Many South African teachers have low levels of subject knowledge and poor teaching practices but are faced with the additional challenges of implementing a new curriculum and new methodologies for teaching and assessment. These factors combine to expose a teaching population that is generally ineffective, particularly in the case of mathematics and science teachers at under-resourced township schools. The Teacher Mentorship Programme (TMP) is a mentoring programme for mathematics and science teachers focussed on remediating problem areas and revitalising teachers’ classroom practices. Mentors support individual teachers at their workplace and the programme includes all teachers in each of these departments at the schools. This research inquiry is a case study of four TMP teachers. The effect of mentoring as an in-service training strategy is ascertained by considering the changes in their professional, personal and social development. The inquiry reveals firstly the effect of mentoring on the teachers and their practice and secondly what aspects of mentoring are responsible for bringing about such changes. Using the teachers’ and mentors’ voices as informants and based on good practice as recommended by literature, a theory for a mentoring model is proposed as an effective and sustainable model for professional teacher development for mathematics and science teachers in developing contexts. The research findings of this study and the new mentoring model design may serve to enrich the knowledge base on INSET in the area of teachers who are situated in unsupportive schools in developing contexts. / Dissertation (MEd)--University of Pretoria, 2009. / Humanities Education / unrestricted

Increased floodplain and wetland restoration activity has raised concerns about potential impacts on the release of greenhouse gases (GHGs) to the atmosphere due to restored connectivity between aquatic and terrestrial ecosystems. Research has shown GHG fluxes from hydrologically active landscapes such as floodplains and wetlands vary spatially and temporally in response to primary controls including soil moisture, soil temperature, and available nutrients. In this study, we performed a semimonthly sampling campaign measuring GHG (CO2, CH4, and N2O) fluxes from six locations within a third-order stream floodplain. Site locations were based on dominant landscape positions and hydrologic activity along a topographic gradient including a constructed inset floodplain at the stream margin, the natural levee, an active slough, the general vegetated floodplain, a convergence zone fed by groundwater, and the upland area. Flux measurements were compared to abiotic controls on GHG production to determine the most significant factors affecting GHG flux from the floodplain. We found correlations between CO2 flux and soil temperature, organic matter content, and soil moisture, CH4 flux and pH, bulk density, inundation period length, soil temperature, and organic matter content. But minimal correlations between N2O flux and the measured variables. Spatially, our results demonstrate that constructed inset floodplains have higher global warming potential in the form of CH4 than any other site and for all other GHGs, potentially offsetting the positive benefits incurred by enhanced connectivity. However, at the reach scale, total CO2 flux from the soil remains the greater influence on climate since the area covered by these inset floodplains is comparatively much smaller than the rest of the floodplain. / Master of Science

The aim of this study was to investigate the management of in-service education and training (INSET) conducted for teachers, in particular in rural secondary schools in the Zoutpansberg West Circuit, Limpopo Province. The problem was conducted by a literature study and empirical investigation. The literature review explored various definitions of INSET and related concepts and dealt with the provision of in-service training for teachers in developing countries such as Kenya and South Africa and a developed country such as Britain. The empirical study investigated the management of INSET for secondary school educators in rural areas using a questionnaire administered to educators in eleven secondary schools in the Zoutpansberg West Circuit. Findings indicated strengths and weaknesses of INSET. Based on the literature and the empirical investigation, recommendations are made for the Department of Education with regard to the provision of INSET. / Educational Studies / M. Ed (Education Management)

The aim of this study was to investigate the management of in-service education and training (INSET) conducted for teachers, in particular in rural secondary schools in the Zoutpansberg West Circuit, Limpopo Province. The problem was conducted by a literature study and empirical investigation. The literature review explored various definitions of INSET and related concepts and dealt with the provision of in-service training for teachers in developing countries such as Kenya and South Africa and a developed country such as Britain. The empirical study investigated the management of INSET for secondary school educators in rural areas using a questionnaire administered to educators in eleven secondary schools in the Zoutpansberg West Circuit. Findings indicated strengths and weaknesses of INSET. Based on the literature and the empirical investigation, recommendations are made for the Department of Education with regard to the provision of INSET. / Educational Studies / M. Ed (Education Management)

