Relevant bibliographies by topics / Write teachers

Contents

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

Academic literature on the topic 'Write teachers'

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

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Journal articles on the topic "Write teachers"

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Ahmad, Syafri, Refiona Andika, Sherlyane Hendri, and Ary Kiswanto Kenedi. "Training Program on Developing HOTS's Instrument (The Improving Abilities for Elementary School Teachers)." Digital Press Social Sciences and Humanities 6 (2020): 00010. http://dx.doi.org/10.29037/digitalpress.46376.

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Many teachers were unable to write HOTS questions based on the outlines for elementary school students. This resulted in many students being unable to answer HOTS questions because the questions developed were difficult, not following the HOTS category. The purpose of this training is to improve the ability of elementary school teachers to write HOTS questions. This training method is a participatory method using a lecture approach and direct guidance. The result of this training is to increase the teacher's knowledge from the teacher's initial ability of 63.76 to 87.65. Besides, teacher skill
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Hasanah, Nur. "MOTIVASI MENULIS KARYA ILMIAH GURU MADRASAH IBTIDAIYAH DI KOTA SALATIGA TAHUN 2014." ATTARBIYAH 24, no. 2 (2014): 91. http://dx.doi.org/10.18326/tarbiyah.v24i2.91-110.

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The study aimed (1) to find the motivation to write scientific papers Elementary School (MI) teacher in Salatiga (2) to know some enabling and inhibiting factors of motivation to write scientifc papers Elementary School teacher in Salatiga. Tis study focuses on the motivation to write scientifc papers Elementary School teacher in Salatiga. The subjects of the study was the teacher MIN Kecandran, MI Pulutan, MI and MI Blotongan Mangunsari. The data collection methods used were observation, interviews, and documentation. And to engineer data analysis is inductive analysis techniques. The results
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Hartono, Rudi, Bambang Purwanto, and Seful Bahri. "One Book One Teacher Program for Upgrading Teachers’ Writing Competence (A Descriptive Survey)." Language Circle: Journal of Language and Literature 14, no. 1 (2019): 59–66. http://dx.doi.org/10.15294/lc.v14i1.21473.

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Writing competence is one of significant and basic demands for teachers in delivering their profession as educators. Many teachers feel that writing a book is a pride but it is too difficult for them to do. Many factors influence them not to start to write, such as inner motivation, institution supports, ideas, materials, and opportunities. For examples, many of them are lack of motivation to be confident course book writers, their institutions do not support their efforts and facilitate them well, they have no idea what they are going to write, they are not accustomed to provide their own les
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Andiyanto, Tri. "PERAN GURU DALAM IMPLEMENTASI KURIKULUM 2013: STUDI PADA TK MENTARI KEC. ABUNG SELATAN KAB. LAMPUNG UTARA." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 1 (2017): 73. http://dx.doi.org/10.32332/elementary.v3i1.790.

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The curriculum is a vehicle for learning dynamic that needs to be developed and assessed continually ongoing in accordance with the existing developed community. The teacher’s role in the implementasi 2013, namely: a) the teacher haddiscussions in the process of preparation of the RPP; b) teachers write lesson plans through appropriate measure; c) teachers carry out a detailed study; d) the teacher as a facilitator; e) teachers provide character education; f) teachers guide students in learning in accordance with a scientific approach; g) teacher choose and use methods, media, and a variety of
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Jenkins, Marcia W. "Effect of a Computerized Individual Education Program (IEP) Writer on Time Savings and Quality." Journal of Special Education Technology 8, no. 3 (1986): 55–66. http://dx.doi.org/10.1177/016264348700800306.

