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Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 2, Elizabeth Cassity, Jennie Chainey
Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 2, Elizabeth Cassity, Jennie Chainey
Teacher education
The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.
Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell
Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell
Early Childhood Education
This literature review is one of a series of reviews to support Victorian early childhood professionals to assess children’s learning and development in relation to the five Learning and Development Outcomes in the Victorian Early Years Learning and Development Framework (VEYLDF). This literature review documents the research that underpins and defines learning for children from birth to eight years, and outlines children’s trajectory as confident and involved learners. The resource aims to equip early childhood professionals with the knowledge to identify and assess children’s progress towards the VEYLDF Outcome: 'Children are confident and involved learners'.