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The objectives of this study were (a) to assess the impact of PTR on academic performance in national examinations in public primary schools (b) establish if ideal PTR exist in public primary schools as recommended by TSC, UNESCO and other international standards. (c) to identify the major challenges faced in the attainment of appropriate PTR in the public schools in the Division. (d) to determine whether PTR influences academic performance. The study targeted the 78 public primary schools in which a total of 24 schools were sampled for the study. Descriptive survey design was used as the research design for the study. Questionnaires were used in collecting data for the study. The analysis involved use of simple regression to determine whether PTR predicts performance in national examinations. The relationship between PTR and performance was worked out using Pearson's product moment correlation coefficient R, the value of R calculated was -0.323. This negative correlation between the PTR and performance indicated that as PTR increases performance decreases and vice versa. A coefficient of determination R2 of 0.104 was obtained. This revealed that 10.4% of the performance is due to PTR while the remaining 89.6 % is due to other intervening factors or error in the independent variable. An Anova table was generated (p<0.05) which indicated that the regression model applied was significantly good enough in predicting the outcome variable. A regression model [scores = 260.8-7.60(PTR)] was generated that could be used to predict the outcome variable. The findings of the study revealed that PTR significantly influences performance of pupils in national examinations. The study recommended to all Education sector stakeholders to pay adequate attention to PTR since it affects performance of pupils in Primary Schools. It recommended to the government to employ more teachers to lower PTR and ease teacher workload. It also recommended to the government and the MOE to review the Education Act to enable schools admit pupils ...

The objectives of this study were (a) to assess the impact of PTR on academic performance in national examinations in public primary schools (b) establish if ideal PTR exist in public primary schools as recommended by TSC, UNESCO and other international st andards . (c) to identify the major challenges faced in the attainment of appropriate PTR in the public schools in the Division. (d) to determine whether PTR influences academic performance. The study targeted the 78 public primary schools in which a total of 24 schools were sampled for the study. Descriptive survey design was used as the research design for the study. Questionnaires were used in collecting data for the study. The analysis involved use of simple regression to determine whether PTR predicts p erformance in national examinations. The relationship between PTR and performance was work ed out using Pearson's product moment correlation coefficient R, the value of R calculated was - 0.323. This negative correlation between the PTR and performance indic ated that as PTR increases performance decreases and vice versa. A coefficient of determination R 2 of 0.104 was obtained. This revealed that 10.4% of the performance is due to PTR while the remaining 89.6 % is due to other intervening factors or error in the independent variable. An Anova table was generated (p<0.05) which indicated that the regression model applied was significantly good enough in predicting the outcome variable. A regression model [scores = 260.8 - 7.60(PTR)] was generated that could be used to predict the outcome variable. The findings of the study revealed that PTR significantly influ ences performance of pupils in national examinations. The study recommended to all Education sector stak eholders to pay adequate attention to PTR since it affects performance of pupils in Primary Schools. It recommended to the government to employ more tea chers to lower PTR and ease teacher work load. It also recommended to the government and the MOE to review the Education Act to enable schools admit pupils on basis of PTR to avoid over enrolment and congestion in classrooms

The objectives of this study were (a) to assess the impact of PTR on academic performance in national examinations in public primary schools (b) establish if ideal PTR exist in public primary schools as recommended by TSC, UNESCO and other international standards. (c) to identify the major challenges faced in the attainment of appropriate PTR in the public schools in the Division. (d) to determine whether PTR influences academic performance. The study targeted the 78 public primary schools in which a total of 24 schools were sampled for the study. Descriptive survey design was used as the research design for the study. Questionnaires were used in collecting data for the study. The analysis involved use of simple regression to determine whether PTR predicts performance in national examinations. The relationship between PTR and performance was worked out using Pearson's product moment correlation coefficient R, the value of R calculated was -0.323. This negative correlation between the PTR and performance indicated that as PTR increases performance decreases and vice versa. A coefficient of determination R2 of 0.104 was obtained. This revealed that 10.4% of the performance is due to PTR while the remaining 89.6 % is due to other intervening factors or error in the independent variable. An Anova table was generated (p<0.05) which indicated that the regression model applied was significantly good enough in predicting the outcome variable. A regression model [scores = 260.8-7.60(PTR)] was generated that could be used to predict the outcome variable. The findings of the study revealed that PTR significantly influences performance of pupils in national examinations. The study recommended to all Education sector stakeholders to pay adequate attention to PTR since it affects performance of pupils in Primary Schools. It recommended to the government to employ more teachers to lower PTR and ease teacher workload. It also recommended to the government and the MOE to review the Education Act to enable schools admit pupils ...

The Ghana school feeding policy (GSFP) comes under the activity of the African Agricultural Development Pillar 3, aiming to enhance food security and decrease hunger following the Millennium Development Goals (MDGs). This study finds out the effect of the government school feeding policy in Ghana with specific attention to the Atwima Kwanwoma District. The study adopted aquantitative approach to examine 50 respondents from 50primaryschools within the Atwima Kwanwoma District in Ghana. We collected data from the headteachers of these selected schools. Findings of the study reveal that the significant impacts of the GSFP on the selected basic schools increased in pupil enrolment, increase in pupilretention, and increase in pupil-teacher ratio. The study recommends that due to the positive impacts of this policy, the Ministry of Education should allocate more resources into the implementation of the policy.

"The original compilation of materials was made by Madaline Kinter Remmlein." -Foreword. ; Bibliography: p. 24. ; Mode of access: Internet.

L'analyse de l'interaction entre enseignant et élève dans une perspective de négociation augmenterait notre compréhension des processus par lesquels on arrive à des ententes collectives, si on y arrive dans ces situations. Ann de démontrer l'utilité de cette proposition, trois processus de négociation sont sélectionnés pour l'analyse de l'interaction entre enseignant et élève. Les processus sont les suivants: (1) les ambiguites et les désaccords autour desquels les négociations se déroulent, (2) les stratégies adoptées par les enseignants et par les élèves, (3) les aspects temporels de la négociation. Le texte conclut en indiquant des domaines de recherche que suggère cette perspective.It is proposed that analyses of teacher‐pupil interactions from a negotiation perspective would increase our understanding of the processes whereby collective agreements are achieved, if at all, in these situations. To demonstrate the utility of this proposal this paper selects three processes of negotiation and analyses teacher‐pupil interactions along these lines. The processes analysed are (1) the ambiguities and disagreements around which negotiations evolve, (2) the strategies employed by teachers and pupils, and (3) the temporal aspects of negotiation. Further areas of research suggested by this perspective are indicated.