Africa never leaves you

Chapman, Martyn
October 2012
ATA News;10/23/2012, Vol. 47 Issue 5, p8
Academic Journal
The article features a Project Overseas mission to Navrongo in Ghana to assist in the training of teachers and help them adapt to the profession.


Related Articles

  • Teachers need IT training.  // People Management;2/5/1998, Vol. 4 Issue 3, p17 

    Reveals the need of teachers in Great Britain for better training in information technology, according to the Teacher Training Agency.

  • Educators invited to explore the cultural context of...  // Curriculum Review;Apr92, Vol. 31 Issue 8, p19 

    Discusses the six-day teacher training program of Renaissance art in Italy and Northern Europe by the National Gallery of Art in Washington D.C. Topic of the training; Course included in the training; Activity of the teacher for the training; Feature of the training; Schedule of the training...

  • Teaching the teachers of K-12 teachers III. Symposium on advanced graduate study in music education. Werner, R.J. // Design for Arts in Education;May/Jun91, Vol. 92 Issue 5, p9 

    Focuses on specific challenges that should be considered in the preparation of K-12 music teachers. Provides the basis for developing an approach to prepare future music teachers concerning the aspects of changing curriculum, research and training music education professors.

  • The music teacher educator curriculum: Crisis and deliberation. Wing, L. // Design for Arts in Education;May/Jun91, Vol. 92 Issue 5, p11 

    Focuses on the doctoral curriculum for music teacher educators. The need to define the mission of the doctoral program in music education; Recognition of the interrelatedness and complexity of the various parts of the music education enterprise;Ongoing curriculum work.

  • Doctoral education of multiethnic-multicultural music teacher educators. Lundquist, B.R. // Design for Arts in Education;May/Jun91, Vol. 92 Issue 5, p21 

    Surveys issues that have implications for the development of a multiethnic-multicultural doctoral program for teacher educators. Formulates a broad outline for a doctoral program; Defines the terms `multicultural,' `ethnic' and `multiethnic'; Attributes of a multiethnic-multicultural perspective.

  • Recent and relevant experience for teacher educators. McEachern, William Ross // Education;Summer90, Vol. 110 Issue 4, p473 

    Discusses reasons why teachers in Great Britain need to acquire recent and relevant experience in order to continue working the field of teacher education. Variations on a theme; Responsibility issues; Personal experiences.

  • The case method in teacher education: Six lessons from New Zealand. Jarchow, Elaine // Education;Summer92, Vol. 112 Issue 4, p624 

    Presents six New Zealand case methods in teacher education. Building class discussions around student input; Use of current events to develop point of view; Inclusion of role playing as a case method; Use of the initiation-evaluation-extension approach; Borrowing from sociology; Combination of...

  • University support for novice teachers: Successes, struggles and limitations. Williams, Jacqueline; Williamson, Kay M. // Education;Spring96, Vol. 116 Issue 3, p366 

    Describes a university support program for beginning teachers. Background on the study; Description of the methods used in the study; Participants and school settings; Process; Data sources.

  • Experienced teachers' assessment of classroom management skills presented in a summer course. Jones, Vernon F. // Journal of Instructional Psychology;Jun91, Vol. 18 Issue 2, p103 

    Examines the effects of providing veteran teachers with an intensive in-service course focusing on a wide range of classroom management and instructional skills. Teacher perception on the use of these methods; Effect of these methods on improving student learning.

  • The clinical supervision cycle: A component of staff development programs in Wisconsin. Cramer, Susan R.; Koskela, Ruth A. // Journal of Instructional Psychology;Sep94, Vol. 21 Issue 3, p210 

    Examines the extent to which clinical supervision cycle was a component of staff development programs in Wisconsin middle and junior high schools. Definition of clinical supervision; Characteristics of existing clinical supervision practices; Recommendation of the use of clinical supervision...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics