Gotowe bibliografie tematyczne / Primary teacher training

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Gotowa bibliografia na temat „Primary teacher training”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Primary teacher training"

Newman, Elizabeth. "Primary teachers' dilemmas in initial teacher training." Teacher Development 1, no. 2 (1997): 253–68. http://dx.doi.org/10.1080/13664539700200016.

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Figueredo-Canosa, Victoria, Luis Ortiz Jiménez, Cristina Sánchez Romero, and María Carmen López Berlanga. "Teacher Training in Intercultural Education: Teacher Perceptions." Education Sciences 10, no. 3 (2020): 81. http://dx.doi.org/10.3390/educsci10030081.

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Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the fie

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Moral Santaella, Cristina, and Agustín De la Herrán Gascón. "Subject matter knowledge in Primary Education teacher training." Bordón. Revista de Pedagogía 76, no. 1 (2024): 157–77. http://dx.doi.org/10.13042/bordon.2024.99062.

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INTRODUCTION. The article questions a basic problem of didactics: the relevance of subject matter knowledge as a quality requirement in teacher training. Subject matter knowledge is assumed to be necessary to facilitate student learning and education. Specifically, it is understood as a requirement for teachers to be able to carry out didactic designs and developments that facilitate meaningful learning experiences and strengthen the conceptual structure of students. The objective of the research is to know if future Primary Education teachers and preservice Primary Education teachers have an

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Cabrera-Fajardo, Deyci-Patricia, Ferney Mora Acosta, and Sunny Perozo Chirinos. "Teacher Training in Sexual Education For Primary School Teachers." Revista de Gestão Social e Ambiental 18, no. 11 (2024): e010067. http://dx.doi.org/10.24857/rgsa.v18n11-258.

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Objective: To describe the sexual education training of primary school teachers in the Educational Institutions of the municipalities of Albán and San Bernardo, Nariño, Colombia. Theoretical Framework: To understand the context of the research, various definitions regarding the importance of teacher training in sexuality topics are presented to strengthen comprehensive education. Method: The research was developed under the holistic understanding of science, considered descriptive in nature, with a field design and contemporary cross-sectional approach. The population consisted of 86 teachers.

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CELEBI, Alper, Nurdan OZRECBEROGLU, Gunsel CAKIR GUNES, and Yelda SERIN GEZERCAN. "Teacher Training Policies and Determination Of Inadequacies." Asian Journal of Contemporary Education 6, no. 2 (2022): 136–47. http://dx.doi.org/10.55493/5052.v6i2.4549.

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Research conducted in this study aims to determine teachers' opinions regarding how the primary school teacher training policies of the Turkish Republic of Northern Cyprus (TRNC) can be improved. For this purpose, 50 teachers working in primary education institutions were selected to determine the study group. Teachers' opinions were collected through semi-structured interviews. Within the framework of the data obtained from the semi-structured interview forums, it has been tried to determine what are the points that are not considered sufficient in the primary school teacher training policies

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Kagoda, Alice Merab, and Betty Akullu Ezati. "CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA." Problems of Education in the 21st Century 52, no. 1 (2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.

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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shorta

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Forteck, Aloysius Betangah. "Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 180–95. https://doi.org/10.5281/zenodo.3843059.

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The paper examined the extent to which the mathematics curriculum for PSTTC impacts the teaching of mathematics in English Speaking Primary Schools in South West Region. The research question was to examine the extent to which mathematics pedagogic knowledge learnt in PSTTC have an impact on the teaching of mathematics in primary schools. The survey research design was used on a target population of 31 mathematics teacher trainers and 6482 primary school teachers. 31 mathematics teacher trainers and 45 primary school teachers formed the accessible population. The instruments used to collect th

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Yosa, Wawa. "In-Service Primary School Teacher Training Programmes in South Sudan." International Journal of Social Science and Human Research 07, no. 03 (2024): 1829–34. https://doi.org/10.5281/zenodo.10809045.

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During the war of independence, it was found that South Sudan had one of the worst educational indicators. About sixty percent of the teachers were untrained and many of them were primary school drop-outs. The Government of the Republic of South Sudan addressed this problem in various ways including pre-service, in-service teacher training and accelerated learning programmes. This paper investigates the in-service and accelerated learning teacher training programmes. Data was collected from various NGO reports, interviews with persons directly involved in primary teacher training in South Suda

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Çevik Kansu, Ceren, and Sezgin Temel. "Primary School Teachers’ Opinions on the Expert Teacher Training Program Seminar." International Journal of Psychology and Educational Studies 10, no. 3 (2023): 796–810. http://dx.doi.org/10.52380/ijpes.2023.10.3.1190.

