrianavalonirina
\nand Harinosy Ratompomalala<\/B>
Ecole Normale Superieure of Antananarivo, Madagascar
\nLina Rajonhson and Daniel Razanakolona<\/B>
Ministry of Education, Madagascar<\/TD>
\n <\/TR>
\n
ETHIOPIA
\n School-based continuous Teacher Professional Development in Addis Ababa:
\nAn Investigation of Practices, Opportunities and Challenges<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Daniel Desta, Desalegn Chalchisa and Girma Lemma<\/B>
Addis Ababa University, Ethiopia<\/TD>
\n <\/TR>
\n
UGANDA
\n Effectiveness of University Teacher Education Curriculum
\non the Secondary School Teacher Performance in Uganda:
\nThe Case of Kyambogo University<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Justine Otaala, John S. Maani and Godfrey G. Bakaira<\/B>
Kyambogo University, Uganda<\/TD>
\n <\/TR>
\n
ZAMBIA
\n Girl-Child Education Campaigns and
\nEnrolment\/Retention in Zambian Basic Schools:
\nImpact Analysis<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Chishimba Nkosha, Musonda Luchembe and Peggy Nsama Chakufyali<\/B>
University of Zambia, Zambia<\/TD>
\n <\/TR>
\n
ETHIOPIA
\n Factors Affecting Female Students\u2019 Academic Achievement at Bahir Dar University<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Yeshimebrat Mersha, Alemayehu Bishaw and Firew Tegegne<\/B>
Bahir Dar University, Ethiopia<\/TD>
\n <\/TR>
\n
UGANDA
\n Examination of Locally and Externally-Initiated Teacher
\nProfessional Development (TPD) Programmes for Science and
\nMathematics Teachers in Ugandan Secondary Schools<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Connie Ssebbunga-Masembe, Ronald Bisaso, Charles Kyasanku and
\nRose Costa Nakawuki<\/b>
\nMakerere University, Uganda
\nMary Goretti Nakabugo<\/B>
\nUniversity of KwaZulu-Natal, South Africa<\/TD>
\n <\/TR>
\n
NIGER
\n Teachers Implementing an Educational Policy and
\nImplications for Pupils\u2019 (Especially Girls\u2019) Access,
\nPerformance and Retention<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Ibro Chekaraou and Nana Aicha Goza<\/B>
\nUniversity of Niamey, Niger<\/TD>
\n <\/TR>
\n
TANZANIA
\n The Development of Teacher Professional Identity at
\nthe University of Dar es Salaam:
\nPerceptions and Influencing Factors<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Willy L. M. Komba<\/B>
\nMkwawa University College of Education, Tanzania
\nWilliam A. L. Anangisye and Joviter K. Katabaro<\/B>
\nUniversity of Dar es Salaam, Tanzania<\/TD>
\n <\/TR>
\n
MALAWI
\n Exploring the Processes and Outputs of School Grants:
\nThe Case for Direct Support to Schools in Malawi<\/A><\/B><\/TD>
\n 		<\/TD>
\n 		Dorothy C. Nampota and Lizzie Chiwaula<\/B>
\nUniversity of Malawi, Malawi<\/TD>
\n <\/TR>
\n<\/table>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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