This course analyzes the relationship between current practice and research in the supervision of curriculum and instruction. Specific administrative theory related to the supervisory role are examined and used to evaluate current and recommended practices in program management and classroom instruction. Topics include the concepts and techniques necessary for establishing a research-based,

comprehensive program for staff supervision; establishing performance standards; diagnosing staff needs; matching supervision with staff needs; creating the supervising climate; and using the results effectively.

This course gives a hands on experience in teaching in a classroom setting. Students will be required to prepare schemes of work, lesson plans, and record of work in the classroom setting, and then present lessons in the two subject teachings to their classmates in the curriculum lab under the guidance of the experienced lecturers in the areas of teaching; the making and use of portfolios; study skills, administration and taking of tests; students presentations and evaluation.

This course is an introductory study of concepts of curriculum and curriculum development; patterns of curriculum design, curriculum implementation and teacher education; curriculum evaluation; foundations of curriculum; Historical, philosophical and psychological; dimensions of curriculum; elements/components of curriculum; curriculum change and innovation; agencies involved in curriculum development; Dimensions of curriculum; National Goals of Education, Millennium Developmental goals and Kenya Vision 2030; The Role of National Curriculum Center in Kenya.

This course enables students to construct teaching objectives under cognitive, affective and psychomotor domains, and prepare  essay and objective (multiple choice, matching type, true and false, and structured or simple recall) type tests  that are meant to measure the attainment of the instructional expected learning outcomes; The concepts of reliability,  validity, and simple item analysis of the teacher made tests;  interpreting data from standardized tests, test administration,  test taking skills, grading, grade reporting and need of a marking scheme are discussed. Special attention is focused on grading systems using such measures as the mean, mode, median, standard deviation and their interpretations; Grading using the absolute norms, normal curve (Five eight, nine and eleven-point scales of passing), percentile rank, Stanine, T-Score, and Z-Score are also emphasized.   Prerequisites:  EDTE 255.

This is a study of the historical development of Christian education; the meaning and concepts of education; the source of knowledge, the aspects of teaching process as explained by the Bible, the Spirit of Prophecy and world philosophers who contributed to Christian Education including Socrates, Plato, St. Augustine of Hippo; Thomas Aquinas, St. Ignatius Loyola, Ellen White, and other educators who influenced the Christian philosophical thought and practice. The course centers around the explanations of the aspects of the teaching-learning process as given by the philosophers who influenced Christian education, and the Biblical and Spirit of Prophecy explanations of the same. Such aspects include the metaphysics, epistemology, axiology, philosophy, education, aims of education, school, teacher, humankind, learner, curriculum, methods of teaching, discipline, work, etc.

I.  Purpose of Course

     This Course surveys the trends in the school culture, social change and the problems of  

     educational organization at local and global levels.

 II. Course Expected Learning Outcomes – Objectives

       By the end of this course, students should be able to: 

  1. Identify theories of social change and their effect on schooling
  2. Explain school culture in a changing society.
  3. Explain the changing trends in educational thought and practices in order to meet the dynamics of nations in skills, knowledge and technology.
  4. Discuss the struggle, agony and tyrannical deviations of educational organizations encounter in the changing world of technology.
  5. Identify and discuss educational thoughts and practices that need revisiting in order to offer relevant knowledge, skills and technology in a changing global society.
  6. Relate the theoretical concepts of change and change management with the current trends

 

A critical comparison of secular systems of Western philosophy and Christian and educational thought, with special reference to the Seventh-day Adventist Church and the writings of Ellen White. This course is based on an extensive survey of secular philosophical documents and consideration of theological, educational, and practical issues arising from the readings. Position/reaction papers and extensive discussion allow students to explore the Adventist perspective.