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The process of becoming an expert teacher, which is one of the career steps of teachers, and the evaluation of this process are important and necessary in terms of education. The general purpose of this study is to obtain the opinions of primary school teachers about the Expert Teacher Training Program Seminar (ETTPS). In the study, a qualitative research approach was adopted, and a case study design was preferred. The data were collected from the primary school teachers who received the aforementioned seminar at the beginning of the fall semester of the 2022–2023 academic year. The research g

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Radul, Olha. "PRIMARY SCHOOL TEACHER IN MODERN WORLD." Academic Notes Series Pedagogical Science 1, no. 204 (2022): 44–48. http://dx.doi.org/10.36550/2415-7988-2022-1-205-44-48.

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Primary school is the oldest unit in the system of education. In modern world it is the primary school teachers that make up the biggest part of the total number of teachers since the world is developing unevenly and in many developing countries only elementary stage of education is widely accessible. Due to the mass character of the primary school teacher profession the study of the position of the teacher in different countries remains a topical direction in comparative pedagogical researches. The article presents the analysis of the most widely spread parameters and characteristics of the p

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Rozprawy doktorskie na temat "Primary teacher training"

Barron, Elaine Bernadette. "Primary headteachers' perceptions of training teachers fit to practise within changing landscapes of teacher training." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/621834.

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Recent changes to the provision for teacher training have seen a move to place greater responsibility for the training of teachers with schools rather than with Higher Education Institutes. The rationale appears to be the view that this will produce the kind of teachers schools are looking to employ. However, there appears to be little research focused on the opinions of the senior management of primary schools about whether they believe this to be the case, whether they feel schools are in a good position to undertake this training, and what impact they perceive such a move will have on prima

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Pope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.

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This study is about the ways in which the term subject knowledge is conceptualised and interpreted by student teachers, university tutors and school mentors in the context of undergraduate primary initial teacher training (ITT) in two post-1992 university providers. Subject knowledge has been a consistent feature of the policy context of ITT over decades, although disparities are apparent between the rhetoric of policy directives, the theoretical knowledge base and how primary teachers’ subject knowledge is represented, and enacted, in communities of practice in primary ITT. The conceptual fra

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Al-Omari, Khaled Mohammed. "Quality assurance mechanisms in Jordanian primary teacher education programmes." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.

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This study explores the quality assurance mechanisms in primary teacher education programmes in Jordan in order to examine how the participants perceive the systems in their programmes. As a point of reference the English experience in quality assurance was incorporated. The main areas investigated were (i) The components of primary teacher education programmes in Jordan (the objectives, the theory, the school experience, the teaching methods, the management system, and facilities) (ii) The problems that hinder the implementation of the quality assurance systems (iii) Suggestions for promoting

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Carney, Claire Geraldine Aine. "The training of the primary school teacher to teach National Curriculum physical education." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481191.

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Adams, Muriel Sylvia. "Problems of managing teacher appraisal schemes in Gwent primary schools." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311320.

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Sim, Ju Youn. "The impact of in-service teacher training : a case study of teachers' classroom practice and perception change." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/36858/.

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The central focus of this study concerns the impact in Korea of an in-service teacher training (INSET) course on teachers’ classroom practice and their perception change. A qualitative case study involving observation and interviews was carried out during a period of six months before and after an INSET course. The three-week INSET course itself was observed. This was followed by the observation of five consecutive English lessons given by the two teachers. The teachers also took part in four semi-structured interviews. While the observations shed light on how the teachers implemented what the

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Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.

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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriat

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Govinda, Ishwar Lingam. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366112.

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Puteh, Marzita. "Factors associated with mathematics anxiety and its impact on primary teacher trainees in Malaysia." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267728.

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This study investigates the extent and nature of mathematics anxiety in primary school teacher trainees in Malaysia, and identifies the factors that are associated with it. This is qualitative research and hence the approach is to understand the current phenomenon and to obtain a rich and in-depth insight into significant issues. Three methods for obtaining data are used: questionnaires, interviews and observations of subjects doing mathematics. Evidence for the nature and source of mathematics anxiety was derived from what the teacher trainees said about (a) their perceptions of mathematics;

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Wildsmith, Rosemary. "A study of teacher attitudes as related to teacher practices at primary school level in South Africa." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006577/.

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The research reported on in this thesis investigated the nature of the relationship between teachers' attitudes and perceptions regarding the language learning/teaching process and their pedagogical practices in class, within two English as second language teaching contexts - a non-formal project and a state primary school. Both attitudes and practices were examined in relation to an educational model consisting of a bi-polar dimension, moving from a traditional, transmission-oriented perspective on teaching, to a more progressive, generative one. This model was based upon preexisting models d

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Książki na temat "Primary teacher training"

Susuwele, William J. Primary teachers' opinions on primary teacher training programmes and use of untrained teachers in primary schools in Malawi. Malawi Institute of Education, 1997.