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This study compared the amount of time 42 special education teachers in the state of Hawaii took to write handwritten and computer-generated Individual Education Programs (IEPS) after 12 hours of training on “IEP Writer,” a word processing method. The subjects were randomly divided into two groups. Group 1 wrote IEPs using their newly learned computer skills and Group 2 wrote IEPs by writing them out by hand. It was hypothesized that the computer method would take significantly less time and the quality of the computer-generated IEP would be significantly higher. Both hypotheses were compared
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Sumarsilah, Siti, Susandi Susandi, and Anita Kurnia Rachman. "Pelatihan Dan Pendampingan Penulisan Artikel Ilmiah Hasil Penelitian Bermuatan Pendidikan Karakter Bagi Guru Mi Se-K3MI Kecamatan Kedungkandang 1 Kota Malang." PAMBUDI 3, no. 1 (2019): 38–44. http://dx.doi.org/10.33503/pambudi.v3i1.511.

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Teachers have the obligation to write articles as a form of creativity and achievement. Writing articles better in accordance with the field of science they have. Referring to the problem of the difficulty of writing scientific articles in the Teacher Working Group in K3-MI in Kedungkandang District 1, namely the teacher has not been able to choose themes, frameworks, write paragraphs, and determine theories in writing articles. Solutions offered, namely the teacher writes articles according to interests. Before writing articles it's better to write an article framework. Paragraph compilation
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Ardiansyah, Tedy. "Writing Training Classroom Action Research (CAR) in Supporting Teacher Quality and Professional Teacher ]Pelatihan Menulis Artikel Peneltitian Tindakan Kelas (PTK) dalam Menunjang Kualitas Pembelajaran dan Profesional Guru]." Proceeding of Community Development 2 (February 21, 2019): 760. http://dx.doi.org/10.30874/comdev.2018.476.

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The implementation of community service aims to provide tips for writing classroom action research articles so that this activity can motivate teachers to write and improve their abilities in researching and writing articles where the benefits can be implemented in the classroom. Facts on the ground indicate that the obligation of teachers to write PTK is a "horror" and burdensome for teachers. That is because the teacher is not used to writing and researching. Hope after community service in both schools, the teacher can overcome problems in class and make the research culture the best soluti
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Suranto, Suranto. "Gerakan Guru Menulis Buku Melalui Pelatihan Online dengan Microsoft Teams bagi Guru Se Kota Salatiga." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, no. 2 (2020): 109. http://dx.doi.org/10.30734/j-abdipamas.v4i2.1290.

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The recent problems of teacher, among other, is the productivity of writing a book. There are many obstacles that teacher faces, among them, mostly, are the lack of motivation and the lack of knowledge of writing a book. The purposes of this service are: 1) to increase teacher’s motivation for writing a book, 2) to increase teacher’s skill in making a book from a research outcome, 3) to increase teacher’s skill in writing a lesson book and an enrichment book, 4) to increase teacher’s skill in writing a fiction book, 6) to increase teacher’s knowledge of publishing a book. The participants are
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Sofyan, Herminarto, Wardan Suyanto, Agus Budiman, Ibnu Siswanto, Agung Gumelar, and Wahyu Arya Ruswanto. "PELATIHAN PENELITIAN TINDAKAN KELAS DENGAN VARIASI METODE DAN MEDIA PEMBELAJARAN UNTUK MENINGKATKAN KEMAMPUAN PENULISAN KARYA ILMIAH GURU-GURU SMK NEGERI 3 YOGYAKARTA." Jurnal Pendidikan Vokasi Otomotif 2, no. 1 (2020): 11–22. http://dx.doi.org/10.21831/jpvo.v2i1.27730.

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The Community Service Program (PPM) at SMKN 3 Yogyakarta aims to (1) increase the motivation of teachers to conduct action research and write papers, (2) increase teachers’ ability to select and use appropriate learning methods and media to conduct classroom action research, (3) increase the competence of vocational school teachers in writing scientific papers, (4) increase teachers’ knowledge in accessing scientific journals and conference to publish their work. The activity was attended by 25 participants consisting of 16 productive subject teachers and 9 normative/adaptive subject teachers.
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Özdemir, Serpil. "The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements." World Journal of Education 8, no. 5 (2018): 112. http://dx.doi.org/10.5430/wje.v8n5p112.

