Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Teacher Education And Professional Development On Classroom Assessment In Bangladesh: Exploring Policy And Practice Through A Vertical Case Study, Sumera Ahsan
Doctoral Dissertations
Formative Classroom Assessment (FCA) can be the single most powerful activity to promote students’ learning (Hattie, 2009). In Bangladesh FCA is not in practice (Ahsan, 2009). Policies and teacher preparation on FCA are the two factors that influence the practice of formative assessment in classrooms (Stiggins, 1999; Plake, 1993). In my research I aimed to learn how different actors, discourses, and materials come together to produce policies on FCA in policy network and translate the policies in a Teachers’ Training College (TTC), and in classrooms in an urban school. I used ‘critical socio-cultural approach to policy as practice’ (Levinson, Sutton …
Turning Around The Culture Of Teaching And Learning: A Turnaround School Success Story, Rachael B. Lawrence
Turning Around The Culture Of Teaching And Learning: A Turnaround School Success Story, Rachael B. Lawrence
Doctoral Dissertations
In 2009-2010, Riverton Elementary School in Portland, ME was awarded a School Improvement Grant (SIG), supported by the Federal Department of Education (Federal DOE) through the Maine Department of Education. With this funding, Riverton undertook the challenge of the turnaround school model between 2010-2013, which resulted in positive change in academic achievement for their students and an improved teaching and learning climate and culture. This dissertation examines why the turnaround model may work, what is currently known about SIG funded turnaround schools, and what the specific actions and changes that led to the successful turnaround of this school were. While …
Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli
Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli
Doctoral Dissertations
Teachers in (post)crisis contexts face an array of de-motivating factors such as insecurity, lack of pay, difficult working conditions, minimal leadership, and feeling undervalued (Johnson, 2006; OECD, 2009; Shriberg, 2007). To bolster their motivation and support their teaching, teachers in these settings need a forum where they feel valued as professionals (Asimeng-Boahene, 2003; Bennel & Akyeampong; Kirk & Winthrop, 2007). One model of teacher professional development (TPD) known as "Teacher Learning Circles"(TLCs) is currently being implemented in Katanga province in southeastern Democratic Republic of Congo (DRC) for early grade reading teachers. TLCs strive to help teachers adopt innovative teaching techniques …