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Grigg, Russell. Becoming an outstanding primary school teacher. Longman, 2010.

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Grigg, Russell. Becoming an outstanding primary school teacher. Longman, 2010.

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Grigg, Russell. Becoming an outstanding primary school teacher. Longman, 2010.

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Al-salmi, Talib. Teacher education in Oman: Selection and training of primary school teachers. University of Birmingham, 1994.

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Agency, Teacher Training, ed. Initial teacher training National Curriculum for primary science. [TTA], 1998.

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TASC, ed. My teacher: Training to teach in primary schools. TASC, 1994.

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Department of Education & Science. Brighton Polytechnic, Faculty of Education: Initial teacher training, the professional training of primary school teachers. Department of Education and Science, 1990.

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Stuart, J. S. Primary teacher education curricula as documented: A comparative analysis. Centre for International Education, University of Sussex, 1999.

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Ofsted. Quality and standards in primary initial teacher training: Inspected 1998/2002. Ofsted, 2003.

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Części książek na temat "Primary teacher training"

Keller-Schneider, Manuela, and Salome Schneider Boye. "Swiss Education System, Teacher Training and Teacher Shortage." In Teacher Shortage in International Perspectives: Insights and Responses. Springer Fachmedien Wiesbaden, 2025. https://doi.org/10.1007/978-3-658-45398-5_3.

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Abstract Switzerland, as well as many other countries, is facing a teacher shortage. Due to the increasing number of students and the retirement of the baby-boomer-generation of teachers, there is a lack of teachers. The recruitment of teachers is challenging politics, Universities of Teacher Education and school administrations. This article focuses on the situation in Switzerland, contextualizing the situation within explanations on the education system and on teacher education. Switzerland offers eleven years of compulsory schooling; private schooling is very rare (less than 5%). Teacher ed

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Hošpesová, Alena, and Marie Tichá. "Problem Posing in Primary School Teacher Training." In Mathematical Problem Posing. Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-6258-3_21.

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Traunter, Jo. "Reconceptualising early years teacher training: policy, professionalism and integrity." In Contemporary Issues in Primary Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003316862-23.

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Agrati, Laura Sara. "‘Work’/‘World of Work’ and Primary Teacher Training." In Lecture Notes in Networks and Systems. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06825-6_78.

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Galton, Maurice. "Primary Teacher-Training: A Practice in Search of Pedagogy." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols. Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-144.

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Barron, Elaine. "Primary headteachers’ perceptions of schools’ roles in training teachers within a changing landscape of teacher training." In Pupil, Teacher and Family Voice in Educational Institutions. Routledge, 2019. http://dx.doi.org/10.4324/9780429505669-10.

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Symaco, Lorraine Pe, and Esther G. S. Daniel. "Curriculum, Pedagogy, Teacher Training and Recent Reforms in Primary Science Education." In Primary Science Education in East Asia. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97167-4_11.

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Castells, Núria, Isabel Solé, Cristina Luna, et al. "4. Training a Primary Education Teacher to Teach Expository Text Comprehension Strategies." In Reviving Catalan at School, edited by Joaquim Arnau. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090266-006.

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Ricciardi, Sara, Stefano Rini, and Fabrizio Villa. "Officina Degli Errori: An Extended Experiment to Bring Constructionist Approaches to Public Schools in Bologna." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_22.

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AbstractIn this contribution we describe an extended experiment to bring constructionist approaches to public schools in Bologna. Specifically, we focus on our latest project called Officina degli Errori, which is an extended teacher training program for primary school teachers based on tinkering. We highlight our motivation, the structure of Officina degli Errori and the lessons learned co-designing the activities and implementing them in the reality of public schools in Bologna. We also interviewed teachers to understand the critical issues affecting implementation of constructionist approac

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De Smet, Cindy, and Christine Schmider. "Assessing Student Perceptions of Professionalization Measures and Coherence after the 2011 French Curriculum Reform." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_6.

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AbstractThis chapter examines the 2011 curriculum reform in France, which aimed to professionalize the teacher training system and establish national frameworks for teacher competencies in primary and secondary schools. Inspired by European guidelines for teacher education, this reform represented a paradigm shift in the French system, integrating pedagogical knowledge and pedagogical content knowledge alongside traditional content knowledge. The result was a closing of the professional orientation gap with other European teacher education systems and a greater vocational coherence.

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Streszczenia konferencji na temat "Primary teacher training"

Nikolopoulou, Evangelia. "DISTANCE EDUCATION IN PRE-PRIMARY AND PRIMARY TEACHER TRAINING DURING TIMES OF CRISIS: A SURVEY ON UNIVERSITY TEACHERS’ PERSPECTIVES IN GREECE." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1043.

