• Relationship Between Teachers’ Quality And Students’ Academic Performance
    [A CASE STUDY OGBOMOSO SOUTH LOCAL GOVERNMENT AREA SECONDARY SCHOOLS, OYO STATE]

  • REFRENCES -- [Total Page(s) 2]

    Page 2 of 2

    Previous   1 2
    • Hardy, I. & Smith, E. (2006). ‘Contesting Tertiary Teaching Qualification: An Australian Perspective’ Teaching in Higher Education, 11(2), 337-350.
      Hemmings, A. (2000). The “hidden” corridor curriculum. High School Journal,  83(2), 1-10.
      Hoffman, L.M.(2003). Why high schools don’t change: What students and their yearbooks tell us. The High School Journal. 86(2), 22-38.
      Huang, F.L. & Moon, T.R. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools Educ Asse Eval Acc 21:209–234.
      Huberman, M. (1998). Burnout in teaching careers. European Journal of Teacher Education, 30(4), 351-381.
      Ijaiya, N.Y.S. (1998). An investigation into the problems of teachers’ management in Kwara State Secondary Schools. Studies in Educational Planning and Administration, 1(2), 49–58.Implications for Planning Florida Journal of Educational Administration & Policy, 3 (2), 86-103.
      Jacob, B., Lefgren L. (2006). When Principals Rate Teachers. Education Next. Hoover Institution. Retrieved on March 5 2006 from http://www.educationnext.org/ 20062/58.html.
      Jimoh, R. D, (2008) materials variable as predictors of children school readiness and later achievements in vocabulary and mathematics in 6th grade children dev. 35: 1901 – 1912.
      Karau, Y.K. (2006). Educational crises fasting Nigeria secondary schools and possible solution being a paper presented at faculty of education, university of Ibadan.
      Kennedy, K. K (2010) leachers characteristics and their effects in students achievements in chemistry A cabe study of Bungone North Disthitd unpubished PhD Thesis, moi univeristry, Eldoet Kenya.
      Laczko-Kerr, I., & Berliner, D. C. (2001). “The Effectiveness of “Teach for America” and other Under-certified Teachers on Student Academic Achievement: A Case of Harmful Public Policy.” Education Policy Analysis Archives, 10(2), 1-52.
      Lai,E.R.(2011)Collaboration www.pearsonassesemnts.com/hail/images/.../collaburation-review.pd..
      Lassa, P.(2000). Teacher Production: A focus on Nigeria. The state of education in Nigeria. (pp. 70–83). UNESCO, Abuja.
      Lee, V.E., Bryk, A., & Smith, J.(2003). The organization of effective secondary schools. Review of Research in Education 19, 171-237.
      Maggioni, L., & Parkinson, M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychology Review, 20, 445-461.
      Maria, K, and Marie, A. V. (2012). The impact of students teacher gender interactions on learning outcomes. Evidence from sub-Saharan African
      Martin, N. K., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX. Retrieved from ERIC database. (ED494050).
      Maundu, J. N. (2001). Student Achievement in Science and Mathematics: A Case of Extra Provincial, Provincial, and Harambee Secondary Schools in Kenya. PhD Thesis. McGill University, Montrea.
      McCormick, P (1996). There’s no substitute for good teachers, U. S. Catholic, June, 6     1 ( 6), 46-49.
      Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. Modern Language Journal, 90, 48-66.
      Murad, A. & Rajesh K. S. (2010). Implementation of Total Quality Management in Higher Education. Asian Journal of Business Management,  2(1), 9-16.
      Murnane, R. J. (1996). The Impact of School Resources on the Learning of Inner-city children. Cambridge, MA: Ballinger.
      OECD (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers, OECD, Paris.
      OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS, OECD, Paris.
      Ofoegbu F.I. (2004). Teacher motivation :- a factor  fur class   effectiveness and school improvement in Nigeria . Gala group. Retrieved August 15-2005 , from http:www. Findarticles .com.
      Ofoegbu, F.I. (2004). Teacher Motivation: A Factor for Classroom Effectiveness and School Improvement in Nigeria. Gale Group. Retrieved August 15 2005, from http://www.findArticles.com.
      Ogunsaju, S. (2004). A Guide to School Effectiveness in Nigeria. Ibadan. Laville Publications.
      Olaleye, M. & Olomntegbe. (2011) effect of pauntal involvement on students attitude and performance in science department of science and technical education, Adekunle Ajafin university, Akungba. Akoko, Ondo state. African journal of microbiology Research, 4(1), 001- 009.
      Olatoye, R. A. &  Ogunkola, B. J. (2008). Parental involvement interest in schooling and science achievement of junior secondary school students in Ogun State Nigeria J. college teaching method style, www.cluteinstitutes. An unpublished Ph.D thesis. University of Ado-Ekiti, Nigeria.
      Onyeachu, A.( 1996). Relationship between Working Conditions and Teacher Effectiveness in Secondary Schools in Abia Educational Zone of Abia State. M.Ed. Dissertation, Unpublished, Port Harcourt: University of  Port Harcourt, Nigeria.
      Oredein, A.O.( 2000). Leadership Characteristics and Personnel Constraints as Factors of School and Industrial Effectiveness. Ph.D. Thesis, Unpublished, Ibadan: University of Ibadan, Nigeria.
      Owolabi, S.O. (2007). Teacher education in sub- Saharan Africa: Policies and practices. Paper presented at the Development of Teacher Education in Africa Conference. Makarere University, Kampala, Uganda. August 4-6.
      Rena, U. (2000). Who will teach? A case study of teacher education reform. Caddo gap press, California pp 318.
      Rice, J. K. (2003). Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Washington, DC: Economic Policy Institute.
      Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. New York: Cambridge University Press.
      Richardson, S. (2008 ). The roles of attitudes and beliefs in learning to teach. Hand book of research on teacher education (2nd Ed.., pp. 102-119). New York. Macmillan
      Rivers, C. and sanders, m. (2002). State wide class size studies prime and star, tennessee’s project star Dallas Teras.
      Rodgers, B. (2001). Why children must not be Compared In Education Sight for Quality Information Magazine, Kenya.
      Rosenholtz,F. (2001). Teacher education and the construction of meaning. In G. Giffin (Ed), the education of teachers (pp.145-166)Chicago. The university of Chicago press.
      Ruthland, S. K. & Bremer, C. D. (2002). ‘Alternative Teacher Certification Procedures and Professional Development Opportunities for Career and Technical Education Teachers’ Washington D.C.: ERIC Clearinghouse on Teacher Education.
      Saage, O. (2009). Causes of mass failure in mathematics examination among students a commissioned paper presented at government secondary school. Kam Abuja science day 1st march for High and Low Quality Teaching. Economics of Education Review, 23, 411-430.
      Starr, L.( 2002). Measuring the Effects of Effective Teaching . Education World. Retrieved October 16 2005, from www.education-world.com/a_issues.shtml.
      Stringfield, S. & Teddlie, c. (1991). School effectiveness. A journal of research in rural education, 7(1), 15-28.
      Stringfield, S. & Teddlie, C. (1998). School, Classroom and students’ Level Indicators of Rural School Effectiveness A Journal of Research in Rural Education, 7(1), 15-28.
      Stronge, J.H., Ward, T.J. & Tucker, P.D. & Hindman, J.L. (2007).What is the Relationship Between Teacher Quality and Student Achievement? An Exploratory Study J Pers Eval Educ, 20, 165–184.
      Stuart, M. (2004). Getting ready for reading: A follow – up study of inner city second language learners at the end of key stage. British Journal of Educational Psychology, 74(1), 15–36.
      Thomas, S.D. (2006). How a teachers qender effects boys and girls www.educationnext.org.
      Tsui, A. B. (2003). Understanding expertise in teaching: Case studies of ESL teachers. New York: Cambridge University Press.
      Tsui, A. B. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 167-189). New York: Palgrave Macmillan.
      Uchefuna, M.C.(2001). A study of clinical supervision and teachers effectiness in umuahia and Abia educational Zones at Abia state.MED D. ssertation port Harcourt, university of part Harcourt, Nigeria.
      Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge, England: Cambridge University Press.
      Walls, R. T., Nardi, A. H., von Minden, A. M., & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29 (1), 39-48. Retrieved fromhttp://www.teqjournal.org/backvols/2002/29_1/w02_walls_nardi.pdf.
      Waters, A. (2006). Facilitating follow-up in ELT INSET. Language Teaching Research, 10(1), 32-52.
      Wayne, A. J. & Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A Review. Review of Educational Research, 73 (3), 89-122.
      Wiki, M. (2013). Teaching qualification, retrieved from http:llenpedia org/wiki/teaching qualification on 4/4/13.
      Worthington, S.M., Floden, R.E. & Ferrini-Mundy, J.(2001). Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations: A Research Report prepared for the U.S. Department of Education and the Office for Educational Research and Improvement by the Center for the Study of Teaching and Policy in collaboration with Michigan State University     www.afbis.com/analysis/education10204234737.htm
      Zeichner, K. M., & Noffke, S. E. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (pp. 298-332). Washington, DC: American Educational Research Association.
  • REFRENCES -- [Total Page(s) 2]

