Relevant bibliographies by topics / Teachers – Training of – Ethiopia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers – Training of – Ethiopia'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Teachers – Training of – Ethiopia"

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Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.

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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Inter
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Tekola, Bethlehem, Fikirte Girma, Mersha Kinfe, et al. "Adapting and pre-testing the World Health Organization’s Caregiver Skills Training programme for autism and other developmental disorders in a very low-resource setting: Findings from Ethiopia." Autism 24, no. 1 (2019): 51–63. http://dx.doi.org/10.1177/1362361319848532.

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The World Health Organization’s Caregiver Skills Training programme for children with developmental disorders or delays teaches caregivers strategies to help them support their child’s development. Ethiopia has a severe lack of services for children with developmental disorders or delays. This study explored the perspectives of Ethiopian caregivers, professionals and other stakeholders to inform adaptation and implementation of the World Health Organization’s Caregiver Skills Training in Ethiopia. Data collection included (1) a consultation and review, comprising stakeholder meetings, review o
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Komo, Teshome Tola. "IN-SERVICE TEACHERS’ THEORETICAL ORIENTATIONS AND CLASSROOM PRACTICES: ANALYSIS OF ESPOUSED BELIEFS AND PERCEIVED PRACTICES." African Journal of Education and Practice 6, no. 7 (2020): 53. http://dx.doi.org/10.47604/ajep.1163.

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Purpose: The purpose of this study was to identify the theoretical orientations that influence teaching practices, and the relationships between beliefs and practices of in-service teacher trainees drawn from different parts of Ethiopia who were attending summer training program in different academic departments of the Addis Ababa University.
 Methodology: Participants of summer in-service program (N=276) were randomly selected from four subject areas and made to complete a self-report questionnaire designed for this purpose. The questionnaire had 40 Likert Scale type items rated over 5 p
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Dagnew, Asrat, and Aster Asrat. "Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 2 (2019): 80–89. http://dx.doi.org/10.18844/gjgc.v9i2.4303.

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The purpose of this study was to assess the roles and responsibilities of mentors in guiding and supporting novice teachers in primary schools of Dangila district. In doing so, an attempt was made to answer the basic questions; Do mentors guide and support novice teachers effectively? What are the conditions that affect the mentoring relationship between mentors and novice teachers? Is there a healthy relationship between mentors and novice teachers? And what are the major problems facing novice teachers? The method used to conduct this study was descriptive survey. Fourteen primary schools in
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Gedamu, Abate Demissie, and Getu Lema Shewangezaw. "Secondary School Teachers’ and Students’ Perspectives on Cooperative Group Work Assessment Challenges in Ethiopia." African Journal of Teacher Education 9 (May 23, 2020): 104–19. http://dx.doi.org/10.21083/ajote.v9i0.6083.

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Cooperative Learning (CL) has been encouraged in Ethiopia’s secondary schools as an important strategy to facilitate effective student learning. However, the effectiveness of CL hinges, among other factors, on appropriate assessment of students’ group work. Challenges faced by teachers and students in implementing assessment of group work have remained an obstacle to the effective use of CL. The aim of this study was therefore to examine what Ethiopian secondary school teachers and students, respectively, consider to be problems and obstacles in the way of efficiently implementing student the
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Desalegn Youpo Ukute, Tesfaye Buche Bosha. "Oral Communication Difficulties Student-Teachers Face during their Practice of Teaching English at Arba Minch Teachers’ Training College: Ethiopia." International Journal of Current Research and Academic Review 7, no. 4 (2019): 52–59. http://dx.doi.org/10.20546/ijcrar.2019.704.007.

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This research reports a case study of English majoring student-teachers’ oral communication difficulties at Arba Minch College of Teacher Education during their fourth round teaching practice. The overall aim of the study was to investigate the difficulties that English majoring student-teachers face in their oral communication in the teaching of English during their final teaching practice. To do this, the study employed qualitative and quantitative methods. Interview, questionnaire, classroom observation and focus group discussion were used to gather relevant data from student-teachers, stud
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ZEKIROS, BIZU KINFE. "THE INSTRUCTIONAL PRACTICES OF SECONDARY SCHOOL TEACHERS IN ETHIOPIA: HULET EJU ENESIE WOREDA." International Journal of Research -GRANTHAALAYAH 8, no. 11 (2020): 53–62. http://dx.doi.org/10.29121/granthaalayah.v8.i11.2020.1682.

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This study was examined secondary school teachers’ instructional practices by using First Principle of Instruction model as guiding principle. Both qualitative and quantitative methods were employed. The total populations of the study were 52. From these 40 Biology teachers, 4 directors, 4 supervisors and 4 department heads were selected through comprehensive sampling technique. Data were obtained through questionnaire, interview, classroom observation and document analysis. Various statistical tools such as mean, frequency and percentage were applied to analyze the data. The finding indicated
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Ayele Eyob Kenta, Markos Mathewos Alaro. "Assessing Classroom Management Experience of Local Language Teachers in Ligaba Primary School in Wolaita Zone, Ethiopia: Focus on Wolaita Language." International Journal of Current Research and Academic Review 7, no. 4 (2019): 41–51. http://dx.doi.org/10.20546/ijcrar.2019.704.006.

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The main aim of the study was to evaluate classroom management experience of local language teachers at Ligaba Primary school in Wolaita Zone of Ethiopia. The participants of the study were purposively selected six students from grade-5 and six teachers who were teaching that grade. Two tools were used to gather data: questionnaire and interview. Both qualitative and quantitative data analysis methods were employed to obtain the results. The study clearly disclosed that there were gaps regarding teachers' time management. They did not enter the class on time and this might lead students to dis
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Honig, Benson. "Multilingual Educational Reform and Teacher Training in Ethiopia." Language and Education 10, no. 1 (1996): 1–12. http://dx.doi.org/10.1080/09500789608666697.

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Abeshu, Getachew, and Abdulfettah Muzemil. "Psychosocial Intervention for Students with Disabilities in Identified Primary Schools of South Western Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 1 (2020): 598. http://dx.doi.org/10.18415/ijmmu.v7i1.1403.

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The main purpose of this study was conducting psychosocial intervention/training to selected schools of South Western Ethiopia. Three school principals, teachers of students with disabilities in the integrated classrooms, parents of the same and selected students with disabilities involved in the training conducted at their respective schools. The intervention study involved ecological perspectives of approaching the individuals’ responsible assisting students with disabilities. Participants were selected purposively from each category where manual of training was employed for three groups: st
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Dissertations / Theses on the topic "Teachers – Training of – Ethiopia"

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Yalew, I. "The provision and organisation of continuing professional education in Ethiopia." Thesis, University of Ulster, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378671.

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Lencho, Gizaw Tasissa. "School Level Professional Development of Primary School Teachers : Cases in Ethiopia." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520443.

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The importance of improving schools to transform the delivery of education so that every student has the opportunity to reach her or his true potential is incontestable. School level professional development of teachers is one route towards school improvement. The purpose of this study was to explore school level professional development practices of three primary schools in Ethiopia. Qualitative case study was the basis of the study. Data from the participants (teachers and education officials) were obtained through in-depth and 'elite' interviews. Policy and school documents were also analys
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Miller, Israel B. "Behavioral skills training with teachers : maintenance and booster training." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.

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Gokmenoglu, Tuba. "Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615128/index.pdf.

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Policy makers, school and district leaders, researchers, industry, and parents are all increasingly concerned with improving the quality of education in schools. Therefore, teachers need to welcome and keep themselves up-to-date about the improvements, developments, and educational reforms. At this point, in-service training of teachers is one of the most urgent concerns of teacher educators and policy makers. Although there is a widespread view on the importance of teachers&rsquo<br>professional learning, how design and process should be handled is still questioning issue. The purpose of this
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Badali, Salvador John. "Seconded teachers as teacher educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.

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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Safi, Sayedwali. "In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.

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Like other fields of life also the education system has affected in Afghanistan by long lasting war and the whole system face with lack of professional cadre. For addressing the deficit in teaching cadre Ministry of Education beside other long term programs has designed short term courses for training of in-service teachers; these courses are called INSETs and it has been delivered through a unified modality of District Teacher Training Team (DT3) and covers all teachers nationwide. In this research I tried to study views of teachers about effectiveness of In-Service Trainings (INSET), since t
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Fraser, D., T. Marder, Pamela J. Mims, and Bree Jimenez. "Training Teachers in Data-Based Decision Making." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/188.

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Yacob, Ephrem Tekle [Verfasser], and Anne [Akademischer Betreuer] Sliwka. "Teachers Induction Practices in Secondary Schools of Ethiopia / Ephrem Tekle Yacob ; Betreuer: Anne Sliwka." Heidelberg : Universitätsbibliothek Heidelberg, 2018. http://d-nb.info/1177149842/34.

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Suell, Jo Lynn. "Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.

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Books on the topic "Teachers – Training of – Ethiopia"

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Women in faculties of teacher training institutions in Ethiopia. UNESCO International Institution for Capacity Building in Africa, 2003.

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Abebe, Workneh. Teacher training and development in Ethiopia: Improving education quality by developing teacher skills, attitudes and work conditions. Young Lives, 2013.

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Elizabeth, Ayalew, and Addis Ababa University. College of Education., eds. Proceedings of the Conference on Teacher Education for Sustainable Development in Ethiopia: May 5-6 2006, Ethiopian Management Institute, Debre Zeit. College of Education, Addis Ababa University, 2007.

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Hassen, Seife. A comparative evaluation of the Diploma and B.Ed English Language Teacher training at Kotebe College of Teacher Education in Ethiopia. typescript, 1996.

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Training teachers in practice. Multilingual Matters, 1998.

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Teachers, Professional Association of. The training of teachers. Professional Association of Teachers, 1988.

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Cameron-Jones, Margot. Training teachers, a practical guide. Scottish Council for Research in Education, 1991.

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Council, British. Teacher training for overseas teachers. British Council, 1994.

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Iqbal, M. Zafar. Teachers training: The Islamic perspective. Institute of Policy Studies and International Institute of Islamic Thought, 1996.

