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An alignment of textbooks with their corresponding syllabuses contributes to effective learning. This study examined the alignment of the Ethiopian early grade (grades 1-4) mathematics textbooks (EEGMTB) with their corresponding syllabuses. Four early grade mathematics teachers at Halaba Zone of South Nations and Nationalities Peoples Reginal State (SNNPRS) participated in this study. In addition, curriculum experts at the zone and the ministry of education (MoE) participated. Data were collected through interview and document analysis by using a content analysis protocol developed by reviewing different studies on textbook quality (Bhatti, Jumani, & Bilal, 2015; Fuchs, 2013; Hashmi, Hussain, & Shoaib, 2018; Sunday, 2014; Taye, 2011), and validated. The data were analyzed qualitatively and the percentage was used to summarize the findings. The findings of this study depict that EEGMTBs were not completely aligned with the corresponding syllabuses as expected. Therefore, the study recommends special focus to be given to the alignment of textbooks with the corresponding syllabuses, especially in considering the learning outcomes when developing the textbooks. The study also suggests further research on the adequacy of the contents of early grade textbooks to equip early children with the necessary knowledge and skills expected at the level.

This study scrutinized the relationship between mentor and mentee; how this affects the roles mentors assume, the focus of mentors' feedback, and the factors that affect mentoring practice. The study employed a qualitative case study design. Data were collected through semi-structured interviews with mentors and mentees. The data were analyzed using thematic analysis, in which themes emerged from the identified data. The results revealed that the mentors exercised hierarchical relationships and took on the role of knowledge providers during mentoring. Mentors focused on tasks and individuals in their feedback. Mentors' lack of training, time, and space were the prevailing factors that dictated their relationship with their mentees and impacted feedback. The findings of this study illuminate the interconnectedness between mentoring relationships, roles of mentors, and the focus of feedback they provide. It highlights the importance of preparing mentors for their roles to enhance student teachers' learning from practicum. [ABSTRACT FROM AUTHOR]