Magister Educationis - MEd / In this dissertation I set out to reflect on and examine a case study of a Namibian nongovernmental educational organisation (NGEO),the Primary Teachers Project (PTP),from 1989to 1992 focusing on issuesof educational change and the role of NGEO'sin this process. My aim is to highlight some of the factors which helped and hindered the Primary Teachers Project playing a role in educational change. The study focuses on the following four aspects: The Primary Teachers Project'sin-service education and training (INSET)model. The relationship between the Namibian Ministry of Education and the PTP. Funding relationships and their influence on the project's development. Internal dynamics within the Primary Teachers Project The dissertation begins by locating the Primary Teachers Project within the broader geographical, political and educational context of Namibia. The PTP's development between 1989 and 1992is then described. The four focus areas above are highlighted within the case study. Topical reflections on each of these areas are integrated with relevant national and international literature on INSET, educational change and the role of NGEO's. Central learnings with regard to the PTP and its role in educational change in Namibia are raised. Some of the key factors which worked for and against this NGEO's influence on educational change are highlighted. Finally, I make a number of general recommendations with regard to the role of NGEO's in the Southern African context. This study raises key factors relating to the influence of NGEO's on educational change. These are: NGEO's need to develop their understanding of the complexity of educational change processes, in order to inform INSET strategies. School-focused INSET models need to strengthen strategies for follow-up support to assist teachers to implement new ideas and practices. A combination of curriculum-based INSET and organisation development support needs to be provided at the school level to assist educational change. Organisation development processes within NGEO's can strengthen their internal capacity and critically inform their INSET strategies. NGEO's need to research and reflect on their practice and disseminate their findings, in order to improve their own practice and influence educational change at other levels of the educational system, Collaboration between different INSET providers builds the capacity for sustainability of educational change processes at school level and supports NGEO's in disseminating their knowledge and expertise throughout the formal educational system. An enabling INSET policy framework is required at national and local level to support INSET work in schools and assist the work of NGEO's and donors.

This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.

The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.

Made available in DSpace on 2014-12-17T14:10:22Z (GMT). No. of bitstreams: 1 GlauberHBOS_DISSERT.pdf: 1092481 bytes, checksum: e18c958f4fa280552deed9ab75e1ca3b (MD5) Previous issue date: 2010-06-30 / The diet study of birds has contributed historically as a model for use to understanding ecological patterns and strategies used by several other groups of vertebrates, which are observed in season patterns and temporal availability of resources, and other. This study has as objective generate information concerning the diet of insectivorous birds during rainy season and dry season, as well as analyze Index food importance, niche overlap, niche breadth, electivity, and seasonal availability of prey. The study was conducted in a fragment of about 270 ha (center coordinates and 5 ? 53'S 35 ? 23'W). The sampling of birds occurred between March 2008 and December 2009 in three pre-established trails. Catches of birds were performed using 10 mist nets placed in line, where each trails was sampled once a month. Samples of pellets were obtained by means of tartar emetic. Sampling of availability of prey occurred between February 2009 to December 2009. We used two methods of sampling (pitfall traps and Shake cloths). We captured 269 individuals of 21 species of insectivorous birds. We collected 4116 invertebrates of which 3259 in the rainy season and 857 in the dry season. We obtained 174 samples stomach, where 10 species were exclusively insectivorous diet, nine fed on insect/plant material, an insect/plant material/vertebrate and one for