Alemayehu Tamiru Bishaw
Dados Biográficos
| ID | 9587874 |
|---|---|
| NOME | Alemayehu Tamiru Bishaw |
| PRENOMES | Alemayehu Tamiru |
| SOBRENOME | Bishaw |
| ASSINATURA | BISHAW A T |
| AFILIAÇÕES | Bahir Dar University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 3 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2026 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Exploring the mediation effect of instructional practice on teachers’ competencies and students’ academic achievement in Ethiopian secondary schools
This research was conducted to examine the influence of teacher competencies (TC) on student academic achievement (SAA) within the context of government-run secondary schools in Hawassa City. The methodological approach adopted was a descriptive survey design, situated within a quantitative research framework. The study’s population consisted of 415 teachers and among whom199 was selected through simple randomizing method, and data was successful…
Exploring the underlying factors influencing the implementation of the TPACK framework in Ethiopian teacher education institutions
Digital instruction is vital for the twenty-first century education quality. Teacher Education Institutions (TEIs) in Ethiopia are currently facing significant gaps between curriculum expectations and actual technology integration practices. This research utilized a mixed-methods concurrent triangulation design to examine the key factors influencing the application of the Technological Pedagogical Content Knowledge (TPACK) TPACK framework. Data w…
Differentiated Instruction in primary school classrooms
This mixed-methods study investigates teachers’ understanding and implementation of differentiated instruction (DI) in Ethiopian public primary schools. A concurrent parallel design was employed, with quantitative data collected from 190 teachers via questionnaires and qualitative data obtained from interviews with eight teachers. Both inferential statistics and thematic analysis were utilised. The quantitative results indicated that teachers are…
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Exploring the mediation effect of instructional practice on teachers’ competencies and students’ academic achievement in Ethiopian secondary schools
This research was conducted to examine the influence of teacher competencies (TC) on student academic achievement (SAA) within the context of government-run secondary schools in Hawassa City. The methodological approach adopted was a descriptive survey design, situated within a quantitative research framework. The study’s population consisted of 415 teachers and among whom199 was selected through simple randomizing method, and data was successful…
Exploring the underlying factors influencing the implementation of the TPACK framework in Ethiopian teacher education institutions
Digital instruction is vital for the twenty-first century education quality. Teacher Education Institutions (TEIs) in Ethiopia are currently facing significant gaps between curriculum expectations and actual technology integration practices. This research utilized a mixed-methods concurrent triangulation design to examine the key factors influencing the application of the Technological Pedagogical Content Knowledge (TPACK) TPACK framework. Data w…
Differentiated Instruction in primary school classrooms
This mixed-methods study investigates teachers’ understanding and implementation of differentiated instruction (DI) in Ethiopian public primary schools. A concurrent parallel design was employed, with quantitative data collected from 190 teachers via questionnaires and qualitative data obtained from interviews with eight teachers. Both inferential statistics and thematic analysis were utilised. The quantitative results indicated that teachers are…
Teacher Education and Leadership Studies (3 obras) · Population (2 obras) · Academic achievement (1 obra) · African history and culture analysis (1 obra) · Curriculum (1 obra) · Data collection (1 obra) · Descriptive statistics (1 obra) · Digital literacy in education (1 obra) · E-Learning and COVID-19 (1 obra) · Educational Theory and Curriculum Studies (1 obra)