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Application par les enseignants du programme éducatif individualisé au Kenya44,99 €![Applicazione del programma educativo individualizzato da parte degli insegnanti in Kenya]( "Applicazione del programma educativo individualizzato da parte degli insegnanti in Kenya")
Applicazione del programma educativo individualizzato da parte degli insegnanti in Kenya44,99 €![Stosowanie przez nauczycieli Indywidualnego Programu Edukacyjnego w Kenii]( "Stosowanie przez nauczycieli Indywidualnego Programu Edukacyjnego w Kenii")
Stosowanie przez nauczycieli Indywidualnego Programu Edukacyjnego w Kenii44,99 €![Aplicação pelos professores do Programa Educativo Individualizado no Quénia]( "Aplicação pelos professores do Programa Educativo Individualizado no Quénia")
Aplicação pelos professores do Programa Educativo Individualizado no Quénia44,99 €![Die Anwendung des individualisierten Bildungsprogramms durch die Lehrer in Kenia]( "Die Anwendung des individualisierten Bildungsprogramms durch die Lehrer in Kenia")
Die Anwendung des individualisierten Bildungsprogramms durch die Lehrer in Kenia68,90 €![Outcomes of Reintegration Process on Behaviour Change among Juvenile Ex-Offenders Released from Rehabilitation Centers in Kenya]( "Outcomes of Reintegration Process on Behaviour Change among Juvenile Ex-Offenders Released from Rehabilitation Centers in Kenya")
Outcomes of Reintegration Process on Behaviour Change among Juvenile Ex-Offenders Released from Rehabilitation Centers in Kenya36,99 €![Influence of Motivation on teachers' performance in Schools in Kenya]( "Influence of Motivation on teachers' performance in Schools in Kenya")
Influence of Motivation on teachers' performance in Schools in Kenya36,99 €
The study explores the application of Individualized Educational Programmes (IEPs) in Kenya to address low academic performance among learners aged 6-8 in grades 1, 2, and 3. It emphasizes adapting and differentiating curricula to meet diverse needs, guided by Maslow's motivation theory. Conducted in Loitokitok SubCounty, Kajiado County, the exploratory survey involved 10 schools, 10 headteachers, 33 teachers, 300 low-performing learners, and their parents, using purposive sampling. Data collection employed questionnaires and pro-forma instruments, with analysis through descriptive statistics and thematic organization. Results revealed limited awareness of IEPs: 54.5% of headteachers, 71.9% of teachers, and 80.4% of parents were uninformed, and 96.95% of teachers did not implement IEPs. Recommendations include training pre-service teachers on diversity, instituting government-supported professional training, and mandating IEPs via a Special Needs Education (SNE) policy to improveacademic outcomes.