Author: Augustus A. AdeyinkaPublisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 120
Book Description
A History of Secondary Grammar-school Education in Oyo, Ogun and Ondo States of Nigeria, 1909-1980
Author: Augustus A. AdeyinkaPublisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 120
Book Description
A Study of the Place of History in the Evolution of the Secondary Grammar-school Curriculum in Oyo, Ogun and Ondo States of Nigeria, 1908-1980
Author: Augustus Adeleke AdeyinkaPublisher:
ISBN:
Category :
Languages : en
Pages : 1166
Book Description
Joint Acquisitions List of Africana
Author: An investigation of the problems involved in the teaching and learning of mathematics in some Nigerian secondary grammar schools in Oyo, Ogun and Ondo states (former Western Region)
Author: Rufus Adebodun FakuadePublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
History of Educational Development in Ondo State
Author: Historical Dictionary of Nigeria
Author: Toyin FalolaPublisher: Scarecrow Press
ISBN: 0810863162
Category : History
Languages : en
Pages : 472
Book Description
Since independence in 1960, Nigeria has undergone tremendous change shaped by political instability, rapid population growth, and economic turbulence. The Historical Dictionary of Nigeria introduces Nigeria's rich and complex history. Readers will find a wealth of information on important contemporary issues like AIDS, human rights, petroleum, and faith-based conflict.
Religion and the Making of Nigeria
Author: Olufemi VaughanPublisher: Duke University Press
ISBN: 0822373874
Category : History
Languages : en
Pages : 348
Book Description
In Religion and the Making of Nigeria, Olufemi Vaughan examines how Christian, Muslim, and indigenous religious structures have provided the essential social and ideological frameworks for the construction of contemporary Nigeria. Using a wealth of archival sources and extensive Africanist scholarship, Vaughan traces Nigeria’s social, religious, and political history from the early nineteenth century to the present. During the nineteenth century, the historic Sokoto Jihad in today’s northern Nigeria and the Christian missionary movement in what is now southwestern Nigeria provided the frameworks for ethno-religious divisions in colonial society. Following Nigeria’s independence from Britain in 1960, Christian-Muslim tensions became manifest in regional and religious conflicts over the expansion of sharia, in fierce competition among political elites for state power, and in the rise of Boko Haram. These tensions are not simply conflicts over religious beliefs, ethnicity, and regionalism; they represent structural imbalances founded on the religious divisions forged under colonial rule.
Nigeria, a Country Study
Author: Carlyn Dawn AndersonPublisher:
ISBN:
Category : Nigeria
Languages : en
Pages : 406
Book Description
St. Andrew's College, Ọyọ (1896-1978)
Author: T. O. OgunkọyaPublisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 214
Book Description
The Professional Development of Teachers: Practice and Theory
Author: Philip AdeyPublisher: Springer Science & Business Media
ISBN: 0306485184
Category : Education
Languages : en
Pages : 210
Book Description
Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ‘process-product’ research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing ‘strategies’ into schools but referring also, by way of contrast, to the situation in the United States. WHAT’S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.