Ohemeng Frank (27 results)

Softcover. Condition: Fair. A little above average wear but with a solid binding. The pages are clean with no highlighting or writing detected but the edges have some staining. The cover is intact with wear on the edges and frayed/curled corners. Satisfaction guaranteed with 30-day return policy. Ships from Canada. ; 8vo 8" - 9" tall; R6 871k/737k s6.

Soft cover. Condition: Fine.

Softcover. Condition: Very Good. Minor wear only. The pages are clean with no highlighting or writing detected. 30-day returns. Shipments destined outside Canada may be subject to duties in the country where the customer resides.; 8vo 8" - 9" tall; R4 445k/730k s6.

Condition: New.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Master's Thesis from the year 2014 in the subject Pedagogy - General, , language: English, abstract: This study therefore explores grade 9 technology teachers' views of the design process and how these views influence their teaching of the design process. Shulman's Pedagogical Content Knowledge (PCK) model (1986), the Argyris and Schön (1974) notion of 'espoused theory' and 'theory in use', and Singh-Pillay's (2010) notion of interface have been used to frame the research. A qualitative case study approach was used. Purposive and convenience sampling were used to obtain the respondents for this study. An open ended questionnaire, semi-structured interviews, observation of lessons and post-observation interviews were used to collect data.The study occurs in the Chatsworth West ward in Durban, KwaZulu Natal. The findings indicate that grade 9 technology teachers hold two core views of the design process, namely: design process as problem-solving and design process as a step-by-step process that provides 'comfort' to learners during problem-solving. The findings indicate that teachers' views of the design process are an amalgam of their diverse qualification in technology education, their pedagogical content knowledge, their previous teaching experience, their training and (re)training and existing support in the school ecosystem. Thus, it is concluded that the PCK of the technology teacher influences how they teach the design process to their learners. It is recommended that if the non-linear approach of problem-solving in the design process is to be adhered to then there is the need for the retraining and reskilling of technology teachers and that teacher education should also focus more on the development of the PCK of future teachers.The design process undergirds technology education and therefore it is quintessential to the teaching, learning and assessment of technology education. Since the introduction of technology education into the South African curriculum, there has been a series of changes that teachers have had to contend with: C2005, RNCS and now the NCS-CAPS. In the CAPS technology policy there has been a (re)-presentation of the design process from a linear to nonlinear. This (re)presentation of the design process has led to uncertainties amongst teachers of technology in terms of how the teaching of the design process should unfold.

hardcover. Condition: Very Good.

Taschenbuch. Condition: Neu. Teaching the design process in a grade 9 technology class | Frank Ohemeng-Appiah | Taschenbuch | 132 S. | Englisch | 2016 | GRIN Verlag | EAN 9783668272446 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu.

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HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

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Condition: New. 2024. hardcover. . . . . .

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Hardback. Condition: New. This significant book addresses an important missing link in the literature on politics, governance, public policy and administration in sub-Saharan Africa. It contributes to the understanding of emergent independent institutions that are now playing active roles in formulating and implementing public policies and programs in these countries.Bringing together an array of esteemed academics and practitioners, this book surveys the landscape of think tanks in sub-Saharan Africa and provides in-depth case studies of the policy terrain in Botswana, Cameroon, Ghana, Kenya, Nigeria, Rwanda, Senegal, and South Africa. With the emergence of effective governance developing in the early 1990s and the opening up of hitherto closed authoritarian policy spaces, the authors explore the ways in which civil society groups are now a force to be reckoned with as they attempt to successfully bring citizens into the policy making process. This prescient exploration of the challenges facing these institutions highlights good governance practice and proposes policy recommendations to better support civil society development in Africa.Think Tanks, Governance, and Development in Africa is a vital read for academics, researchers and students specializing in development studies, regulation and governance, social policy in emerging countries and political science. Its case studies and practical recommendations are also of interest to policymakers, political advocates and practitioners working in African governance at both the global and national levels.

Hardcover. Condition: Brand New. 224 pages. 9.25x6.00x0.75 inches. In Stock.

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Hardcover. Condition: new. Hardcover. This significant book addresses an important missing link in the literature on politics, governance, public policy and administration in sub-Saharan Africa. It contributes to the understanding of emergent independent institutions that are now playing active roles in formulating and implementing public policies and programs in these countries.Bringing together an array of esteemed academics and practitioners, this book surveys the landscape of think tanks in sub-Saharan Africa and provides in-depth case studies of the policy terrain in Botswana, Cameroon, Ghana, Kenya, Nigeria, Rwanda, Senegal, and South Africa. With the emergence of effective governance developing in the early 1990s and the opening up of hitherto closed authoritarian policy spaces, the authors explore the ways in which civil society groups are now a force to be reckoned with as they attempt to successfully bring citizens into the policy making process. This prescient exploration of the challenges facing these institutions highlights good governance practice and proposes policy recommendations to better support civil society development in Africa.Think Tanks, Governance, and Development in Africa is a vital read for academics, researchers and students specializing in development studies, regulation and governance, social policy in emerging countries and political science. Its case studies and practical recommendations are also of interest to policymakers, political advocates and practitioners working in African governance at both the global and national levels. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New. 2024. hardcover. . . . . . Books ship from the US and Ireland.

