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Full-Text Articles in Education
The Role Of Continuous Professional Development In Improving Secondary School Teachers’ Teaching And Learning Competencies To Deliver Quality Education In Ethiopia: A Case Of Secondary School, Berku D. Wolde
The Qualitative Report
The main purpose of this study was to understand the role of Continuous Professional Development (CPD) in improving secondary school teachers’ teaching and learning competencies at Basso Preparatory and Secondary School (BPSS). In so doing, single case study design was employed, and the participants of the study were teachers, principals, supervisor and CPD coordinator of the school and experts at district and Zonal levels, and the data sources were CPD framework and toolkit, portfolio module, teachers’ CPD plans and portfolios. The data collection methods were questionnaire, interview and document analysis, and the data collected were analysed. The result depicted that …
Educación De Calidad Digna: Educad Estrategia Pedagógica Para La Formación De Estudiantes De Primaria Con Discapacidad Cognitiva Leve, Patricia Hernández Capera
Educación De Calidad Digna: Educad Estrategia Pedagógica Para La Formación De Estudiantes De Primaria Con Discapacidad Cognitiva Leve, Patricia Hernández Capera
Doctorado en Educación y Sociedad
La presente investigación doctoral da cuenta de la Educación de Calidad Digna ofrecida en el contexto escolar a niños y niñas de educación básica primaria con discapacidad cognitiva leve, se consolida a través de la articulación entre educación de calidad y dignidad, por tanto se define como un proceso que responde a las necesidades que emergen del contexto escolar y que atiende, tanto a los intereses de los estudiantes como a los requerimientos de la sociedad en lo referente a la formación que los sujetos deben tener para la vida, lo esencial lo constituye el ambiente y las acciones de …
Investing In Teachers, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs
Investing In Teachers, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs
Dr Kate Reid
This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …
Investing In Teachers, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs
Investing In Teachers, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs
Dr Hilary Hollingsworth
This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …
Investing In Teachers, Australian Department Of Foreign Affairs And Trade Office Of Development Effectiveness, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs
Investing In Teachers, Australian Department Of Foreign Affairs And Trade Office Of Development Effectiveness, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs
Teacher education
This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …
Strategic Thinking Is At The Core Of Strategic Planning, Darvesh Karim
Strategic Thinking Is At The Core Of Strategic Planning, Darvesh Karim
Professional Development Centre, Gilgit
No abstract provided.
Continuous Teacher Professional Development In Post-Soviet Kyrgyzstan, Rahat Joldoshalieva
Continuous Teacher Professional Development In Post-Soviet Kyrgyzstan, Rahat Joldoshalieva
Book Chapters / Conference Papers
No abstract provided.
Developing A Vibrant Model For Improving The Quality Of Elementary Education In Pakistan, Muhammad Memon
Developing A Vibrant Model For Improving The Quality Of Elementary Education In Pakistan, Muhammad Memon
Institute for Educational Development, Karachi
The public education system of Pakistan mostly offers children a prescriptive catalogue of knowledge what Freire (1972) calls it a 'banking concept' in education. Hawes and Stephens (1990) argue that today's schools and children are invariably the victim of yesterday's system. During the last three decades, the quality of education has become a serious concern among the policy makers and donor agencies. In general terms, quality is defined in term of efficiency in achieving the desired students learning outcomes predetermined in the policies. In Pakistan, three types of education reforms namely efficiency; quality; curricularbased (Riddell, 1998) were launched but these …