Gotowe bibliografie tematyczne / Women teachers

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Women teachers”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Women teachers"

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Grambs, Jean Dresden. "Are Older Women Teachers Different?" Journal of Education 169, no. 1 (1987): 47–64. http://dx.doi.org/10.1177/002205748716900105.

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Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teachi
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Rossi, Jean Pablo Guimarães, Thaíse Fernanda de Lima Mares, and Eliane Rose Maio. "Women, teachers and researchers." Revista Internacional de Educação Superior 10 (November 21, 2022): e024032. http://dx.doi.org/10.20396/riesup.v10i00.8670871.

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Introduction: In this research, our general objective is to present issues that can be identified and analyzed, around the experiences of women, teachers, researchers, who were in the university space at the time of the pandemic (which began in 2019), due to of the Coronavirus/COVID-19. Social isolation, which was imposed as one of the measures to contain the virus, required (and has required) all of us to (re)think new adaptations and readjustments, especially in regard to the academic field. Teachers have been challenged to reflect on their activities in various aspects, both professional an
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Fuller, Kay. "Women secondary head teachers." Management in Education 23, no. 1 (2009): 19–31. http://dx.doi.org/10.1177/0892020608099078.

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Maguire, Meg. "Women Who Teach Teachers." Gender and Education 5, no. 3 (1993): 269–81. http://dx.doi.org/10.1080/0954025930050303.

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Paul, Pope John. "Women: teachers of peace." Journal of Muslim Minority Affairs 16, no. 2 (1996): 295–99. http://dx.doi.org/10.1080/13602009608716346.

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Begum, Dr Shaista. "A Study of Social Adjustment among Schedule Caste Women Teachers and General Caste Women Teachers: In Reference to Govt. Schools of Meerut U.P." REVIEW JOURNAL PHILOSOPHY & SOCIAL SCIENCE L, no. 1 (2025): 57–61. https://doi.org/10.31995/rjpss.2025.v50i01.008.

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Social adjustment is an important aspect of human life. It becomes even more crucial for communities that are marginalized, such as the scheduled castes. In Indian society, cast-based discrimination is deeply rooted, and it manifests within the education sector as well, especially, when female teachers face social pressures and attempt to balance their professional lives with these challenges. The present study aimed to examine the difference in the Social Adjustment among scheduled caste woman teachers and General caste woman teachers in the context of government schools of Meerut district. T
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장수지. "Supporters of Working Mothers, Daycare Teachers: Women Who Sustained the Childcare Program in the Early PRC." Women and History ll, no. 30 (2019): 257–304. http://dx.doi.org/10.22511/women..30.201906.257.

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Butler, Anne M., and Polly Welts Kaufman. "Women Teachers on the Frontier." Journal of American History 72, no. 2 (1985): 411. http://dx.doi.org/10.2307/1903416.

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Kotecha, Piyushi. "The Position of Women Teachers." Agenda, no. 21 (1994): 21. http://dx.doi.org/10.2307/4065818.

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Riley, Glenda, and Polly Welts Kaufman. "Women Teachers on the Frontier." Western Historical Quarterly 16, no. 1 (1985): 79. http://dx.doi.org/10.2307/968161.

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Rozprawy doktorskie na temat "Women teachers"

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Burns, Mary Bridget. "The Experience of Women Teachers in Two State-controlled School Districts:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108483.

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Thesis advisor: Andrew Hargreaves<br>This exploratory case study examines the experience of twelve women teachers who taught in two state-controlled school districts that had been taken over by the state authorities due to low academic performance and operational mismanagement. The qualitative methodology of exploratory comparative case analysis allowed for the consideration of the two districts as two parts of the same case, and the foundation for future research in this field (Streb, 2010). Twelve semi-structured interviews, teacher climate survey responses, and fifty-three state government
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Chabalala, Lucky W. "What do women teachers identify as barriers to promotion?" Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-132225.

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Cheung, Kwong-leung. "The perception of women teachers in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710225.

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Haynes, Michelle Daphne. "Jewish women teachers in secondary schools." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399228.

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Pierre, Yvette. "Rooted Pedagogies: Black Women Activist Teachers For Social Change." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282101174.

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Burgess, Frances Anne. "Narratives of women music teachers in Northern Ireland : beyond identity." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24328.