insect/vertebrate. During the rainy season was observing difference between the consumption of items with higher food importance. The Coleoptera was item with higher food importance (73%), followed by Formicidae (7%) and Araneae (6%). During the dry season, no difference was found difference between the consumption of items with higher food importance. The Coleoptera was item with higher food importance (34%), followed by seeds (29%) and Formicidae (18%). The highest levels of niche overlap occurred during the rainy season, while the dry season was characterized by high levels of niche 11 segregation. This indicates that the local insectivorous birds community was structured differently between periods. No was found correlation between the values of niche breadth to the mean weight of the body size. We observed seasonal patterns in prey availability, with the peak availability of invertebrates observed seasonal patterns in rainy season. The insectivorous birds selected the same species richness during both periods, showing a specialized diet. Thamnophilus pelzelni was the only species that had their diet influenced by seasonality. Regarding the overall diet of insectivorous birds, observed a high consumption of prey, whose food availability caused the birds could invest and increase their food resources / O estudo da dieta de aves tem contribu?do, historicamente, como modelo de uso para o entendimento de padr?es e estrat?gias ecol?gicas utilizados por v?rios outros grupos de vertebrados, nos quais s?o observados padr?es sazonais e temporais na disponibilidade de recursos e outros. O presente trabalho objetivou gerar informa??es referentes ? dieta de aves inset?voras durante os per?odos chuvoso e seco, bem como analisar import?ncia alimentar, valores de sobreposi??o alimentar, amplitude de nicho, eletividade e disponibilidade de presas durantes as esta??es chuvosa e seca. O estudo foi realizado em um fragmento com cerca de 270 ha (coordenadas centrais 5?53 S e 35?23 W). O per?odo de amostragem das aves ocorreu entre mar?o de 2008 a dezembro de 2009, em tr?s trilhas pr?-estabelecidas. As capturas das aves foram realizadas por meio de 10 redes ornitol?gicas dispostas em linha, onde cada linha de rede foi colocada em uma das trilhas, sendo uma amostragem de aves realizadas em uma ?nica trilha por m?s. As amostras de regurgitos foram obtidas por meio do t?rtaro em?tico. As amostragens de disponibilidade de presas ocorreram entre fevereiro de 2009 a dezembro de 2009, sendo utilizados amostragens no solo (pitfall traps) e na folhagem (shake cloths). Capturamos 269 indiv?duos de 21 esp?cies de aves inset?voras. Foram coletados 4.116 invertebrados, dos quais 3.259 no per?odo chuvoso e 857 no per?odo seco. Obtivemos 174 amostras estomacais, onde 10 esp?cies tiveram dieta exclusivamente inset?vora, 9 alimentaram-se de inseto/material vegetal, 1 de inseto/material vegetal/vertebrado e 1 por inseto/vertebrado. Durante o per?odo chuvoso foi observada diferen?a entre o consumo dos itens com maior Import?ncia 9 Alimentar, sendo Coleoptera o item com maior Import?ncia Alimentar (73%), seguido por Formicidae (7%) e Araneae (6%). Durante o per?odo seco, n?o foi encontrada diferen?a entre o consumo dos itens com maior import?ncia Alimentar, Sendo Coleoptera o item com maior Import?ncia Alimentar (34%), seguido por sementes (29%) e Formicidae (18%). Os maiores ?ndices de sobreposi??o de nicho ocorreram durante o per?odo chuvoso, enquanto o per?odo seco foi caracterizado pelos maiores valores de segrega??o de nicho. Isto indica que a comunidade de aves inset?voras local esteve estruturada de forma diferenciada entre os per?odos. N?o foi encontrada correla??o entre os valores de Amplitude de nicho com os pesos m?dios das aves, mostrando que o tamanho do nicho ocupado pelas aves n?o tem rela??o com o seu tamanho corporal. Foram observados padr?es sazonais na disponibilidade de presas, sendo o pico da disponibilidade de invertebrados observado durante o per?odo chuvoso. As aves inset?voras selecionaram a mesma riqueza de esp?cies durante os dois per?odos, mostrando uma dieta especializada. Thamnophilus pelzelni foi a ?nica esp?cie que teve a sua dieta influenciada pela sazonalidade. No que diz respeito a dieta global das aves inset?voras, observamos um elevado consumo de presas, cuja grande disponibilidade de alimento fez com que as aves pudessem investir e aumentar os seus recursos alimentares