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The aim of this study is to view how argumentative text pattern teaching influences constituting argumentative essayelements. The study was performed according to one-group pre-test post-test design. The study was carried out inspring term of 2017-2018 academic year and it lasted for five weeks. 33 prospective teachers who took the course ofText Producing Techniques participated in the study. The data of study were collected through 132 argumentativeessays which prospective teachers wrote and Argumentative Text Elements Rubric to evaluate these. The results ofthe research are as follows: Quite
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Dissertations / Theses on the topic "Write teachers"

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Wright, Heather Peltier. "Exploring Teacher Assessment Literacy through the Process of Training Teachers to Write Assessment Items." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6784.

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The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item
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Rapp, Judy Ramona. "The "write" tools the impact of teachers' self-efficacy on classroom writing instruction /." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/rapp.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.<br>Title from PDF title page (viewed Jan. 27, 2010). Additional advisors: Joseph C. Burns, Linda K. Emfinger, Lynn D. Kirkland, Maryanne Manning. Includes bibliographical references (p. 122-135).
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Wallace, Rick L. "Society of Teachers of Family Medicine. A Painless Way to Teach Faculty and Residents to Write for Publication." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8779.

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Antonelli, Maria Matilde. "SABERES DAS PROFESSORAS ALFABETIZADORAS BEM-SUCEDIDAS." Universidade Metodista de São Paulo, 2009. http://tede.metodista.br/jspui/handle/tede/1129.

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Made available in DSpace on 2016-08-03T16:16:11Z (GMT). No. of bitstreams: 1 Maria Matilde Antonelli.pdf: 3019163 bytes, checksum: b1fa56e5a12288562365f215644e6ba2 (MD5) Previous issue date: 2009-03-19<br>This work aims to investigate the knowledge present in the pedagogical practice of six teachers who during their professional career presented a successful practice in teaching how to read and write, always acting in the peripheral region of one city of Big São Paulo. In this study I used semi-structured interviews, participant observation and report of their life history with the intention
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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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Bezerra, Gema Galgani Rodrigues. "Contingências do trabalho docente na escola pública: ensinar a ler e a escrever num contexto de mudança." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16092010-134349/.

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O problema que deu origem a essa investigação foi o conflito resultante do descompasso entre opções teóricas conscientes e a prática de ensino que conseguíamos efetivamente implementar, ao assumirmos aulas de Língua Portuguesa para turmas do ciclo II do Ensino Fundamental, em uma escola pública estadual, logo após a conclusão do mestrado em Educação. No intuito de priorizarmos práticas que favorecessem a formação de alunos leitores e produtores de textos, e não apenas copistas e decifradores, verificávamos a interferência de diversos aspectos que repercutiam negativamente em nossa prática. Ass
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Clark, Renia H. "Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1295.

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The purpose of this study was to research one specific approach to developing and sustaining rural teacher leaders in a high-poverty area with limited resources for teachers. The study investigates The Appalachian Writing Project, a nonprofit organization serving far southwest Virginia and how the AWP has affected rural teachers in educational leadership positions and the resulting impact on educational experiences for students. The participants in this study represent a unique population, composed of certified teachers in extreme southwest Virginia who have completed the Appalachian Writing P
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Facco, Marília Alves. "Atividade docente em uma escola pública paulista de ensino fundamental I: análise da apropriação e do emprego das propostas do Programa Ler e Escrever em sala de aula." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16087.

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Made available in DSpace on 2016-04-28T20:56:37Z (GMT). No. of bitstreams: 1 Marilia Alves Facco.pdf: 1744917 bytes, checksum: 5f82093440598fb3dcf7cae777fad51c (MD5) Previous issue date: 2013-05-23<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study aimed to examine the appropriation by a teacher of the guidelines of an educational program called "Read and Write," offered by the Office of Education of the state of São Paulo, checking whether and how that learning was incorporated into her professional activity. Similarly, it was tried to grasp the senses and mean
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Ohta, Renka. "Integrated listening-to-write assessments: an investigation of score generalizability and raters’ decision-making processes." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6232.