    Page 2 of 2

    Previous   1 2
    • ABSRACT - [ Total Page(s): 1 ]ABSTARCT COMING SOON ... Continue reading---

         

      APPENDIX A - [ Total Page(s): 2 ]APPENDIX I                                                                                                                              UNIVERSITY OF ILORIN                                                                                                              ... Continue reading---

         

      APPENDIX B - [ Total Page(s): 1 ] ... Continue reading---

         

      CHAPTER ONE - [ Total Page(s): 4 ]Operational HypothesesHo1:    There is no significant relationship between teachers’ academic qualifications and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State Ho2:     There is no significant relationship between teachers’ years of teaching experience and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State Ho3:    There is no significant relati ... Continue reading---

         

      CHAPTER TWO - [ Total Page(s): 8 ]The conceptual framework for the study is shown above indicating the relationship among input, process and output of a system. The figure shows that teachers’ quality which ultimately affects students’ academic performance. The first box which is the input shows teachers’ academic qualification, teachers’ years of teaching experience, teachers’ exposure to in- service training and teachers’ professional qualifications. The second box in the framework is ... Continue reading---

         

      CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODOLOGYThis chapter dealt with the methods employed in the conduct of the study on teachers’ quality and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State.  The methodology has been discussed under the following subheadings: 1.    Research Design2.    Population Sample and Sampling Technique3.    Instrumentation4.    Procedure for Data Collection 5.    Data Analysis TechniqueResearch DesignT ... Continue reading---

         

      CHAPTER FOUR - [ Total Page(s): 8 ]Operational HypothesesHo1:    There is no significant relationship between teachers’ academic qualifications and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State As shown in Table 6, the calculated r-value of .312 is greater than the critical r- value of .195 at .05 level of significance for 148 degrees of freedom. The null hypothesis which states that there is no significant relationship between teachers’ academic qualif ... Continue reading---

         

      CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATIONSThis chapter presents summary and conclusion drawn from the research carried out on teachers’ quality and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State. Recommendations are also made   based on the findings of the studySummaryThis study was carried out to determine the relationship between teachers’ quality and students’ academic performance in Ogbomoso South Loc ... Continue reading---