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Relevant bibliographies by topics / Reading teachers

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Academic literature on the topic 'Reading teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Reading teachers"

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Siahaan, Amiruddin. "Teachers’ Reading Culture in Madrasah Tsanawiyah Environment of the Target Grant Program of School and Quality Component Assistance." Jurnal Ilmiah Peuradeun 5, no. 3 (September 28, 2017): 415. http://dx.doi.org/10.26811/peuradeun.v5i3.169.

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The low reading culture in teachers has an impact on the low ability and interest in writing scientific papers, of course; also have an impact on the stagnant level of education and teacher’s rank. Nationally, most of the teacher's rank stops at group IV A. Because starting group IVA and above class increased, it requires the component of writing scientific papers, besides teaching component. The results showed that reading culture among Madrasah teachers who became the object of this research increased after the Grant Program of School Quality Component Assistance 3 Madrasah accreditation pha

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Kitchen, Margaret Clare, Maree Jeurissen, and Susan Gray. "Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning." Teachers' Work 12, no. 1 (December 3, 2015): 63–77. http://dx.doi.org/10.24135/teacherswork.v12i1.48.

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Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, h

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Tsaniazulfa, Rizki, Sekar Dwi Ardianti, and Mohammad Syafruddin Kuryanto. "Teacher's Strategies for Overcoming Reading and Writing Delays in Lower-Grade Students at SDN 1 Mejobo." EduBasic Journal: Jurnal Pendidikan Dasar 4, no. 2 (October 29, 2022): 187–98. http://dx.doi.org/10.17509/ebj.v4i2.49085.

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This study aimed to describe the teacher's strategy for overcoming students' reading and writing delays and elucidate the factors influencing lower-grade students' reading and writing delays at SD Negeri 1 Mejobo. This qualitative research was carried out at SDN 1 Mejobo, Mejobo Sub-district, Kudus Regency, taking the subject of teachers and second-grade students. Data collection techniques were performed through interviews, observation, and documentation. The results uncovered that the strategy or learning pattern applied by the teacher in overcoming lower-grade students’ reading and writing

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Kharisma, Deana, Dila Charisma, and Hanif Nurcholish Adiantika. "Teachers’ Beliefs for Using Phonics to Develop Kindergarten School Students’ Reading." International Social Sciences and Humanities 2, no. 1 (August 8, 2022): 211–17. http://dx.doi.org/10.32528/issh.v2i1.133.

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This study can further initiate valuable implications for teachers’ belief on how teachers’ performers with pedagogic competence and knowledge in teaching english by using phonics to develop students reading skills, to find the teachers’ specific beliefs for teaching reading using phonics in kindergarten school. Considering beliefs can’t be seen or quantified directly, researchers searched for several effective data gathering approaches to discover teachers' belief. The researcher used a qualitative case study to investigate to address the research objectives about teachers’ beliefs about usin

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Yulita, Delti, and Hesni Neno. "Do Teachers Fond of Reading? Teachers’ Affective States in EFL Reading." Journal of English Language Studies 6, no. 1 (March 15, 2021): 52. http://dx.doi.org/10.30870/jels.v6i1.10007.

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Fitri, Dian Indrianis, and Daniel Ginting. "EFL Teacher's Perception on Reading Strategies Taught in High Schools." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 5, no. 2 (July 30, 2021): 104–17. http://dx.doi.org/10.36312/esaintika.v5i2.423.

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While reading activity is a complex phenomenon, recent research on reading strategies has not provided comprehensive explanation of the role and perceptions of teachers regarding appropriate reading strategies helping students with learning difficulties. This paper is aimed to provide a sketch of the teacher's views and strategies to facilitate students with appropriate reading strategies. EFL teachers have different kinds of reading strategies applied in the classrooms. This study has found that three groups of teachers teaching in excellent accredited public schools, good accredited public s

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Ratnasari, Suminar, Asep Suparman, and Muhammad Soni. "ANALYZING TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION." English Education and Applied Linguistics Journal (EEAL Journal) 6, no. 2 (July 19, 2023): 107–13. http://dx.doi.org/10.31980/eeal.v6i2.51.

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This study focuses on the teachers’ strategies in teaching reading comprehension. The objective of the research is to find out teachers’ strategies in teaching reading comprehension. To reach this objective, this study used qualitative method and case study design for investigating and analyzing the natural situation focused on teachers’ strategies. To collect the data, this study used participants who involved in this study were three teachers in one of senior high schools in Garut. The result showed that the teachers used different strategies in teaching reading comprehension. The strategies

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Ancheta, Winicel May C. "Mathematics Teachers’ Competencies." International Journal of Religion 5, no. 10 (June 2, 2024): 434–43. http://dx.doi.org/10.61707/21z76q84.

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This study was conducted to mathematics teachers’ competencies in reading instruction. Specifically, this study sought to describe mathematics teachers’ knowledge of reading and their extent of implementation of reading strategies. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implemen

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Hourcade, Jack J., and Cynthia L. Richardson. "Parents as Reading Teachers." Academic Therapy 22, no. 4 (March 1987): 381–83. http://dx.doi.org/10.1177/105345128702200406.

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Harlin, Rebecca, and Jill A. Jones. "Issues in Education: Content Subjects and Reading: Are all Teachers Reading Teachers?" Childhood Education 83, no. 2 (December 2006): 100–102. http://dx.doi.org/10.1080/00094056.2007.10522890.

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Dissertations / Theses on the topic "Reading teachers"

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Higham, Sonja. "Teachers' interactions during storybook reading." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11182008-160754.

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Melton, Dana Elizabeth Tharp Piveral Joyce. "Adaptation of the innovation configurations for school-based staff developers for the development of a measure of reading coach job performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6772.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 26, 2010). Thesis advisor: Dr. Joyce Piveral. Vita. Includes bibliographical references.

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Farenga, Andrea Rhodes Dent. "Design and development of interactive multimedia for preservice reading education." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835903.

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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 3, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Fred A. Taylor, Terry Underwood. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.

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Stoube, Deanna Mariea Floy. "The emergence and development of preservice teachers' professional belief systems about reading and reading instruction." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/267.

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Research about preservice teachers' beliefs indicates that the educational beliefs they have developed over time will have an impact on not only how they respond to the various experiences they have while enrolled in a teacher education program, but also their receptiveness to future professional development opportunities. I investigated the developing and emerging beliefs regarding reading and its instruction of four preservice elementary teachers during their participation in two university reading methods courses and the accompanying field-based experiences in the elementary teacher educati

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Segall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.

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Coady, Kim Street. "No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).

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Molzahn, Debra M. "Teachers' attitudes toward shared reading, guided reading, and learning centers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf.

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Walker, Karen Elledge. "Preschool Teachers’ Constructions of Early Reading." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500020/.

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Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is taught and by which reading success is measured. Although this discourse directly influences the work of preschool teachers, little is known about what preschool teachers think about early reading and how they develop these understandings or constructions. Research concerning preschool teachers’ constructions is useful because of the potential influence on teachers' decisions and classroom behaviors. The purpose of this study is to better

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Furey, Edith Margaret. "Teachers' descriptions of primary children's reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34766.pdf.

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Carrasco, Mary Epperson. "Kindergarten Teachers' Perspective on Guided Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2525.

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Within a Southwestern school system, deficits in early literacy skills exist as is illustrated by kindergarten students not meeting the requirements on the Phonological Awareness and Phonics Inventory (PAPI). To address this deficit in early literacy skills, the school system instituted the use of the Guided Reading Approach (GR); however, it was unknown how the kindergarten teachers were implementing GR. The purpose of this study was to investigate the experiences and challenges of kindergarten teachers who implement GR. Vygotsky's sociocultural theory of learning and constructivist theory pr

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Books on the topic "Reading teachers"

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P, Quintero Elizabeth, ed. Teachers' reading/teachers' lives. Albany, N.Y: State University of New York Press, 1997.

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Cremin, Teresa, Helen Hendry, Lucy Rodriguez Leon, and Natalia Kucirkova. Reading Teachers. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615.

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1925-, Sadow Marilyn W., ed. Reading diagnosis for teachers. New York: Longman, 1985.

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Mary, Cooper, Parker Richard, and Toombs Stephen, eds. Reading assessment for teachers. Swindon: Wiltshire County Council Education Department, 1989.

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Estill, Alexander J., ed. Teaching reading. 3rd ed. Glenview, Ill: Scott, Foresman/Little, Brown College Division, 1988.

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Robinson, Ann. Reading: Parents, children and teachers. London: National Children's Bureau, 1985.

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ill, Bolam Emily, ed. Teachers are for reading stories. New York: Puffin Books, 2002.

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Farrell, Thomas S. C. (Thomas Sylvester Charles), ed. Teachers sourcebook for extensive reading. Charlotte, N.C: Information Age Pub., 2012.