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In measuring second language learners’ writing proficiency, test takers’ performance on a particular assessment task is evaluated by raters using a set of criteria to generate writing scores. The scores are used by teachers, students, and parents to make inferences about their performance levels in real-life writing situations. To examine the accuracy of this inference, it is imperative that we investigate the sources of measurement error involved in the writing score. It is also important to ensure rater consistency, both within a single rater and between raters, to provide evidence that the
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Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.

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Books on the topic "Write teachers"

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You should write a book! Rivercross Pub., 1988.

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Empowering students to write and re-write: Strategies for middle and high school teachers. Eye On Education, 2009.

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Alan, Gibbons. Teach me to write poetry: A guide for teachers. Nash Pollock, 2005.

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Laurie, Lamson, ed. Now write! screenwriting: Exercises by today's best writers and teachers. Jeremy P. Tarcher/Penguin, 2010.

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Walvoord, Barbara E. Fassler. Helping students write well: A guide for teachers in all disciplines. 2nd ed. Modern Language Association of America, 1986.

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Cavey, Diane Walton. Dysgraphia: Why Johnny can't write : a handbook for teachers and parents. 2nd ed. Pro-Ed, 1993.

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Helping students write well: A guide for teachers in all disciplines. 2nd ed. Modern Language Association of America, 1986.

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59 reasons to write: Mini-lessons, prompts, and inspiration for teachers. Stenhouse Publishers, 2015.

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Walvoord, Barbara E. Fassler. Helping students write well: A guide for teachers in all disciplines. 2nd ed. Modern Language Association of America, 1993.

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Browne, Ann. Helping children to write: A guide for teachers and educational professionals. Brownes, 1990.

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Book chapters on the topic "Write teachers"

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Balocco, Anna Elizabeth, Gisele de Carvalho, and Tania M. G. Shepherd. "What Teachers Say When they Write or Talk about Discourse Analysis." In Educational Linguistics. Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_8.

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Tyminski, Andrew M., Tonia J. Land, Corey Drake, V. Serbay Zambak, and Amber Simpson. "Preservice Elementary Mathematics Teachers’ Emerging Ability to Write Problems to Build on Children’s Mathematics." In Research Trends in Mathematics Teacher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02562-9_11.

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Olstad, Hege Annette, and Majid Rouhani. "Reflection on How to Write the Learning Outcomes for an Online Programming Course for Teachers." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29374-1_48.

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Tourette, Aileen La. "Chapter 11. Writer as Teacher, Teacher as Writer." In Creative Writing Studies, edited by Graeme Harper and Jeri Kroll. Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690210-013.

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Peary, Alexandria. "Taking Self-Help Books Seriously: The Informal Aesthetic Education of Writers." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_9.

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AbstractAesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Writing self-help books, or texts which address a readership interested in learning about writing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continue to do so today (For the purposes of this article, “self-help” refers exclusively to self-help literature offering advice about the act of writing and not to any of the myriad of other self-help topics [dieting, relationships, and so forth]). The evolution of these self-help books paralleled the development of college and university writing courses that arose early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this chapter, I perform a textual analysis of five twentieth-century self-help books, all attracting substantial readership: Dorothea Brande’s Becoming a Writer (1934); Brenda Ueland’s If You Want to Write (1938); Peter Elbow’s Writing Without Teachers (1973); Natalie Goldberg’s Writing Down the Bones (1986); and Anne Lamott’s Bird by Bird (1995). An examination of these popular twentieth-century self-help books reveals four areas of overlapping content. Collectively, self-help books on writing address the role of the unconscious in composing, issues of control, the holistic nature of composing, and failures in traditional teaching, and they all formulate a broader argument about the universal ability of humans to be creative.
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Young, Ross, and Felicity Ferguson. "Be a writer-teacher." In Writing for Pleasure. Routledge, 2020. http://dx.doi.org/10.4324/9780429268984-21.