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This study examined the narratives of three women music teachers’ professional practice, drawing on the research question: Through examining processes of subjectification: (a) How do mid-career women music teachers construct narratives of their professional and musical practice? (b) What are the implications for women music teachers’ professional and musical sustenance? Participants Hayley, Becky and Lynne, all with 12 years teaching experience, told stories of diverse musical participation within and beyond their schools and within a range of social groups and institutional settings. Taking a
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Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

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Cavanagh, Sheila L. "Professionalism as a legislated code of moral conduct the government of the woman teacher in education, Ontario, 1918-1949 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0011/NQ39258.pdf.

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Rumin, Anna C. "Teacher shadows : giving voice to hidden selves." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0019/NQ44570.pdf.

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James, Jennifer Lynn Hauver. "Care in the lives of women teachers." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3860.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Książki na temat "Women teachers"

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Shephard, Marie Tennent. Maria Montessori: Teacher of teachers. Lerner Publications Co., 1996.

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Indian National Commission for Co-operation with UNESCO. and Unesco New Delhi, eds. Women teachers in rural India. Indian National Commission for Co-operation with UNESCO, 2001.

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Hilary, De Lyon, and Migniuolo Frances Widdowson, eds. Women teachers: Issues and experiences. Open University Press, 1989.

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MetropolitanAuthorities, Association of, ed. Women teachers: Recruitment and retention. Association of Metropolitan Authorities, 1990.

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Poelzer, Irene. Saskatchewan women teachers 1905-1920: Their contributions. Lindenblatt & Hamonic, 1990.

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Fischman, Gustavo. Imagining teachers: Rethinking gender dynamics in teacher education. Rowman & Littlefield Publishers, 2000.

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Yannoulas, Silvia C. Educar, una profesión de mujeres?: La feminización del normalismo y la docencia, 1870-1930. Kapelusz, 1996.

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Ramana, P. V. L. Modernity and role performance of women teachers. Kanti Publications, 1992.

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Narang, Sandhya. Dilemma of married women teachers in India. Himanshu Publication, 1994.

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Oram, Alison. Women teachers and feminist politics, 1900-1939. Manchester University Press, 1996.

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Części książek na temat "Women teachers"

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Apple, Michael W. "Teaching and ‘Women′s Work′." In Teachers and Texts. Routledge, 2021. http://dx.doi.org/10.4324/9781315862774-5.

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Baratz, Lea, and Roni Reingold. "Voicing Oppressed Palestinian Women." In Changes in Teachers’ Moral Role. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-837-7_5.

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Prentice, Alison, and Marjorie R. Theobald. "The Historiography of Women Teachers: A Retrospect." In Women Who Taught, edited by Alison Prentice and Marjorie Theobald. University of Toronto Press, 1991. http://dx.doi.org/10.3138/9781442683570-003.

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Jagire, Jennifer M. "Indigenous Women Science Teachers of Tanzania." In Indigenist African Development and Related Issues. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-659-2_11.

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Trouvé-Finding, Susan. "Unionised Women Teachers and Women’s Suffrage." In Suffrage Outside Suffragism. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230801318_9.

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Constantinou, Stavroula. "Women Teachers in Early Byzantine Hagiography." In What Nature Does Not Teach. Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.disput-eb.3.3252.

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Brown, Suzanne. "Part-time women teachers-having it all?" In Teachers and Teaching Post-COVID. Routledge, 2023. http://dx.doi.org/10.4324/9781003352129-4.

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Lafarga, Luz Elena Galván. "Teachers of Yesteryear: A Study of Women Educators during Porfiriato." In Women and Teaching. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403984371_10.

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Cortina, Regina. "Women Teachers in Mexico: Asymmetries of Power in Public Education." In Women and Teaching. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403984371_5.

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Karakok, Gulden, Katherine Morrison, and Cathleen Craviotto. "Lessons Learned from a Math Teachers’ Circle." In Association for Women in Mathematics Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0_7.

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Streszczenia konferencji na temat "Women teachers"

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Mani, G. S., Rajashree Jain, and Tushar Mote. "Teachers Perspectives on College Students as STEM Promoters." In 2024 First International Conference for Women in Computing (InCoWoCo). IEEE, 2024. https://doi.org/10.1109/incowoco64194.2024.10863243.

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Boyomo, M., G. H. Kom, B. Siebatcheu, et al. "Overcoming Underrepresentation of Women Physics Teachers in Cameroon: Preliminary Study." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137924.