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Stroud, Ann. Weed management in Ethiopia: An extension and training manual. Technical Cooperation Programme, Food and Agriculture Organization of the United Nations, 1989.

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Book chapters on the topic "Teachers – Training of – Ethiopia"

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Van den Branden, Kris. "Chapter 18. Training teachers." In Task-Based Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.21tra.

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Stewart, W. A. C. "The Training of Teachers." In Higher Education in Postwar Britain. Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07064-0_2.

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Shapiro, Shauna, Daniel Rechtschaffen, and Sarah de Sousa. "Mindfulness Training for Teachers." In Mindfulness in Behavioral Health. Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_6.

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Trittel, Monika, Mara Gerich, and Bernhard Schmitz. "Training Prospective Teachers in Educational Diagnostics." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_5.

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Abboud-Blanchard, Maha, and Aline Robert. "Strategies for Training Mathematics Teachers." In Mathematics Classrooms. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5_13.

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Vollmer, Ursula, Sabina Jeschke, Barbara Burr, Lars Knipping, Jörg Scheurich, and Marc Wilke. "Teachers need robotics-training, too." In Automation, Communication and Cybernetics in Science and Engineering 2009/2010. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16208-4_32.

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Bauer-Ramazani, Christine. "11. Training CALL teachers online." In Teacher Education in CALL. John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.14.16bau.

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Jürges, Hendrik, and Kerstin Schneider. "Fair ranking of teachers." In The Economics of Education and Training. Physica-Verlag HD, 2008. http://dx.doi.org/10.1007/978-3-7908-2022-5_8.

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Klapproth, Florian, and Paule Schaltz. "The Validity of Predictors of Academic and Vocational-Training Achievement." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_9.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Features of Emotions." In Training Teachers in Emotional Intelligence. Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-2.

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Conference papers on the topic "Teachers – Training of – Ethiopia"

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Hosman, Laura, and Maja Cvetanoska. "Technology, teachers, and training." In the 4th ACM/IEEE International Conference. ACM Press, 2010. http://dx.doi.org/10.1145/2369220.2369238.

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Guo, Shouchao, Yujie Fang, Tongshan Liu, and Qingguo Zhou. "Teachers' Training Based on MOOC." In 2014 7th International Conference on Ubi-Media Computing and Workshops (UMEDIA). IEEE, 2014. http://dx.doi.org/10.1109/u-media.2014.62.

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Mayoral, Asunción, Javier Morales, Fernando Borrás, and Juan Aparicio. "ICT TRAINING FOR FUTURE TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2131.

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Severino, Lori. "TRAINING TEACHERS IN STRUCTURED LITERACY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2722.

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R., Juan Jose Espinosa, Victor Sanchez G., Alberto Carlos Hernandez, and Jose Luis del Rio. "Physics teachers and teacher’s training." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37562.

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Polyakova, Tatiana. "Foreign language training for technical teachers." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318067.

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Han, Zhiying. "College teachers' information literacy training research." In 2016 International Conference on Economy, Management and Education Technology. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.420.

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Romagnuolo, Anna. "TRAINING CLIL TEACHERS: AN ITALIAN EXPERIENCE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2135.

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Pedone, Francesca, and Gabriella Ferrara. "PRESERVICE TEACHERS’ TRAINING THROUGH MICROTEACHING EXPERIENCE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0897.

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Krypotou, Adamantia, and Chryssa Sofianopoulou. "INVESTIGATING SECONDARY EDUCATION TEACHERS' TRAINING NEEDS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0563.

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Reports on the topic "Teachers – Training of – Ethiopia"

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Seger, Marilyn. A Study of Special Preparation and Training Needs of Middle School Teachers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1226.

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Choles, Jaiya. Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7380.

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Yimam, Muhsin, Tadesse Teshome, Alemayehu Assefa, et al. Training manual on Seed Producer Cooperatives (SPCs) module: an introduction to SPCs in Ethiopia. Wageningen Centre for Development Innovation, 2020. http://dx.doi.org/10.18174/536870.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio
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Abate, Gashaw Tadesse, Tanguy Bernard, Mekdim D. Regassa, and Bart Minten. Improving coffee productivity in Ethiopia: The impact of a coffee tree rejuvenation training program on stumping. International Food Policy Research Institute, 2021. http://dx.doi.org/10.2499/p15738coll2.134408.

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Micklos, David A. The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), 2006. http://dx.doi.org/10.2172/894160.

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David. A Micklos. The Science and Issues of Human DNA Polymoprhisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), 2006. http://dx.doi.org/10.2172/894163.

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Choles, Jaiya. Impacts of Mindfulness Training on Mechanisms Underlying Stress Reduction in Teachers: Results from a Randomized Controlled Trial. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6352.

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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables e
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Sergienko, I. V., E. N. Safina, E. B. Sergienko, R. R. Tangatarov, M. A. Kryimova, and YU S. CHuchkalov. Electronic course of additional professional training program «Application of digital and Internet technologies to counter destructive trends in the professional activity of rural teachers». OFERNIO, 2021. http://dx.doi.org/10.12731/ofernio.2021.24854.

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