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Cooker, Lucy, Tony Cotton, and Toft Helen. "How we wrote this book." In Being a Teacher. Routledge, 2018. http://dx.doi.org/10.4324/9781315463179-2.

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Young, Ross, and Felicity Ferguson. "A guide to becoming a writer-teacher." In Real-World Writers. Routledge, 2020. http://dx.doi.org/10.4324/9780429268960-16.

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de Vries, Peter. "I Wrote a Novel About My Teaching Life – So What?" In Teacher Learning and Development. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-4642-1_14.

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Bizzaro, Patrick. "The Writer-Teacher in the United States: The Place of Teachers in the Community of Writers." In A Companion to Creative Writing. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118325759.ch27.

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Conference papers on the topic "Write teachers"

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Ratih, Rina. "Do Teachers of Lecturers need to Write Children’s Literature?" In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.23.

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Tegeh, I. Made, Luh Putu Putrini Mahadewi, and I. Nyoman Jampel. "Identify and Analysis of Society Opinion about Read Write Arithmetic in Early Chilhood Education." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.89.

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Shalom, Ilan Bar. "Meaningful Learning And Motivation To Write. Teachers-Students Building A Website Togheter." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.101.

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Indrawati, T., E. Sukma, A. Suriani, and N. Fadillah. "The Problem of Teachers In Learning To Write Poetry In Elementary School." In The 3rd International Conference on Advance & Scientific Innovation. EAI, 2020. http://dx.doi.org/10.4108/eai.20-6-2020.2300721.

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Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.

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Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to
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Fojcik, Marcin, Martyna K. Fojcik, Lars Kyte, Bjarte Pollen, and Jan Ove Rogde Mjånes. "TEACHING IN DIGITAL SURROUNDINGS – STUDENTS OPINION ON DIGITAL TOOLS AND DIGITAL LECTURES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end059.

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In today’s world, education in higher education institutions needs to use digital technologies to reach students without them being in the same room as the teacher. The “classical lecture”, with a teacher talking and writing on a blackboard interacting with students, has been in many ways exchanged with different digital or hybrid solutions. On one hand, it allows teachers to challenge their practices and try new ways of engaging students to learn, but on the other hand, it can be challenging to master different digital solutions in a way that ensures a clear message for the students. When the
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Mayarnimar, Dr, and Dr Taufina. "Validity Analysis of the VARK (Visual, Auditory, Read-Write, and Kinesthetic) Model - Based Basic Reading and Writing Instructional Materials for the 1st Grade Students of Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.141.

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Ma, Yingzhi, and Yu Sun. "Rational Mobile Application to Detect Language and Compose Annotations: Notespeak App." In 10th International Conference on Information Technology Convergence and Services (ITCSE 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110918.

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Students in international classroom settings face difficulties comprehending and writing down data shared with them, which causes unnecessary frustration and misunderstanding. However, utilizing digital aids to record and store data can alleviate these issues and ensure comprehension by providing other means of studying/reinforcement. This paper presents an application to actively listen and write down notes for students as teachers instruct class. We applied our application to multiple class settings and company meetings, and conducted a qualitative evaluation of the approach.
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Banno, Mariasole, Andrea Albertini, Ileana Bodini, Sandro Trento, and Valerio Villa. "Theatre teaches." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8098.

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Theatre teaches is a new experiment carried out at the University of Brescia. The growing importance of transversal competences i.e. those skills that essentially concern attitudes in the workplace and interpersonal relationships such as team work, language and communication skills, gave us the idea to develop an educational innovation to help students bring out these skills. We asked students to wrote a play using topics seen in class. So, they tried to wrap their mind around it and worked in team to write a script and get him to scene. Not to be confused to business theatre, this method is a
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, b
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Reports on the topic "Write teachers"

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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, 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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