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Hampden Park Public School. School Staff. Take home reading, teachers' manual. Erskineville: Metropolitan East Didadvantaged Schools Program, 1991.

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Jill, Bennett, and National Association of Teachers of English., eds. Children reading to their teachers. [Sheffield]: National Association of Teachers of English, 1985.

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Book chapters on the topic "Reading teachers"

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Cremin, Teresa. "Reading places." In Reading Teachers, 188–92. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-20.

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Cremin, Teresa, Ben Harris, and Matthew Courtney. "Reading aloud." In Reading Teachers, 73–86. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-10.

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Mukherjee, Sarah Jane, Clare McGreevy, and Claire Williams. "Celebrating reading." In Reading Teachers, 176–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-19.

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Rodriguez Leon, Lucy. "Reflections on the rights of the reader." In Reading Teachers, 127–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-14.

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Brownsword, Sarah, Sarah Merchant, and Richard Charlesworth. "Children's literature and other texts." In Reading Teachers, 21–34. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-4.

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Kucirkova, Natalia. "Reflecting on my reader identity." In Reading Teachers, 13–15. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-2.

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McDonald, Roger, Erin Hamilton, and Lisa Hesmondhalgh. "Social reading environments." In Reading Teachers, 114–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-13.

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Aggleton, Jen, Carol Carter, and Mary Rose Grieve. "Reading Librarians and school libraries." In Reading Teachers, 150–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-17.

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Levy, Rachael, Julie Doyle, and Eve Cairns Vollans. "Parental and community involvement." In Reading Teachers, 162–75. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-18.

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Cremin, Teresa, Helen Hendry, Lucy Rodriguez Leon, and Natalia Kucirkova. "Conclusion." In Reading Teachers, 193–97. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-21.

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Conference papers on the topic "Reading teachers"

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Molnar, Adam. "High school mathematics teachers’ reading of tables." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16403.

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People frequently do not use numeric information as providers intended. Some lapses arise from psychological issues, but more errors (even among educated professionals) come from lack of mathematical skill. Lack of training is a cause; for instance, finding probabilities from tables appears in current US school standards, but not many earlier versions. To investigate teacher knowledge, 25 US high school mathematics teachers were interviewed on tasks related to tables and conditional probability. Although participants made mistakes, their content knowledge compared favorably to the general popu

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Klerke, Sigrid, Janus Askø Madsen, Emil Juul Jacobsen, and John Paulin Hansen. "Substantiating reading teachers with scanpaths." In ETRA '18: 2018 Symposium on Eye Tracking Research and Applications. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3204493.3208329.

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Kirton, Julia A., Clark C. Myers, Lamaia Vaughn, and Olanrewaju B. Obisesan. "Con →Text: Text as Context Reading and Writing as a Pedagogical Tool Exploring Place." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.3.

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This paper demonstrates how structured reading, writing, and an interactive modeling experience during the design process, go hand-in-hand with building self-confidence in students. “Reading and writing to think” provides them with specific developmental tools to be attentive designers. It enhances the learning experience, creating an individual who will learn to never take context for granted. The sequence of projects completed by the class during the entire semester attests to the power of context, pedagogy, and their application to the design process.

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Fahrurrozi, Dr. "Relationship between Students' Reading Interest and Vocabulary Mastery with Reading Comprehension ability." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.59.

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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This

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Hossu, Rucsandra. "Primary Teachers` Metacognitive Awareness Of Reading Strategies." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.229.

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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an importa

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Sakaeva, L. R. "Implementing Reading And Speaking Activities For Esp Student Teachers." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.85.

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Saefurrohman. "Indonesian EFL Teachers Classroom Assessment Methods in Reading." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.40.

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Aginia Hafizha, Riski, Fiftinova, and Hariswan Putra Jaya. "A Profile of Novice English Teachers' Reading Habits." In 3rd Sriwijaya University International Conference on Learning and Education. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009993800002499.

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Reports on the topic "Reading teachers"

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Walker, Kevin. The Experiences of Teachers Successfully Teaching Reading to Black Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7475.

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA m

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D

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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, June 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and aty

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School Distri

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Fitzpatrick, Maria, Cassandra Benson, and Samuel Bondurant. Beyond Reading, Writing, and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment. Cambridge, MA: National Bureau of Economic Research, April 2020. http://dx.doi.org/10.3386/w27033.

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes betw

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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, and Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, May 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school

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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, e

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