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Tessenow, Eve, and Alexander Best. "WISHES AND EXPECTATIONS OF PRIMARY AND LOWER SECONDARY SCHOOL TEACHERS TOWARDS TEACHER TRAINING PROGRAMS IN COMPUTING EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0531.

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Tessenow, Eve, and Alexander Best. "BRIDGING THE GAP: DESIGNING A TEACHER TRAINING CONCEPT FOR COMPUTER SCIENCE EDUCATION AT THE PRIMARY-SECONDARY TRANSITION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0491.

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Millán, Cecilia. "Diversity Approaches in Primary Education Teacher Training." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1573379.

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Cura, Daniela, Hernán Czemerinski, Verónica Alelí Marino, Martín Guillermo Scasso, and Fernando Schapachnik. "A teacher training program in argentina analysed by profiles." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. ACM, 2020. http://dx.doi.org/10.1145/3421590.3421664.

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Rokhmaniyah, Rokhmaniyah, and Chamdani Chamdani. "Evaluation of Implementation of Inclusive Education at Primary School." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.28.

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Inggriyani, Feby, and Nurul Fazriyah. "Self Efficacy on Narrative Writing Ability of Primary School Student." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.7.

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D'Elia, Francesca. "The training of physical education teacher in primary school." In Journal of Human Sport and Exercise - 2019 - Autumn Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc1.12.

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Wahyudi, Mr, Mr Joharman, and Mr Ngatman. "The Development of Realistic Mathematics Education (RME) for Primary Schools' Prospective Teachers." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.83.

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Suryandari, Kartika, Prof Sajidan, Sentot Budi, and Zuhdan Kun. "Effectiveness of Project Based Learning on Empowerment Critical Thinking Skill toward Preservice Teacher on Primary Teacher Education Program." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.58.

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Raporty organizacyjne na temat "Primary teacher training"

Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new

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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Supp

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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an onli

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Wong, Debbie, Hilary Hollingsworth, Elizabeth Cassity, and Adeola Monty. Teacher Development Multi-Year Study Series. Classroom observation training package: using classroom observation to investigate and understand teaching quality. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-758-8.

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The Australian Council for Educational Research (ACER) has created an open-access classroom observation tool based on research conducted for the Australian Department of Foreign Affairs and Trade’s (DFAT) Teacher Development Multi-Year Study Series, which studied teaching practices in Timor-Leste, Vanuatu and Lao PDR (see https://research.acer.edu.au/eas/). This comprehensive tool is designed to capture various aspects of teaching and learning in the classroom. It aims to help education researchers and practitioners gather evidence of teaching practices, particularly in the early grades of pri

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, th

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Madhur, Srinivasa. Cambodia’s Skill Gap: An Anatomy of Issues and Policy Options. Cambodia Development Resource Institute, 2014. https://doi.org/10.64202/wp.98.201408.

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There is growing consensus that an emerging skill gap could impose human costs and constraints on Cambodia’s economic growth and development. The country is facing a shortage of skilled human resources even for low-to-medium skill intensive industries. There is a widening gap between the skills that industries and businesses need and what the education institutions, whether academic or vocational training, are producing. Cambodia’s skill gap is emerging at a time when the Association of Southeast Asian Nations (ASEAN) is preparing to launch the ASEAN Economic Community (AEC) in 2015. The AEC w

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Cueto, Santiago, Diether Beuermann, Julian P. Cristia, Ofer Malamud, and Francisco Pardo. Laptops in the Long-Run: Evidence from the One Laptop per Child Program in Rural Peru. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013192.

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This paper examines a large-scale randomized evaluation of the One Laptop Per Child (OLPC) program in 531 rural primary schools, as implemented by the Peruvian government starting in 2009. We use administrative and survey data on academic achievement and grade progression through 2019 to estimate the long-run effects of educational technology on i) academic performance and grade progression in schools over time and ii) student trajectories as they progress from primary school to university. We find negative and significant effects on completing primary and secondary education on time but no ef

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Biswas, Anik, and Wahid bin Ahsan. Innovative Teaching and Student Engagement in Bangladesh: Policy Implications. Userhub, 2023. http://dx.doi.org/10.58947/hlbr-qvzm.

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This qualitative case study investigates teaching practices and student engagement in government primary schools in southwestern Bangladesh, focusing on classes 1 to 3. Employing in-depth interviews with 14 teachers, students, and parents, the study reveals the limitations of traditional teaching methods and highlights the efficacy of innovative, participatory approaches in enhancing student engagement. Key challenges, such as inconsistent electricity supply and inadequate teacher training, impede the effective integration of technology and innovative pedagogy, particularly in rural settings.

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