Hardback. Condition: New. This significant book addresses an important missing link in the literature on politics, governance, public policy and administration in sub-Saharan Africa. It contributes to the understanding of emergent independent institutions that are now playing active roles in formulating and implementing public policies and programs in these countries.Bringing together an array of esteemed academics and practitioners, this book surveys the landscape of think tanks in sub-Saharan Africa and provides in-depth case studies of the policy terrain in Botswana, Cameroon, Ghana, Kenya, Nigeria, Rwanda, Senegal, and South Africa. With the emergence of effective governance developing in the early 1990s and the opening up of hitherto closed authoritarian policy spaces, the authors explore the ways in which civil society groups are now a force to be reckoned with as they attempt to successfully bring citizens into the policy making process. This prescient exploration of the challenges facing these institutions highlights good governance practice and proposes policy recommendations to better support civil society development in Africa.Think Tanks, Governance, and Development in Africa is a vital read for academics, researchers and students specializing in development studies, regulation and governance, social policy in emerging countries and political science. Its case studies and practical recommendations are also of interest to policymakers, political advocates and practitioners working in African governance at both the global and national levels.

Hardcover. Condition: new. Hardcover. This significant book addresses an important missing link in the literature on politics, governance, public policy and administration in sub-Saharan Africa. It contributes to the understanding of emergent independent institutions that are now playing active roles in formulating and implementing public policies and programs in these countries.Bringing together an array of esteemed academics and practitioners, this book surveys the landscape of think tanks in sub-Saharan Africa and provides in-depth case studies of the policy terrain in Botswana, Cameroon, Ghana, Kenya, Nigeria, Rwanda, Senegal, and South Africa. With the emergence of effective governance developing in the early 1990s and the opening up of hitherto closed authoritarian policy spaces, the authors explore the ways in which civil society groups are now a force to be reckoned with as they attempt to successfully bring citizens into the policy making process. This prescient exploration of the challenges facing these institutions highlights good governance practice and proposes policy recommendations to better support civil society development in Africa.Think Tanks, Governance, and Development in Africa is a vital read for academics, researchers and students specializing in development studies, regulation and governance, social policy in emerging countries and political science. Its case studies and practical recommendations are also of interest to policymakers, political advocates and practitioners working in African governance at both the global and national levels. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condition: New.

Paperback. Condition: New.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Master's Thesis from the year 2014 in the subject Pedagogy - General, , language: English, abstract: This study therefore explores grade 9 technology teachers' views of the design process and how these views influence their teaching of the design process. Shulman's Pedagogical Content Knowledge (PCK) model (1986), the Argyris and Schön (1974) notion of 'espoused theory' and 'theory in use', and Singh-Pillay's (2010) notion of interface have been used to frame the research. A qualitative case study approach was used. Purposive and convenience sampling were used to obtain the respondents for this study. An open ended questionnaire, semi-structured interviews, observation of lessons and post-observation interviews were used to collect data.The study occurs in the Chatsworth West ward in Durban, KwaZulu Natal. The findings indicate that grade 9 technology teachers hold two core views of the design process, namely: design process as problem-solving and design process as a step-by-step process that provides 'comfort' to learners during problem-solving. The findings indicate that teachers' views of the design process are an amalgam of their diverse qualification in technology education, their pedagogical content knowledge, their previous teaching experience, their training and (re)training and existing support in the school ecosystem. Thus, it is concluded that the PCK of the technology teacher influences how they teach the design process to their learners. It is recommended that if the non-linear approach of problem-solving in the design process is to be adhered to then there is the need for the retraining and reskilling of technology teachers and that teacher education should also focus more on the development of the PCK of future teachers.The design process undergirds technology education and therefore it is quintessential to the teaching, learning and assessment of technology education. Since the introduction of technology education into the South African curriculum, there has been a series of changes that teachers have had to contend with: C2005, RNCS and now the NCS-CAPS. In the CAPS technology policy there has been a (re)-presentation of the design process from a linear to nonlinear. This (re)presentation of the design process has led to uncertainties amongst teachers of technology in terms of how the teaching of the design process should unfold. 132 pp. Englisch.

Condition: New. Print on Demand pp. 132.