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-04-05T12:02:33Z No. of bitstreams: 1 2012 - Julia Lins Luz.pdf: 1276196 bytes, checksum: 90a4bf9cffa0df2d66d28e4e7c42b80b (MD5) / Made available in DSpace on 2017-04-05T12:02:33Z (GMT). No. of bitstreams: 1 2012 - Julia Lins Luz.pdf: 1276196 bytes, checksum: 90a4bf9cffa0df2d66d28e4e7c42b80b (MD5) Previous issue date: 2012-02-29 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Modification of the landscape for food production and other facilities for human consumption is the most common and severe threat to global biodiversity. The aims of this study were to analyze how banana plantations affect bats assemblages, to check whether the planting of bananas causes a decrease in the dispersion of seeds, to verify if the abundance of nutritional resources have some influence on bat abundance and richness in areas of banana plantation, to verify if bats move between plantations and forest fragments or if they show site fidelity to the areas. A total of 12 banana plantations in Rio de Janeiro State were sampled. Each month, from November 2008 to October 2010, two capture nights were conducted, being one night in a banana plantation area and another in an adjacent forest fragment. Bats were sampled with mist nets, totaling 142,560 m2.h of sampling effort. Bats were identified, marked, remained in cloth bags to obtain fecal samples, and released after it. The seeds obtained in fecal samples were counted and classified. The availability of food resources in banana plantation areas was estimated in five 100 m2 plots, where the number of banana trees, flowers and fruits was counted. A total of 2,369 captures and recaptures of bats of 27 species were recorded. In banana plantations 22 species were recorded (four of which were exclusive to such habitat), and in fragments 23 (with five exclusive). The capture frequency was higher in plantations than in fragments. Richness, diversity and evenness were similar between habitats. Artibeus lituratus, Carollia perspicillata, Glossophaga soricina and Phyllostomus hastatus were more abundant in the banana plantations. The abundance of frugivores, nectarivores and omnivores was higher in plantation areas while insectivores were more abundant in forest areas. The estimated richness for each environment suggests that forest fragments are richer than the banana plantations. A non-metric multidimensional scaling (NMDS) indicated separation between banana plantations and forest fragments based on species abundance, using Braycurtis similarity. We analyzed 1,127 fecal samples from 20 species that had 33 morphotypes of seeds of 12 plant families. There was presence of banana pulp in fecal samples from 10 species. The richness and abundance of seeds dispersed in the two environments did not differ, however the abundance of seeds per fecal sample was lower in banana plantations. The abundance of Sturnira lilium was correlated negatively with the abundance of banana and fruits. The abundance of G. soricina, A. lituratus, nectarivorous and frugivorous bats showed positive relationship with the abundance of food resource. We obtained 102 recaptures of 99 individuals of 10 species. The most recaptured species were C. perspicillata, A. lituratus and P. hastatus. Twenty-eight individuals moved between environments, 68 remained in the same environment of the capture. In all analyzed cases, the proportion of individuals recaptured in the same location of capture was higher than the recapture proportion in different environments. These results reinforce the potential of bats as regenerators in habitats modified by humans, since banana plantations maintain a diverse assemblage. The ability of bats to disperse pioneer plants species and the use of different environments assure that nature services of forest regeneration are continued / A modifica??o da paisagem para a produ??o de alimentos e outras comodidades para consumo humano representa a mais severa e comum amea?a ? biodiversidade global. Os objetivos deste trabalho foram analisar como o plantio de bananas afeta a comunidade de morcegos, analisar se o plantio de bananas diminui a dispers?o de sementes, verificar se a abund?ncia de recurso alimentar influencia a abund?ncia e a riqueza de morcegos em ?reas de planta??o de banana, verificar se os morcegos se deslocam entre ?reas de planta??es e fragmentos florestais e se mant?m fidelidade ? ?rea de captura. Foram selecionadas 12 ?reas de planta??o do estado do Rio de Janeiro. Mensalmente, entre novembro de 2008 e outubro de 2010, foram realizadas duas noites de coleta, sendo uma em ?rea de planta??o de banana e outra em um fragmento florestal adjacente. As coletas foram realizadas com redes de neblina, totalizando 142.560 m2.h de esfor?o amostral. Os morcegos foram identificados, permaneceram em sacos de pano para obten??o de amostras fecais, e soltos ap?s receberem marca??o. No laborat?rio, as sementes foram classificadas em morfotipos e contadas. A disponibilidade de recurso alimentar nas ?reas de planta??o de banana foi estimada atrav?s de cinco plots de 100 m2 , nos quais era contabilizado o n?mero de bananeiras, infrutesc?ncias e infloresc?ncias de banana. Um total de 2.369 capturas e recapturas de 27 esp?cies foi registrado. Nos bananais, foram capturadas 22 esp?cies, sendo quatro exclusivas; nos fragmentos, 23, sendo cinco exclusivas. A frequ?ncia de captura nos bananais foi maior do que nos fragmentos. A riqueza, a diversidade e a equitabilidade mostraram-se similares. As esp?cies significativamente mais abundantes nos bananais foram Artibeus lituratus, Carollia perspicillata, Glossophaga soricina e Phyllostomus hastatus. A abund?ncia de frug?voros, nectar?voros e on?voros foi maior em ?reas de plantio, enquanto a de inset?voros foi maior em ?reas de floresta. A riqueza estimada para cada ambiente sugere que os fragmentos florestais s?o mais ricos do que as ?reas de plantio. Uma an?lise de escalonamento multidimensional (NMDS) indicou separa??o entre os bananais e os fragmentos florestais baseado no n?mero de capturas por esp?cie, atrav?s da dist?ncia Bray-curtis. Foram analisadas 1.127 amostras fecais de 20 esp?cies, que apresentaram sementes de 33 morfotipos de 12 fam?lias de plantas. Foi poss?vel verificar a presen?a de polpa de banana em amostras fecais de 10 esp?cies. A riqueza e abund?ncia de sementes dispersadas nos dois ambientes n?o diferiram. No entanto, a abund?ncia de sementes por amostra fecal foi menor em ?reas de planta??o de banana. A abund?ncia de Sturnira lilium foi inversamente proporcional ? abund?ncia de bananeiras e infrutesc?ncias de banana. A abund?ncia de G. soricina, A. lituratus, morcegos nectar?voros e frug?voros foi diretamente proporcional ? abund?ncia de recurso alimentar. Foram obtidas 102 recapturas de 99 morcegos de 10 esp?cies. As esp?cies mais recapturadas foram C. perspicillata, A. lituratus e P. hastatus. Vinte e oito indiv?duos transitaram entre os ambientes, 68 permaneceram no mesmo ambiente da captura e tr?s foram recapturados duas vezes, uma em cada ambiente. Em todos os casos analisados, a propor??o de indiv?duos recapturados no mesmo local da captura foi maior do que a propor??o de indiv?duos recapturados em ambientes diferentes. Em ?reas de planta??o de banana, a ordem Chiroptera foi capaz de manter uma comunidade diversa, a capacidade de dispers?o de esp?cies pioneiras de plantas e a capacidade de deslocamento. Esses resultados refor?am o potencial dos morcegos como regeneradores de habitats modificados pelo homem.

The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study. The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions. It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics. / EDUCATIONAL STUDIES / MED (MATHS EDUC)