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Sadik, Olgun. "Encouraging Women to Become CS Teachers." In GenderIT '15: The Third Conference on GenderIT. ACM, 2015. http://dx.doi.org/10.1145/2807565.2807715.

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Mohammed, Najat K., Margaret E. Samiji, Eva T. Shana, and Farida Lolila. "Making physics more appealing to female students and teachers in Tanzania." In WOMEN IN PHYSICS: 7th IUPAP International Conference on Women in Physics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0175747.

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Tanemura, Masako, Fumiko Okiharu, Kyoko Ishii, et al. "History and Objectives of LADY CATS (Women Physics Teachers in Japan) (abstract)." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137887.

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Abo-Zaed Arar, Eman. "Minoritized Women Teachers Navigating Segregated Ethnocentric Education Reality." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2098376.

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Kornahrens, Anne F. "The STEP UP project: A national and international movement to engage high school teachers in cultural change." In WOMEN IN PHYSICS: 7th IUPAP International Conference on Women in Physics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0175578.

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Hidayat, Dayat. "Local Wisdom-Based Entrepreneurial Training for Women Empowerment." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.39.

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Panyushkina, Sof'ya, and Tatyana Lukashchuk. "HORMONAL CHANGES DURING PREGNANCY." In II All-Russian Scientific and Practical Conference of students, teachers, practitioners "Education-Science-Practice". Autonomous Non-Profit Educational Organization of Higher Education "Kuban Institute of Vocational Education", 2025. https://doi.org/10.64007/conferencearticle_683d99f600f005.41656709.

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During pregnancy and after childbirth, women’s hormonal background undergoes the strongest changes, for which absolutely not all young mothers are ready this can cause postpartum depression, interfering with both the woman herself, and her child, and the inner circle. This article provides an analysis of hormonal activity during pregnancy and after childbirth. It is noted that changes in hormonal background during pregnancy, including a significant increase in estrogen and especially progesterone, can exacerbate existing emotional disorders. It is emphasized that the psycho-emotional state of
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Williams Brown, Kimberly. "Disposable Teachers: Misunderstandings of Black Afro-Caribbean Women Teachers Enacting a Politics of Care." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2110830.

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Raporty organizacyjne na temat "Women teachers"

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Zhou, Lili, Alankrita Chhikara, Stephanie Oudghiri, Araba Osei-Tutu, and Razak Kwame Dwomoh. Teachers' Perceptions on Women in STEM: Breaking the Stereotypes. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317463.

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Mahling, Lubina. Teachers and preachers – Sorbian women in the 18th century. Sorbisches Institut/Serbski institut, 2025. https://doi.org/10.59195/2025.8.

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22698.

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Corcoran, Sean, William Evans, and Robert Schwab. Changing Labor Market Opportunities for Women and the Quality of Teachers 1957-1992. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w9180.

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Dale, Logan. Providing Recruitment Resources for Women Agriculture Mechanics Classes for Agriculture Teachers in Mississippi. Iowa State University, 2020. http://dx.doi.org/10.31274/cc-20240624-1172.

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Khemani, Shreya, Jharna Sahu, Maya Yadav, and Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.

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This study, situated in an industrial working-class neighbourhood in Raipur, Chhattisgarh, aims to look at what sustains and reproduces an elementary school teacher in low-fee private schools. Within a highly stratified system of education such as ours (NCERT 2005), both at the level of school and teacher education itself, as well as in the context of a highly stratified society—where the imagination and reality of ‘a teacher’ is informed as much by a historical domination of teaching by specific caste groups as it is by a contemporary reality in which the bulk of the teachers in schools acros
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Roth, Vathana, and Pide Lun. Health and Education in Cambodia: Policies, Institutions and Practices. Cambodia Development Resource Institute, 2015. https://doi.org/10.64202/wp.105.201508.

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Motivated by the relatively low indicators for access to basic secondary education and healthcare, the study attempts to (1) analyse national policy and institutional framework for inclusive development in health and education, and (2) identify areas needing attention or updating. In education, Cambodia has made considerable progress towards achieving universal nine-year basic education. Supply-side issues are more important than demand-side factors, particularly the poor quality of teaching and learning; relatively low, albeit growing, government funds for education; corruption in service del
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and pl
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making be
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